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Dissertations / Theses on the topic 'Student science'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Kralina, Linda M. "Enhancing science education through extracurricular activities a retrospective study of "Suzy Science and the Whiz Kids©" /." Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2009. http://etd.umsl.edu/r3781.

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2

Hunter, Jeffrey C. "Student Engagement in a Computer Rich Science Classroom." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426713813.

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3

Grabau, Larry J. "Aspects of Science Engagement, Student Background, and School Characteristics: Impact on Science Achievement of U.S. Students." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/51.

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Science achievement of U.S. students has lagged significantly behind other nations; educational reformers have suggested science engagement may enhance this critical measure. The 2006 Program for International Student Assessment (PISA) was science-focused and measured science achievement along with nine aspects of science engagement: science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities. I

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4

Tiarani, Vinta Angela. "Student-Student Interactions in an Elementary Science Classroom: An Investigation of Student Learning and Constructing Knowledge." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1562787850373051.

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5

Whittington, Kayla Lee. "How Does a Next Generation Science Standard Aligned, Inquiry Based, Science Unit Impact Student Achievement of Science Practices and Student Science Efficacy in an Elementary Classroom?" PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3942.

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This study examined the impact of an inquiry based Next Generation Science Standard aligned science unit on elementary students' understanding and application of the eight Science and Engineering Practices and their relation in building student problem solving skills. The study involved 44 second grade students and three participating classroom teachers. The treatment consisted of a school district developed Second Grade Earth Science unit: What is happening to our playground? that was taught at the beginning of the school year. Quantitative results from a Likert type scale pre and post survey

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6

Zuelke, Laurie Ann. "Relationships among science teacher qualifications, instructional practices, and student science achievement." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0023658.

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7

Engerer, Pamela J. "Teacher Actions Secondary Science Students Reckon as Teacher-to-Student Classroom Respect." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1477679722661839.

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8

Wiggberg, Mattias. "Unwinding processes in Computer Science student projects." Licentiate thesis, Uppsala universitet, Avdelningen för datorteknik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-85844.

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This thesis investigates computer science student projects and some of the processes involved in the running of such projects. The reason for this investigation is that there are some interesting claims concerning the use of projects as learning approach. For example, they are supposed to give an extra challenge to the students and prepare them for working life, by adding known development methods from industry the sense of reality is emphasized, and involving industry partners as mock clients also increases the feeling of reality, but still unclear if these features contribute to the students

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9

Rhea, Marilyn Sue. "Field experiences in science teacher preparation programs of Missouri." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052240.

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10

Collins, Jerry C. "Associate in Science (AS) to Bachelor of Science in Applied Science (BSAS) transfer students : an analysis of student characteristics, engagement and success." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003101.

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11

Markic, Silvija. "Studies on freshman science student teachers' beliefs about science teaching and learning /." Aachen : Shaker, 2008. http://d-nb.info/989122948/04.

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12

Huang, John. "The relationship between participation level in extracurricular activities and academic achievement in science subjects in Hong Kong fifth form students." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035413.

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13

Varma, Tina. "Preservice elementary teachers' perceptions of their understanding of scientific inquiry-based pedagogy and their confidence to teach science influence of elementary science education methods course and science field experience /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4763.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on April 10, 2009) Vita. Includes bibliographical references.

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14

Slack, Amy Bradfield. "Preservice science teachers' experiences with repeated, guided inquiry." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-04122007-190145/.

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Thesis (Ph. D.)--Georgia State University, 2007.<br>Lisa M. Martin-Hansen, committee chair; Julie Dangel, Amy Lederberg, Edward Lomax, committee members. Electronic text (204 p.) : digital, PDF file. Title from file title page. Description based on contents viewed Oct. 23, 2007. Includes bibliographical references (p. 189-199).

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15

DeLuca, Joseph John. "The effect of science notebooks on student achievement." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/deluca/DeLucaJ0811.pdf.

