Enhance Learning through BrainDance Movements: An Empirical Study
Linda H. Chiang, Orlando Griego
APA 6th edition
Chiang, L.H., & Griego, O. (2017). Enhance Learning through BrainDance Movements: An Empirical Study. IJEM - International Journal of Educational Methodology, 3(1), 17 - 23. doi:10.12973/ijem.3.1.17
Chiang L.H., and Griego O. 2017 'Enhance Learning through BrainDance Movements: An Empirical Study', IJEM - International Journal of Educational Methodology , vol. 3, no. 1, pp. 17 - 23. Available from: http://dx.doi.org/10.12973/ijem.3.1.17
Chicago 16th edition
Chiang, Linda H. and Griego, Orlando . "Enhance Learning through BrainDance Movements: An Empirical Study". (2017)IJEM - International Journal of Educational Methodology 3, no. 1(2017): 17 - 23. doi:10.12973/ijem.3.1.17
The purpose of this study was to compare and associate BrainDance activity to a control group on reading scores as well as social, learning, and negative behavior. A total of 40 students in two classrooms participated in this study. A Likert scale and words per minute reading scores followed by quantitative analysis using a t-test to document and assess students’ behaviors and reading scores. The findings indicated no significant difference in reading fluency, but the BrainDance group improved in four specific areas—focus, use of sense, multiple senses, and restlessness. There were positive correlations of social and learning behaviors, but negative correlations for learning and negative behaviors in addition to social and negative behaviors.
Keywords: Brain dance, words per minute, reading fluency, social behavior, instructional practices.
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