A1-Student Survey
Artifact and Reflection Form
Name:
Date:
Artifact number:
Course number and name:
Instructor:
Susan Mayberry
Fall 2009
1
MAT 728 Engaging Learners with Brain Compatible Teaching
Nancy L. Murphy, Ed. D.
Title of artifact:
Individualized Fitness Scale - Student Survey
Type of artifact:
Data Collection (Popham, 2008)
Semantic differential scales (Mills, 2007)
Likert-type scale (Weber, Martin, and Cayanus (2003)
Write a brief description of the artifact
This artifact is a Likert-type multiple scale survey. The attitudinal measurements introduced by Renis Likert
(1903-1981) is the most widely used (Popham, 2008). My idea for this survey was actually developed from the
Wheeless and Grotz (1977) Individualized Trust Scale (ITS), which was utilized to measure the level of trust
held for a specific person. The original scale was a 7-point semantic differential scale consisting of 15 bipolar
items. For this study, the 15-item scale was kept as a 7-point semantic differential scale, but was reduced to 6
items and was designed to measure more specifically the students’ feelings about fitness, and the link between
exercise and learning. Surveys can be utilized to measure more exclusively the students’ feelings about
themselves, their background, culture, experiences, and how the student learns best. (Corrigan, Chapman,
2008). Being empowered in this context refers to an internal condition that an individual experiences toward
learning and can be adapted to include attitudes toward other values such as exercise (Frymier-Bainbridge &
Shulman, 1996). The Individualized Fitness Scale (IFS) survey that I implemented was adapted from the
McGraw-Hill Companies, Inc. and Richmond (1990), and collected data from all of my health students. The
survey provided feedback in regard to the students’ current level of fitness, their parents’ current level of
fitness, and whether students agreed or disagreed with statements regarding aerobic exercise and learning. I
looked at the students’ level of fitness and compared this data between health classes, between genders, and
between each student’s academic performance (grades) and their level of exercise at the time of the survey. See
Appendix A for the student survey used in this study.
Professional and/or Learner Outcomes Represented by this Artifact
Professional outcomes represent the ability to collect large amounts of data in a relatively short amount of time
(Mills, 2007). The feedback collected for each individual class and for all classes combined, will allow the
teacher to learn more about each individual and their attitudes towards themselves, their level of fitness, and
what affects, if any, that exercise can have on learning. The teacher can also determine whether the students
believe that there is a connection between their level of fitness and their ability to concentrate, learn, and retain
new information. Knowing that a student’s self-esteem influences almost everything they do, affective status of
students should concern all educators (Popham, 2008).
This type of survey can also be used as a sounding board to establish a rapport between the teacher and student.
This survey will help the teacher to have an effective means of data collection that can be interpreted within a
few days and allow for immediate implementation of more effective lesson plans.
Learner outcomes represent the opportunity to recognize and utilize the survey information to make connections
between their daily activity levels and academic performance. It will also provide the learner an opportunity to
make the connection between levels of exercise and moving, to their overall attitude toward academic success.
Thus, engaging the learner with brain compatible teaching strategies can increase the amount of information
learned and stored for future application and recall.
A1-Student Survey
Report of Outcomes Attainment
The IFS survey was distributed to 2 health classes, which totaled 47 students in grades 9th – 12th. Of the 47
students, 96% were 9th graders, 2% were 10th graders, and 2% were seniors.
The highest score possible was 42 and the lowest possible score was 7. The average score for each health class
was: Green 1 Health class = 26.9 and Green 2 Health class = 29.4. The overall combined average for these 2
classes was 28.2. The comparison between genders was: Males = 27.5 and Females = 29.2. When comparing
results between the same genders from each class, the male data was statistically significant. The t-test score
comparing Green 1 males (15) to Green 2 males (12) was .035 with Green 2 scoring higher. In the two male
groups (Green 1 and Green 2), I was able to make the correlation between low activity level and interest in
being physically fit to academic performance. Non-active males in Green 1 had far lower grades than the Green
2 males who exercised regularly and found fitness to be an important component in their lives. At the time of
the survey, academically, there were 8 males in Green 1 with an academic grade of “F” and 3 males with an
academic grade of “D.” The remaining males in Green 1 (4) had either an “A” or “B” grade. The Green 2
males significantly academically outperformed the Green 1 males with 7 “A’s”, 1 “B”, 1 “C” and 3 “D’s.”
Following the three-week implementation of a variety of aerobic exercise prior to presenting daily lesson plans;
academic assessment was once again researched. The following are the results for Green 1 males: 6 “A’s”, 5
“B’s”, 2 “C’s”, 1 “D”, and 1 “F.” The one “D” was raised from an “F” and the remaining “F” grade improved 2
percentage points. I attribute the “F” grade to low school attendance.
When comparing the female population, there was no statistically significant difference. However, upon
completion of the implementation, all female grades lower than a “B” improved with the exception of one
female’s grade which dropped from an “A” to a “B.” See Appendix A for the survey results and academic
performance comparisons.