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Based on the data, I conclude that the implementation of science notebooks improved my students' achievement on summative assessments and their ability to do valid science. However, my students' interest in science did not increase and may have actually decreased. Finally, my level of organization did not necessarily get better, but I did become better at identifying what I wanted my students to do, what successful completion of that task would look like, and how I would evaluate it.

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16

Thrasher, Brandy L. "The effects of student self assessment in science." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/thrasher/ThrasherB0812.pdf.

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The investigation involved implementing various self-assessment practices and evaluated the impacts on student achievement, self-confidence and mastery of science concepts. The study included 30 eighth grade students with academic abilities ranging from below to above grade level. This research was conducted at Washington Middle School in Missoula, Montana. The treatment was implemented over the course of four physical science units spanning from November through February. Student achievement was assessed by analyzing class participation, unit test scores and Assignment and Effort Tracking She

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17

Hewner, Michael. "Student conceptions about the field of computer science." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45890.

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Computer Science is a complex field, and even experts do not always agree how the field should be defined. Though a moderate amount is known about how precollege students think about the field of CS, less is known about how CS majors' conceptions of the field develop during the undergraduate curriculum. Given the difficulty of understanding CS, how do students make educational decisions like what electives or specializations to pursue? This work presents a theory of student conceptions of CS, based on 37 interviews with students and student advisers and analyzed with a grounded theory approac

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18

Ellison, Michael Steven. "Ninth Grade Student Responses to Authentic Science Instruction." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722299.

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<p> This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher’s ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher’s pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an asses

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19

Flinn, Susan Jane. "Student perceptions of health science teacher interpersonal behaviour." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/1457.

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The major aim of this study was to investigate the use of the Questionnaire on Teacher Interaction (QTI) in health science classrooms in Tasmania, Australia. In the past, the QTI has been used in a number of learning areas. However, it has not been used in the learning area of health science.This study involved 1,471 grade 9 and grade 10 health science students and their teachers in 75 classes. The QTI was used to study student and teacher perceptions of health science teacher interpersonal behaviour.Statistical analyses revealed that the QTI is a valid and reliable instrument for use in healt

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20

Flinn, Susan Jane. "Student perceptions of health science teacher interpersonal behaviour." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15223.

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The major aim of this study was to investigate the use of the Questionnaire on Teacher Interaction (QTI) in health science classrooms in Tasmania, Australia. In the past, the QTI has been used in a number of learning areas. However, it has not been used in the learning area of health science.This study involved 1,471 grade 9 and grade 10 health science students and their teachers in 75 classes. The QTI was used to study student and teacher perceptions of health science teacher interpersonal behaviour.Statistical analyses revealed that the QTI is a valid and reliable instrument for use in healt

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21

Morey, Marilyn K. Jinks Jerry Lee. "The relationships among student science achievement, elementary science teaching efficacy, and school climate." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633423.

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Thesis (Ed. D.)--Illinois State University, 1996.<br>Title from title page screen, viewed May 23, 2006. Dissertation Committee: Jerry L. Jinks (chair), Paul J. Baker, Norman C. Bettis, Vicky Morgan. Includes bibliographical references (leaves 187-200) and abstract. Also available in print.

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22

Pablo, Alisha Nicole. "Increasing student achievement in science by improving science vocabulary in the elementary grades." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/pablo/PabloA0812.pdf.

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How can understanding science vocabulary help students understand science content better? Can more exposure to science vocabulary increase students' knowledge of science topics? These are the questions that I addressed in my capstone. During the treatment students used different strategies to help them understand their science vocabulary. They worked throughout the two units using these ways to better understand science.

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23

White, Stephen Wilson. "Deciding on Science| An Analysis of Higher Education Science Student Major Choice Criteria." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682294.

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<p> The number of college students choosing to major in science, technology, engineering, and math (STEM) in the United States affects the size and quality of the American workforce (Winters, 2009). The number of graduates in these academic fields has been on the decline in the United States since the 1960s, which, according to Lips and McNeil (2009), has resulted in a diminished ability of the United States to compete in science and engineering on the world stage. The purpose of this research was to learn why students chose a STEM major and determine what decision criteria influenced this dec

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24

Gibson, Adrienne T. "Teachers' perceptions of student understanding in the science classroom." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/295.

