Date of Award
Master of Science
Dr. Ben J. Atchison
Dr. Cindee Quake-Rapp
Dr. Paula W. Jamison
Masters Thesis-Open Access
Objective: The purpose of this quantitative study was to determine the effects of Brain Gym® activities on second-grand students' academic performance and handwriting skills.
Method: Results were obtained by administering the Test of Handwriting Skills (THS) to two classrooms in a Northern Michigan Elementary School and having both teachers complete a self-developed Academic Performance Form on each student participating in the study. The data from was analyzed using a t-test for the THS and mean scores for the self-developed Academic Performance Form.
Results: Findings suggest a significant difference (p < .05) in the number of letters produced in 20 seconds and spacing of letters. Non-standardized testing showed a decrease in attention to task scores between pre- and post-testing.
Conclusion: Brain Gym® activities were shown to positively effect handwriting skills. These findings support the research of Drabben-Thiemann and Donczik. Findings also suggest that there is no significant difference in academic performance following Brain Gym® activities. Further research on the effects of Brain Gym® activities in the school environment is recommended.
Keinath, Kristen, "The Effects of Brain Gym® Activities on Second-Grade Students' Academic Performance and Handwriting Skills" (2005). Master's Theses. 3332.