THE IMPACT OF EFFECTIVE RECESS DURATION ON ACADEMIC PERFORMANCE OF ELEMENTARY SCHOOL CHILDREN

Abstract

               Background: It always remained important for school administrators and policy makers to improve student’s achievement scores. Reducing recess or break time to increase instructional time, has become a common practice in many parts of the world. Breaks during continued subjective undertakings should lessen psychological obstruction and boost learning and accomplishment.                   Objective: The objective of the study was to analyze the effect of increased recess time on English reading and Recall scores of 3rd and 4th grade students.                   Methodology: The study employed an experimental research design with pre-test and post-test scheme, experimental and control group, having 30 students each group from two elementary schools of District Okara, Pakistan. 3rd and 4th grade experimental group was assigned with an increased recess time of 60 minutes and the control group with 30 minutes a day. Sample was taken from these schools by stratified sampling using equal allocation, providing same difficulty environment. A scoring system was developed based on standardized tests. Statistical analysis was done by using t- test.                   Results: Results indicate a significant difference between Reading and Recall scores, in both groups.                   Conclusion: Policy makers and educationists must review policies and procedures regarding recess, and must note its role in the academic performance.