Effect of Recess on Fifth Grade Students Time On-Task in an Elementary Classroom

Alicia Cooper Stapp

doi:10.26822/iejee.2018438135

Abstract

In recent years, elementary schools across the United States have reduced the amount of time allocated for recess or have eliminated it altogether (Jarrett, 2002; Ramstetter et al., 2010). However, recess has the potential to offer significant academic, physical, and social benefits. These benefits have led to a vigorous and ongoing debate about the importance of recess in elementary schools (Ramstetter et al., 2010). Therefore, this study examined the effect of recess on students’ time on-task in a fifth grade classroom. There were 12 participants in the study, six male and six female students. All participants were in the same fifth grade classroom at the same elementary school. Twelve observations were completed from September 12, 2016 - October 19, 2016 on Mondays and Wednesdays. Two 30-minute observations were completed each day. One 30-minute observation was immediately before recess and the other 30-minute observation immediately followed recess. Participants’ on-task and/or off-task behaviors were documented in 5-minute intervals throughout each 30-minute observation to determine if recess increased or decreased time on-task. The findings suggest that providing fifth grade students with at least a 25-minute period of recess could increase students’ time on-task in the classroom.

Highlights

Recess is an integral part of the school day where children are afforded the opportunity to create and organize games, socialize with their peers, and explore nature
Even though time allocated for recess in elementary schools has decreased across the United States (Hausenblas & Rhodes, 2016), the justification for educational policy may rest on the assumption that reducing recess time increases instructional time, improving academic performance
Though there was not a large increase in time ontask, this participant had the highest percentage of time on-task before recess and still showed an improvement in time on-task behaviors immediately following a period of recess

Summary

Introduction

Recess is an integral part of the school day where children are afforded the opportunity to create and organize games, socialize with their peers, and explore nature. To combat long periods of instruction, a number of countries embed unstructured recess breaks throughout the school day with the understanding that providing physical activity improves attentiveness in the classroom (Pelligrini & Bohn, 2005) This strategy is scarcely practiced in the United States, as the foci remains steadfast on increasing academic achievement. A beginning teacher evaluation study indicated that students who spend more time engaged in the learning process have higher levels of academic achievement (Berliner & Tukinoff, 1976) It is imperative for elementary classroom teachers to utilize methods and strategies such as physical breaks from the classroom that may help increase time on-task. This open and unstructured recess period provides time for children to acquire social skills that may not be developed within a structured classroom environment (Ramstetter et al, 2010)

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Discussion

Conclusion