Date of Award

Summer 2020

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Education

Committee Chair

David Lee

Committee Chair School

Education

Committee Member 2

Kyna Shelley

Committee Member 2 School

Education

Committee Member 3

Richard Mohn

Committee Member 3 School

Education

Committee Member 4

Noal Cochran

Committee Member 4 School

Education

Abstract

The purpose of this study was to add to the knowledge base regarding utilizing movement in the classroom as it influences reading and mathematics achievement for students with and without Attention-Deficit Hyperactivity Disorder. Mississippi public school teachers (n= 379) responded to an online questionnaire that gathered demographic data and collected ratings based on teacher beliefs and both their current use of movement and intent to use movement in the classroom based on a 5-point Likert scale.

In order to predict if a relationship existed between teacher beliefs of utilizing movement in the classroom and both their current use of movement and intent to use it in the classroom to increase student achievement in mathematics and reading, a multiple linear regression was used. The regression model revealed a positive, statistically significant predictor of teacher current use of movement with the beliefs that movement does indeed increase academic achievement in students with and without ADHD. A significant association was identified between the perceived teacher beliefs and the grade level the teacher is currently teaching. As the variable, grade level increased, the current use of movement decreased. The weekly personal activity level of respondents also had a statistically significant association with the perceived teacher beliefs. As this variable increased one unit, the teachers' belief in using movement decreased.

All students, especially those with ADHD, need exercise helping with concentration and providing an outlet for proper impulse discharge, helping to control impulsivity (Mulrine, Prater, & Jenkins, 2008). Movement helps reduce problematic classroom behavior and better focus students' attention on instruction. Mulrine et al. (2008) found that exercise helps students cope more effectively with stress, promotes a positive self-image, and improves thought patterns. Because teachers chose teaching strategies they deliver in the classroom, it is essential to begin to understand whether they use and believe movement in the classroom is useful.

Download

Share

COinS