Analysis Of Effective Recess Duration on Academic Efficiency of Elementary School Children

Recess or break time is squeezing day by day in many parts of the world while increased instructional time has become a common practice. The purpose of the study was to examine the impact of active recess on the academic achievement among third and fourth grade students. The main objective of the study was to analyze the effect of increased recess time on academic scores, with specific objectives to analyze the effect of increased recess time on English Learning & Recall Scores and to see the relationship between increased recess time and gender differences on academic scores. The study employed experimental research with cross-sectional study design from two elementary schools of Okara, Pakistan, using a non-probability/convenience sampling technique. A total 60 of third and fourth grade male & female students were recruited and 30 students were assigned the experimental group with an increase in recess time up to 60 minutes a day. Whereas, other 30 students were assigned in the control group with no increase in the recess time. A scoring system was developed based on a standardized test. Statistical analysis was done including univariate & multivariate tests. At posttest, the mean scores were increased in tests. The one-way analysis of variance (ANOVA) indicated a significant difference between pretest and posttest of both the groups. Results also indicated a significant difference between scores of girls and boys. Thus, rejecting the null hypothesis. All the results were significant at the 0.5 level. All education experts & policy makers should take this study under consideration and should introduce adequate recess duration to achieve better academic results from students.