WHICH ACTIVITY IMPROVES QUIZ SCORES AND AUTONOMIC REGULATION IN ELEMENTARY SCHOOL STUDENTS?
AuthorSpencer, Mackenzie Hudson
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PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractPhysical education, art and music classes have proven effective at improving mood and academic achievement in elementary school students. However, the amount of time spent in these classes has been reduced in many elementary schools nationwide resulting in increased student stress. Previous studies have found that increasing heart rate variability (HRV) and coherence was effective at both decreasing stress and improving quiz scores. The goal of this study is to identify the most effective methods of decreasing stress and, therefore improving quiz scores, with regard to elementary school students. Once a week, over the course of ten weeks, five elementary school students performed an activity (yoga, drawing or running exercises) for fifteen minutes followed by a 60-question math quiz. Heart Rate Variability was measured before and after each activity to determine the effects of the activities on each student’s HRV and coherence. Drawing and yoga were most effective at increasing coherence, whereas running was most effective at increasing HRV. Yoga and drawing were most effective at increasing quiz scores. The results indicate that increased coherence is more effective than increased HRV at maximizing quiz scores.
Degree ProgramHonors College