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In the USA, science teachers are challenged by the National Science Education Standards (NSES) to "select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners" (NRC, 1996, p. 30). While standards do not explicitly refer to constructivist learning theory, they are entirely consistent with the view that knowledge is a human construction, learning is based on prior knowledge, and students respond to their environment to build new understandings. Paralleling the NSES reforms, with their constructivist underpinnings, th

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25

Markic, Silvija [Verfasser]. "Studies on Freshman Science Student Teachers' Beliefs about Science Teaching and Learning / Silvija Markic." Aachen : Shaker, 2008. http://d-nb.info/1162792167/34.

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26

Stevens, William Eugene. "Computer Science Teacher Certification And Student Success on the Advanced Placement Computer Science Examinations." NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/861.

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27

Shirazi, Shaista Maryam. "Student experience of school science and its relationship to post-16 science take-up." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5776/.

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This study investigated the experience of school science and its relationship to take-up of science amongst post-16 students in England. The empirical work was based on a two-phased mixed methods approach. The first phase consisted of survey questionnaires involving the ‘storyline’ method in which students in Year 12 (ages 16-17) indicated the high and low points of their experience of school science covering Years 6 - 11. They were also asked to complete survey items to explain the factors that influenced their decisions to take science or not post-16. The second phase consisted of interviews

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28

Nannestad, Charles Leif. "The Role Of Students: Perceptions In Modifying Science And Mathematics Classroom Activities." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/2077.

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The aim of this study was to provide teachers with a practical means to obtain timely indications of their students reactions to individual activities. Teachers could then modify their presentations of activities cognisant of those students perceptions. The study set out to establish a suitable instrument, and then to evaluate its use by classroom teachers.Five experienced science and mathematics teachers identified five characteristics of interest when considering students perceptions of classroom activities: Understand Content, Communication, Relevancy, Work Output, and Enjoyment. A fifteen-

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29

Harp, Amy. "Eighth Grade Science Teacher Quality Variables and Student Achievement." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc33159/.

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While No Child Left Behind ushered in the age of the "highly qualified" teacher, accountability focus has been shifted to the "highly effective" teacher, defined as teacher impact on student achievement. The Science Texas Assessment of Knowledge and Skills (TAKS) is used to judge the adequate yearly progress of students in Texas public schools. Therefore, the purpose of this study was to examine the relationship of teacher factors (i.e., ethnicity, gender, teaching experience, university selectivity, certification route, National Center for Education Statistics Locale/Code, number of science c

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30

Epps, Susan Bramlett. "Improving Student Engagement: Using Labs in Non-Science Courses." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2559.

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Participants will discuss how they could use the lab concept in courses outside of the sciences to encourage and improve student engagement. The questions participants will be able to answer after attending the session will be: (1) How can I use a "lab" in my classes? and (2) How could use a lab improve student engagement?

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31

Diaz, Juan Francisco Jr. "Examining student-generated questions in an elementary science classroom." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/946.

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This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address issues on teaching, learning, negotiation, argumentation, and elaboration in an elementary science classroom. Within the SWH framework, this study traced the progress of promoting argumentation and negotiation (which led to student-generated questions) during a discussion in an elementary science classroom. Speech patterns during various classroom scenarios were analyzed to understand how teacher-student interactions influence learn

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32

Gibson, Adrienne T. "Teachers' perceptions of student understanding in the science classroom." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12868.

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In the USA, science teachers are challenged by the National Science Education Standards (NSES) to "select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners" (NRC, 1996, p. 30). While standards do not explicitly refer to constructivist learning theory, they are entirely consistent with the view that knowledge is a human construction, learning is based on prior knowledge, and students respond to their environment to build new understandings. Paralleling the NSES reforms, with their constructivist underpinnings, th

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33

Lloyd, David G. "Futures imaging: student views, mediation and learning through science." Thesis, Curtin University, 2002. http://hdl.handle.net/20.500.11937/1627.

