The purpose of this study was to examine the effects kinesthetic lessons could have on academic achievement as well as learner attitudes. Subjects included 72 fifth grade science students from a suburban elementary school in Southern New Jersey. There were two control groups and two experimental groups. Throughout the three-week study, the experimental groups were presented with kinesthetic lessons, visual instruction and auditory instruction. The control groups received only visual and auditory instruction. Students completed one quiz and one test during the study, along with two Likert-type attitudinal questionnaires, which were completed both before and after the study. Independent samples t-tests were used to analyze all data. Students in the experimental condition were found to have significantly higher quiz scores when compared with students in the control condition. However, a significant difference was not found between the test scores of students in the experimental condition and students in the control condition, and no significant differences were found between groups in regards to the pre to post difference scores of both attitudinal questionnaires.
","abstract_html":"<p>The purpose of this study was to examine the effects kinesthetic lessons could have on academic achievement as well as learner attitudes. Subjects included 72 fifth grade science students from a suburban elementary school in Southern New Jersey. There were two control groups and two experimental groups. Throughout the three-week study, the experimental groups were presented with kinesthetic lessons, visual instruction and auditory instruction. The control groups received only visual and auditory instruction. Students completed one quiz and one test during the study, along with two Likert-type attitudinal questionnaires, which were completed both before and after the study. Independent samples <em>t</em>-tests were used to analyze all data. Students in the experimental condition were found to have significantly higher quiz scores when compared with students in the control condition. However, a significant difference was not found between the test scores of students in the experimental condition and students in the control condition, and no significant differences were found between groups in regards to the pre to post difference scores of both attitudinal questionnaires.</p>","abstract_has_math":false,"creators":["Coppola, Amanda R."],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Dihoff, Roberta","Klanderman, John"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-05-09T07:00:00Z","date_published":"2006-05-09T07:00:00Z","updated_at":"2026-07-24T04:13:46Z","subjects":["Education, Elementary--Activity programs--New Jersey; Movement education--New Jersey","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/870","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta","Klanderman, John"]},{"key":"dc:creator","label":"Author","values":["Coppola, Amanda R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Elementary--Activity programs--New Jersey; Movement education--New Jersey","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/870"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to examine the effects kinesthetic lessons could have on academic achievement as well as learner attitudes. Subjects included 72 fifth grade science students from a suburban elementary school in Southern New Jersey. There were two control groups and two experimental groups. Throughout the three-week study, the experimental groups were presented with kinesthetic lessons, visual instruction and auditory instruction. The control groups received only visual and auditory instruction. Students completed one quiz and one test during the study, along with two Likert-type attitudinal questionnaires, which were completed both before and after the study. Independent samples t-tests were used to analyze all data. Students in the experimental condition were found to have significantly higher quiz scores when compared with students in the control condition. However, a significant difference was not found between the test scores of students in the experimental condition and students in the control condition, and no significant differences were found between groups in regards to the pre to post difference scores of both attitudinal questionnaires.
"]},{"key":"dc:title","label":"Title","values":["Effects of implementing kinesthetic activities in the classroom"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta","Klanderman, John"],"dc:creator":["Coppola, Amanda R."],"dc:date.available":["2016-03-31T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to examine the effects kinesthetic lessons could have on academic achievement as well as learner attitudes. Subjects included 72 fifth grade science students from a suburban elementary school in Southern New Jersey. There were two control groups and two experimental groups. Throughout the three-week study, the experimental groups were presented with kinesthetic lessons, visual instruction and auditory instruction. The control groups received only visual and auditory instruction. Students completed one quiz and one test during the study, along with two Likert-type attitudinal questionnaires, which were completed both before and after the study. Independent samples t-tests were used to analyze all data. Students in the experimental condition were found to have significantly higher quiz scores when compared with students in the control condition. However, a significant difference was not found between the test scores of students in the experimental condition and students in the control condition, and no significant differences were found between groups in regards to the pre to post difference scores of both attitudinal questionnaires.
"],"dc:identifier":["https://rdw.rowan.edu/etd/870"],"dc:subject":["Education, Elementary--Activity programs--New Jersey; Movement education--New Jersey","Educational Psychology"],"dc:title":["Effects of implementing kinesthetic activities in the classroom"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:13:46Z"}