d very clearly the types of children that were to be studied, the specific controls that would be used, and the results that were being anticipated. Researchers conducting this test were looking for the effectiveness that recess has on the student, if any. The children were placed into two research groups; A and B. Classroom A’s normal morning schedule is as follows. 8:00-9:30 Instruction in their own classroom9:30-11:15 Mathematics and science in another classroom (where they were observed)11:15-12:00 Instruction in their own classroomOn the days when the children had recess, they took a break from mathematics and science to go outside from approximately 10:30-10:50.Classroom B’s normal morning schedule is as follows.8:00-9:30 Instruction in their own classroom9:30-11:15 Instruction in another classroom11:15-12:00 Mathematics and science in their own classroom (where they were observed)At 11:15, when the children returned to their own classroom and had settled down with their books and papers, they began work or went directly outside for recess lasting approximately 11:20-11:40.After four months of research the results showed that children in Class A did not differ much from children in Class B in their pre-recess behavior on recess and non-recess days which indicates that those days the anticipation level remained the same. The children did not display good behavior in hopes of being granted recess because the recess was unanticipated. At the beginning of the pre-recess period, the children had been working for 2 hours, with the exception of the time it took to walk down a short hallway from their other classroom. At this point they were fidgety 11% of the time and off-task 12% if the time. If they continued to work without a break their fidgetiness increased to 17%, and their off-task behavior increased to 16%. A recess break seemed to have a calming effect, decreasing...
