{ The Effect of School Recess on Student Achievement in Elementary Mr. Santos Alvarado EDCI Dr. A Herrera Spring 2012

was is the lack of school recess during class time in Texas elementary schools limits student’s cognitive development in core subjects as specified by the Texas Essential Knowledge and Skills (TEKS) and measured by the 5 th grade TAKS exam. The problem was is the lack of school recess during class time in Texas elementary schools limits student’s cognitive development in core subjects as specified by the Texas Essential Knowledge and Skills (TEKS) and measured by the 5 th grade TAKS exam. Problem Statement

The purpose of this review of literature was to examine if recess has a positive effect enhancing student’s cognition development in the classroom. The need is play ensures that the school setting attends to the social and emotional development of children as well as their cognitive development (Ginsburg, 2007). Purpose & Need

The types of research included in the synthesis consist of: Non-Experimental Non-Experimental Observational Studies Observational Studies Correlational Correlational Longitudinal Longitudinal Casual-Comparative Casual-Comparative Quantitative Quantitative Statistical analysis on Behavioral Scores, and Test Scores Statistical analysis on Behavioral Scores, and Test Scores Questionnaires Questionnaires Experimental Experimental Some students received more recess time compared to others who received less or no recess time Some students received more recess time compared to others who received less or no recess time Types of Research

Reviewing the Literature Barros, R. M., Silver, E. J., & Stein, R. E. K. (2009) states that recess plays an important role in the learning, social development, and health of children in elementary school.

Reviewing the Literature Dills, A. K., Morgan, H. N., & Rotthoff, K. W. (2011) states that recess and PE is unlikely to affect student test scores. Even taking time away from recess and PE had little effect on academic achievement in elementary school.

Reviewing the Literature Jarrett, O. S., Maxwell, D. M., Dickerson, C., Hoge, P., Davies, G., & Yetley, A. (1998) suggest that students were more on- task and less fidgety in the classroom on days when they had had recess, with hyperactive children among those who benefited the most.

Results The relationship amongst the studies were approximately similar, most of the studies included in this synthesis, mentioned that recess contributes significantly physical, social, emotional, and cognitive development of the student. One study mentioned that there was no correlation between academics and recess for the student.

Gaps in the Literature There are a limited number of studies on the effects recess has on a cognition level or on standardized tests. There is a lack of information that proves recess is beneficial to students learning development, more research has to be conducted. Fails to consider parental involvement in recess or physical play. Research studies failed to address the school culture, or history on standardized tests.

Conclusion Based on the literature, recess time is becoming diminished due to a variety of academic reasons. Recess has a insightful benefit in the students achievement in academics and classroom behavior. The studies confirm that recess has a positive effect and is necessary in a school setting.

Barros, R. M., Silver, E. J., & Stein, R. E. K. (2009). School recess and group classroom behavior. Official Journal of the American Academy of Pediatrics, 123(2), Dills, A. K., Morgan, H. N., & Rotthoff, K. W. (2011). Recess, physical education, and elementary school student outcomes. Economics of Education Review, 30(5), Jarrett, O. S., Maxwell, D. M., Dickerson, C., Hoge, P., Davies, G., & Yetley, A. (1998). The impact of recess on classroom behavior: Group effects and individual differences. Journal of Educational Research, 92(2), Jarrett, O. S., Maxwell, D. M., Dickerson, C., Hoge, P., Davies, G., & Yetley, A. (1998). The impact of recess on classroom behavior: Group effects and individual differences. Journal of Educational Research, 92(2), Microsoft PowerPoint Google Images Sources