Effect of Motor Activity on the Sustained Attention and the Pleasure of Learning in Math Class: Case of 6 - 7 Aged Tunisians Pupils
- 1 Department of Education Sciences and Pedagogy, Higher Institute of Sport and Physical Education, Sfax, Tunisia
- 2 Department of Education Sciences and Pedagogy, Higher Institute of Sport and Physical Education, Sfax, Tunisia
Abstract
The objective of this work was to examine the effect of motor activity on sustained attention and the pleasure of learning in math class among Grade 1 students. It is an experimental study comparing two methods of learning in mathematics class. Two groups of 44 students participated in this study, one experimental group (N = 22) participated in motor-activity-based math sessions, and one control group (N = 22) participated in conventional teaching sessions. This experience demonstrated that students found more enjoyment after the movement activity sessions and showed an improvement in sustained attention among the experimental group. These results also highlight the value in actively involving the student in the task and the importance of using active methods in the teaching-learning process.
- Allieu-Mary, N. (1998). Pour une pédagogie des liens, contribution aux recherches sur les pratiques de l’interdisciplinarité dans le champ pédagogique. Thèse de doctorat Université Lumière-Lyon II.
- Boujon, C., & Quaireau, C. (1997). Attention et réussite scolaire. Dunod.
- Coleman, D., & Iso-Ahola, S. E. (1993). Leisure and Health: The Role of Social Support and Self-Determination. Journal of Leisure Research, 25, 111-128. https://doi.org/10.1080/00222216.1993.11969913
- Cortadellas, J., & Vallet, J. (2009). Attention soutenue chez la personne agée atteinte de démence: Validité pathologique de l’adaptation du test des 2 Barrages de Zazzo.
- Crattyb, J. (1972). Physical Expression of Intelligence. Prentice-Hall.
- Dania, R. (1998). In Vies à Vies. Bulletin du Service d’orientation et de consultation psychologique, 10.
- De Lièvre, B., & Staes, L. (2000). La psychomotricité au service de l’enfant. De Boeck-Belin.
- Diamond, A. (2000). Close Interrelation of Motor Development and Cognitive Development and of the Cerebellum and Prefrontal Cortex. Child Development, 71, 44-56. https://doi.org/10.1111/1467-8624.00117
- Doyon, L. (1992). Préparez votre enfant à l’école dès l’age de 2 ans. Les Editions de l’Homme.
- Drouin-Couture, G., & Gautier-Bastien, L. (1993). La psychomotricité des enfants de 4 à 8 ans. Guérin, Litée.
- Fox, K. H., & Corbin, C. B. (1989). The Physical Self-Perception Profile: Development and Preliminary Validation. Journal of Sport & Exercise Psychology, 11, 408-430. https://doi.org/10.1123/jsep.11.4.408
- Girault, I. (2007). Théories d’apprentissage et théories didactiques. Cours Master didactique des sciences.
- Grabe, M. (1986). Attentional Processes in Education. In G. D. Phye, & T. Andre (Eds.), Cognitive Classroom Learning: Understanding, Thinking, and Problem Solving. Academic Press.
- Grissmer, D., Grimm, K. J., Steele, J. S., Aiyer, S. M., & Murrah, W. (2010). Fine Motor Skills and Early Comprehension of the World: Two New School Readiness Indicators. Developmental Psychology, 46, 1008-1017. https://doi.org/10.1037/a0020104
- Guerrien, A., & Mansy-Daunnay, A. (2003). Attention soutenue et motivation: Une approche chronopsychologique. Canadian Psychology, 44, 394-409. https://doi.org/10.1037/h0086961