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Brain-Based Learning Theory: the Incorporation of Movement

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Brain-Based Learning Theory: the Incorporation of Movement View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Liberty University Digital Commons BRAIN-BASED LEARNING THEORY: THE INCORPORATION OF MOVEMENT TO INCREASE THE LEARNING OF GRAMMAR BY HIGH SCHOOL STUDENTS A Dissertation Presented to The Faculty of the School of Education Liberty University In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Eva P. Pennington December, 2010 ii BRAIN-BASED LEARNING THEORY: THE INCORPORATION OF MOVEMENT TO INCREASE THE LEARNING OF GRAMMAR BY HIGH SCHOOL STUDENTS By Eva P. Pennington APPROVED: COMMITTEE CHAIR Dr. Carol Mowen COMMITTEE MEMBERS Dr. Mark Angle Dr. Evelyn Bailey CHAIR, GRADUATE STUDIES Dr. Scott Watson iii ABSTRACT Eva P. Pennington. BRAIN-BASED THEORY: THE INCORPORATION OF MOVEMENT TO INCREASE LEARNING OF GRAMMAR BY HIGH SCHOOL STUDENTS. (Under the direction of Dr. Carol Mowen) School of Education, September, 2009. This study investigated the use of kinesthetic movement as a vehicle by which to teach grammar to high school students. Brain-based theorists believe that, since the anatomical parts of the brain that coordinate basic physical movement are also the physical components used to coordinate the movement of thought, movement is necessary for optimal learning to occur. While purposeful incorporation of movement in the classroom is a popular and increasingly important aspect of brain-based theory, little empirical evidence exists to support the experiences, conjectures, and evidence across multiple disciplines and neurological findings when applied to the high school student. The study involved 277 secondary students currently enrolled in College Prep English courses grades 9-11 and were assigned to classes by computerized random selection. The control group received traditional grammar practice, and the treatment group received kinesthetic exercises. The t-tests results were not significant; however, student affect was meaningful as determined by positive results from three out of the four emergent categories from teacher logs. iv ACKNOWLEDGEMENTS I express my deepest thanks to the Lord who has never forsaken me. I am forever grateful for the wonderful husband He has brought into my life. Tom, your presence has changed everything and your vision has opened many doors for me. I am forever thankful for my friends and family who have literally prayed me into who I am today. You know who you are--I will always be indebted to you. My desire is that my family knows I have only reached this accomplishment as a result of their unending love and patience toward me. Children, thank you for your patience. Mom, thank you for your busy, helping hands that always knew just what to do. My success on this research project would not be possible without my committee, the faculty and staff at Liberty University. You were all an answer to prayer! Dr. Mowen, you may never know how much I appreciated your gentle correction, patient guidance, timely encouragement, and unflinching commitment to my success. I have sincerely enjoyed working with you. Dr. Bailey, I don’t know how I can ever repay you for the numerous times that I have shown up on your doorstep! Thank you for sharing this journey with me and your genuine concern for me as a person, as well as a student. You may not realize how many times your advice has given me peace and hope. Dr. Angle, thank you for your high standard of excellence that has helped me write the best dissertation that I could have hoped for. I would also like to thank my colleagues who were willing to participate in this study and make this achievement possible. v CONTENTS CHAPTER I: INTRODUCTION ........................................................................................ 1 Theoretical Context ......................................................................................................... 1 Brain Preparation for Optimal Learning ....................................................................... 3 Specific Applications of Movement in Education ........................................................ 4 Successful Inclusion of Movement beyond Education................................................. 6 The Importance of Grammar Instruction ...................................................................... 7 A Brief History of Grammar Instruction ...................................................................... 8 Current Grammar Instruction Practice ....................................................................... 10 The Validity of the Study ........................................................................................... 10 Research Question ...................................................................................................... 11 The Methodology .......................................................................................................... 12 Participants and Brief Design ..................................................................................... 12 Brief Procedures ......................................................................................................... 13 Significance of the Study ........................................................................................... 14 Definitions .................................................................................................................. 15 Organization of Chapters ............................................................................................ 15 CHAPTER II: THE BACKGROUND TO THE PROBLEM AND VALIDITY OF THE STUDY .......................................................................................................................................... 17 Literature Review .......................................................................................................... 17 History ........................................................................................................................ 17 Brain Study Devices ................................................................................................... 18 General Brain Anatomy and Learning ....................................................................... 19 Utilizing Movement to Increase Overall Ability ........................................................ 23 General Brain Benefits from Physical Activity .......................................................... 27 Examples of Movement in Academic Education .......................................................... 29 Literacy Examples ...................................................................................................... 29 Mathematical Examples ............................................................................................. 34 Analysis and Implications .......................................................................................... 35 Implications for the Study Design .............................................................................. 36 CHAPTER III: METHODOLOGY: DELINEATION OF THE STUDY CONDUCTION38 vi Background .................................................................................................................... 38 Research Design ......................................................................................................... 38 Brief Procedures ......................................................................................................... 39 Data Gathering Methodology ..................................................................................... 40 Preliminary Design of Control and Treatment Materials .............................................. 40 Holt, Rinehart, and Winston’s Elements of Writing: Language Skills....................... 40 The Kinesthetic Grammar Activities .......................................................................... 41 Overview of Control and Treatment Lesson Plans ........................................................ 42 The Pre- and Post-Tests .............................................................................................. 45 Student Survey Design .................................................................................................. 45 Survey Format ............................................................................................................ 45 Rationale for Survey ................................................................................................... 46 Survey Elements: The Inclusion of Physical Activity ................................................ 49 Determining Factors for Categories ........................................................................... 50 Rationale for Survey Validity and Reliability ............................................................ 51 Validity of Research Components by the Experts in the Field ................................... 51 Teacher Training for Research ................................................................................... 52 Reliability of Research Components by the Experts in the Field ............................... 53 Sample Techniques ........................................................................................................ 55 Participants ................................................................................................................. 55 Participant Qualifications ........................................................................................... 55 Teacher Researchers ..................................................................................................
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