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The use of motor activity learning in the development of science concepts with slow learning fifth grade children
Author(s) -
Humphrey James H.
Publication year - 1972
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660090312
Subject(s) - psychology , motor learning , significant difference , motor skill , mathematics education , test (biology) , gross motor skill , motor activity , science education , developmental psychology , medicine , mathematics , statistics , paleontology , neuroscience , biology
This study compared the motor activity technique of learning, using physical education activities, with traditional ways of developing science concepts with fifth grade slow learning children. Two groups of ten children each were equated on the basis of pretest scores. Both groups were taught by the same classroom teacher. One group was taught through motor activity learning and the other by traditional procedures. Both groups were retested after a two‐week teaching period, and again after a three‐month extended interval. The difference in the posttest scores favored the motor activity learning group, p < .01 ( t = 4.33, df 9). The difference in the extended interval test also favored the same group, p < .001 ( t = 6.37, df 9). Using the differences in test scores as criteria for learning, the children in the motor activity learning group learned and retained significantly more than those in the traditional group.