Matching Items (2)
132447-Thumbnail Image.png

The Effects of Applying Active Based Learning on Student's Cognitive Function

Description
The purpose of this study was to develop proposal lesson plans for 4th-6th graders based on active learning to integrate movement physical activity into the curriculum. The 4th-6th graders were chosen, as this is the age where teaching typically transitions from active learning to sedentary/lecture style teaching. Research compiled indicated…

The purpose of this study was to develop proposal lesson plans for 4th-6th graders based on active learning to integrate movement physical activity into the curriculum. The 4th-6th graders were chosen, as this is the age where teaching typically transitions from active learning to sedentary/lecture style teaching. Research compiled indicated positive effects of active based learning on children such as increased attention span, retention, and general focus. A survey was created to not only assess the perception of active versus didactic learners, but to also assess the effects of movement-based learning on the variables that research claimed to change. The lesson plans developed here should be transferable to a classroom lesson to evaluate the hypothesized results.
ContributorsTanna, Nimisha (Author) / Hyatt, JP (Thesis director) / Ainsworth, Barbara (Committee member) / College of Health Solutions (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
164558-Thumbnail Image.png

A Comparison of Central Executive Function in Children with Typical Development Who Do or Do Not Have ADHD

Description
This study was originally designed to assess the relationship between central executive function and the symptoms of ADHD. To quantify this relationship, the performance of two second graders with typical development (TD) who were also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) were to be compared to peers with…

This study was originally designed to assess the relationship between central executive function and the symptoms of ADHD. To quantify this relationship, the performance of two second graders with typical development (TD) who were also diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) were to be compared to peers with TD but no ADHD. Due to recruitment difficulties, only two participants with ADHD were enrolled. Participants completed four executive function tasks from the Comprehensive Assessment Battery for Children-Working Memory (CABC-WM; Alt, Brinkley, Cabbage, Cowan, Gray, Green, Hogan & Kuo, 2017) including repetition detection auditory and visual and number updating auditory and visual. No concrete results could be made for this study due to only having two participants, however, there are many considerations that can be made due to the completion of this study. The discussion considers how children with ADHD may struggle in school and at home. This study was unable to reach the number of desired participants (5), however, a discussion can be had about the importance of the study and what was learned regarding the research study from this study as well.
ContributorsMcgrath, Celia (Author, Co-author) / Gray, Shelley (Thesis director) / Weinhold, Juliet (Committee member) / Barrett, The Honors College (Contributor) / College of Health Solutions (Contributor)
Created2022-05