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The thesis presents a critique of the nature of 13 to 15 year-old students' images of futures. Arguments are made for their importance to the individual community and culture and their value and use in a science learning setting.This study of the nature of futures images is based upon data collected from small samples in two school settings between 1990 and 1999 using a guided fantasy approach. The diversity of student hopes and fears for futures is categorised using several research tools developed from the futures literature. The results identify a range of futures scenarios ranging from hig

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34

Lloyd, David G. "Futures imaging : student views, mediation and learning through science /." Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13766.

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The thesis presents a critique of the nature of 13 to 15 year-old students' images of futures. Arguments are made for their importance to the individual community and culture and their value and use in a science learning setting.This study of the nature of futures images is based upon data collected from small samples in two school settings between 1990 and 1999 using a guided fantasy approach. The diversity of student hopes and fears for futures is categorised using several research tools developed from the futures literature. The results identify a range of futures scenarios ranging from hig

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35

Appanna, Subhashni. "Understanding student emotion to inform science inquiry teaching practices." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/236258/1/PhD%2BThesis.SubhashniAppanna.FINAL%21%2B%281%2909112022v2.pdf.

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This study explores student emotions before and after responsive teaching practices during science inquiry within two Australian Year 10 chemistry classes. An interpretive design and multiple data collection methods were used to develop theoretical understandings of students' emotional experiences as they worked on their science inquiry projects. Understanding the unpleasant emotions associated with common challenges experienced by students provided teachers with insights into developing responsive teaching practices to address student needs. Pleasant emotional experiences followed the impleme

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36

Allen, Debra. "Parent and student perceptions of the science learning environment and its influence on student outcomes." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1252.

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This thesis reports on the modification, validation and application of a classroom learning environment questionnaire. This thesis is distinctive in that parents' perceptions were utilised in conjunction with students' perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What is Happening in this Class? (WIHIC) questionnaire was modified for young students and their parents. Data from samples of students and parents were analysed to check the reliability and validity of the modified questionnaires and to examine similarities an

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37

Hedderwick, Helen. "Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes." Thesis, Curtin University, 2007. http://hdl.handle.net/20.500.11937/2031.

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The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and scie

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38

Wang, Tzu-Ling. "Brain hemispheric preferences of fouth- and fifth-grade science teachers and students in Taiwan: An investigation of the relationships to student spatial and verbal ability, student achievement, student attitudes, and teaching practice." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1213169329.

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39

Hickey, Ruth L. "The influence of teachers' content knowledge and pedagogical content knowledge in science when judging students' science work." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1216.

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Primary and secondary teachers in Western Australian have adopted a new Curriculum Framework (Curriculum Council, 1998a) which is outcomes-focused and endorses a constructivist approach to science for school students. This research examines the influence of teachers' science content knowledge on how they make judgements about students' conceptual understandings and the extent to which follow-up activities they suggest reflect a conceptual change approach to teaching science.Primary and secondary teachers, from a range of science education histories and experiences teaching students of differen

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40

Allen, Debra. "Parent and student perceptions of the science learning environment and its influence on student outcomes." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13919.

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This thesis reports on the modification, validation and application of a classroom learning environment questionnaire. This thesis is distinctive in that parents' perceptions were utilised in conjunction with students' perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What is Happening in this Class? (WIHIC) questionnaire was modified for young students and their parents. Data from samples of students and parents were analysed to check the reliability and validity of the modified questionnaires and to examine similarities an

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41

Lombard, Ronell. "Quantified assessment to enhance student learning in the sciences at UWC." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_5637_1180442016.

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<p>This project discusses whether the British prototype questionnaire called the Assessment Experience Questionnaire (AEQ) could be standardized as a quantifier of assessment and be used at a multicultural institute such as the University of the Western Cape (UWC). This questionnaire was created in the United Kingdom to assist lecturers in evaluating and developing their assessment systems.</p>

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42

Lui, Chung-wai. "A study of the understanding of key concepts and processes in unit 5 "solvents and solution" of the Hong Kong integrated science syllabus by the science majors of a college of education." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38627012.

