Action Research Report

1. Effects of Recess on
Student Attention and
Disruptions
Erica Aldam
ED601
https://soundcloud.com/user717131154/audio-recording-on-tuesday

2. Introduction
 Recess time has been greatly reduced in
many schools
 Instructional time is deemed most important
 Recess has benefits on many student
behaviors
 The students who need recess most, tend to
lose it as a consequence

3. Focus
 The focus of this research was to see how
recess impacted student behaviors.
 Could more frequent or longer recess reduce
off-task behaviors?
 Could recess enhance learning for all
students?

4. Participants
 12 first graders
 1 ELL student
 4 females, 8 males
 5 students on IEP or 504 for speech and
language

5. Methods
 Qualitative study
 Field notes
 Observations
 Analyzing notes to find common themes
among students
 Implement an intervention: additional recess

6. Data: Themes
Theme Behaviors
Work production Consists of the amount of prompting to complete work and the amount
completed
Attentiveness Able to recall learned information and directions, body is in a listening
and learning position (body still, eyes on speaker, ears listening, voices
off)
Disruptions Unnecessary noises or talking out, not raising hand.
Fidgeting Unstill body in circle or at desk, out of seat, sitting inappropriately at desk
Other Participation, distractibility

7. Data: Results
7
6
5
4
3
2
1
0
Consiste
nt
Behavior
Increase
d Work
Producti
Decreas
ed
Fidgetine
Increase
d
Attentive
Increase
d
Participa
Number of Students 5 7 6 7 5

8. Conclusions
 Unstructured recess benefits student
behaviors
 Increased off-task behaviors directly before
recess
 Increased positive behaviors directly after
recess

9. Implications
 This study was a small snapshot of student
behaviors.
 If positive behaviors increase, recess should
be more thoughtfully implemented and
scheduled.
 An increase in positive behaviors may
suggest academic achievement.

10. Implications
 This study was a small snapshot of student
behaviors.
 If positive behaviors increase, recess should
be more thoughtfully implemented and
scheduled.
 An increase in positive behaviors may
suggest academic achievement.