Date of Award


Document Type

Open Access Thesis

Degree Name

Master of Science (MS)



First Advisor

Kimberly Rombach, Ph.D.

Second Advisor

Kim Wieczorek


This action research study used a mixed methods design to examine the effects of kinesthetic learning on student learning outcomes, and on task behavior in a sixth-grade social studies classroom. Data was collected during a three-week period. The treatment group was presented with kinesthetic lessons, purposeful movement, and brain breaks. The control group remained stationary during their lessons. Findings suggested an increase in both on-task behavior, and learning outcomes. In addition to examining learning outcomes and on task behavior, student's perceptions were also considered through the students’ completion of weekly surveys. These surveys suggested that providing movement to students positively affected their perceptions of social studies class.