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43

George, Anna Ray Bayless. "Impact of Texas High School Science Teacher Credentials on Student Performance in High School Science." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149592/.

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A study was conducted to determine the relationship between the credentials held by science teachers who taught at a school that administered the Science Texas Assessment on Knowledge and Skills (Science TAKS), the state standardized exam in science, at grade 11 and student performance on a state standardized exam in science administered in grade 11. Years of teaching experience, teacher certification type(s), highest degree level held, teacher and school demographic information, and the percentage of students who met the passing standard on the Science TAKS were obtained through a public reco

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44

Mockel, Lindsey Joan. "Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1420.

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This research study investigated the effect of using the think aloud protocol while reading informational text on students' ability to learn from text in a secondary science classroom. The participants in this study were high school students (n=47) in three classes of a mixed-grade Integrated Biology, Chemistry, and Physics course. The study tracked student achievement during a four-week curriculum unit on the theory of evolution and evidence for biological evolution. All students received instruction on using the think aloud protocol, and all students practiced the think aloud protocol when r

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45

Chesnutt, Katherine M. "The effects of student and scientist partnerships on students' understanding of the nature of science." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/chesnutt/ChesnuttK0812.pdf.

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Student Scientist Partnerships (SSPs) were implemented with the purpose of improving students' understanding of the nature of science (NOS). Students participated in three research projects with three different scientists over the course of one semester. Performance on NOS surveys did not show significant improvement as a result of the treatment, but students demonstrated some improvement in research skills. Additionally, teachers and scientists demonstrated an improved understanding of best practices for SSPs and alignment of expected outcomes for SSPs.

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46

Hedderwick, Helen. "Differences in student perceptions of teacher-student interpersonal behaviour in regional streamed secondary mathematics and science classes." Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18064.

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The purpose of this study was to examine teacher and students' perceptions of teacher-student interpersonal behaviour in regional secondary classrooms. Teachers were then presented with this information so that a comparison between teacher ideal, teacher actual and student perceptions of their classroom could be examined. The results were then able to be used by teachers to reflect on and seek to improve their teaching practice. This study utilised the Questionnaire on Teacher Interaction (QTI) to collect data about the classroom learning environment of Australian regional mathematics and scie

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47

Daines, John M. "Self-evaluation and achievement in a vocationally orientated science practical course." Thesis, University of Nottingham, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330147.

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48

Robertson, Seth D. "Using the primacy effect to increase student achievement in science." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/robertson/RobertsonS0811.pdf.

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Research shows that people tend to remember the first information they receive better than information that follows. In essence, the old adage "first impressions count" is true in learning as well. Although there is research to show that this phenomena, known as the primacy effect, or serial position effect, is pronounced in remembering lists of simple symbols; i.e. letters or numbers, the purpose of this study was to see its effect in longer lessons focused on very specific parts of the scientific method. I used the primacy effect to test how effective it was in increasing student p

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49

Talley, Nancy Hoggard. "The effect of SAS curriculum pathways on student science achievement." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/talley/TalleyN0811.pdf.

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In this investigation SAS Curriculum Pathways, an online technology based curriculum, was implemented with the purpose of improving student achievement. SAS Curriculum Pathways provided a curriculum-based technology learning experience to both individual and group work settings. Student performance on summative assessments did not show marked improvement following the treatment. Students demonstrated and expressed more positive attitudes toward science.

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50

Gilbreth, Kellina Gail. "The effects of kinesthetic activity on secondary science student achievement." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/gilbreth/GilbrethK0812.pdf.

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The importance of physical activity in the classroom has been debated for decades. In this study, eleventh and twelfth grade suburban science classes were encouraged to conduct simple exercises at the beginning of class. While the overall performance, attitudes, retention of concepts and confidence of students showed no improvement, the data indicated that their in-class energy levels were more positively affected.

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