During this action research, I also collected data from our entire student population in regard to fitness and
academic performance through week 12 of the school year. At our high school, we generate academic “F”
reports every Monday. Any student who has an “F” in any class is identified on this list. If it is the first time a
student is listed as having an “F”, the student is considered to be on “academic probation” for one week and a
“P” is placed next to the student’s name. If, at any other time of the year, this student is failing a class, the
student is considered “out” until the grade is raised to passing. “Out” means that the student is not eligible to
participate or compete in any extracurricular activities. Of the 129 students listed as having been on probation
or out for any period of time, only 17 of those students were enrolled in a fitness class and/or part of an athletic
team for the school. This means that 112 students, who have no affiliation with some form of routine exercise
at our school, were listed as probation and/or out at some point during the first 12 weeks of school. Some of
these students had multiple weeks of being out. This could be a significant indicator that there is a correlation
between a student’s level of fitness and his/her academic achievement.
Reflection on the process
I chose this artifact because I wanted to illustrate the importance of exercise and find out whether or not
implementing daily exercise into my health curriculum would have an impact on learning and academic
achievement. My theory was that I would be able to provide the date that demonstrated a positive response to
the daily exercise, and be able to present these findings to my colleagues. And, I would be able to make a
strong statement to our board of education to require daily physical education or exercise for all students K-12.
As Jensen mentions in his book, there is research that now supports the theory that aerobic exercise has a
positive impact on the brain. I was intrigued by this and wanted to implement my own plan to prove this.
After completing this artifact, I learned that my Green two class had more students who routinely participate in
some form of exercise throughout the week. Most are involved in athletics and/or take part in our physical
education programs.
Prior to this research, I was aware of the academic differences between the two classes but was not certain as to
why this was the case. Through this action research, I believe I was able to pinpoint one of the relevant issues
related to academic motivation and positive stimuli to learning.
A1-Student Survey
If I were to administer this survey again, I would be more specific with what “routinely exercise” means and
change the parent exercise scale to “My parents exercise at least 3-5 times a week.”
I now have a better understanding of action research and how to implement a plan. As I continue with the MAT
curriculum, I have found myself improving as an action researcher. I believe that over the past year, I have
moved from a novice action researcher to a semi-proficient researcher.
As a teacher the focus I place on decision-making and outcomes is very similar to that of the conceptual
framework for the graduate programs at the University of Saint Mary. The following areas are the same:
•
Candidates draw from their knowledge of education theory and research to under gird the formal and
informal education processes that impact students’ learning and the learning environment.
•
Candidates demonstrate knowledge of diverse learners, including all forms of exceptionality, and create
instructional opportunities that meet the needs of all learners.
•
Candidates implement appropriate instructional models, strategies, and technologies to enhance the
learning of all students.
•
Candidates demonstrate the ability to be reflective practitioners by identifying a problem, examining
research, advocating solutions, implementing a plan, and measuring and evaluating outcomes.
This artifact demonstrates that I am interested and responsible for knowing what and how each student in my
classroom is motivated. The decision to administer this survey and collect data is a reflection of my willingness
to find out specifically how my students feel in regard to exercise, nutrition, and learning. And, as a result
students are empowered by witnessing results and making the connection between their fitness level and his/her
energy level towards learning. Students must have their basic needs met in order to focus on academic
achievement (Jones & Jones, 2007). I believe that proper physical activity is one of those basic needs and it
was important for me to find out what the data uncovered.
Proposition 1: Teachers are Committed to Students and Their Learning
I am deeply committed to students and their learning. By enrolling in this masters program is a testament of my
commitment to students. I want to be the most effective teacher possible so that I can give each student the
optimal learning opportunity available. As I begin to learn more and more about brain compatible teaching and
how to successfully engage learners, I find myself searching for new concepts and strategies to implement into
my daily classroom activities. I am open to change and motivated by the possibilities to enhance student
learning. The more information I can learn about how the brain responds to stimuli, the better prepared I will be
with developing lessons relevant to all learners.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students
I have spent a considerable amount of time researching health topics, attending health seminars or workshops,
observing other teachers from other school districts, talking with teenagers, and consulting experts in their
appropriate field. I network with professionals of mental health, infectious disease, death and dying, abuse,
addiction, social skills, coping skills, anger management, law enforcement, medicine, communicable and noncommunicable diseases, neurology, nutrition, and surgery. I believe that teaching health is so amazing because
it is such a broad topic. Health is everywhere! We do very little bookwork and a whole lot of role-playing,
interviewing, moving and communicating, and hands-on activities. These activities are aligned with brainbased research in regard to how the brain learns and retains information.
A1-Student Survey
Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning
I use a variety of methods to gauge comprehension of information. We have follow-up lessons and recall
discussions. I also incorporate games such as bingo and jeopardy to gauge the students’ level of understanding.
The assessments that we use are written exams, white board quizzes, role-playing impromptu, PowerPoint
lessons, video footage, and project presentations. I strongly feel that assessment methods that require students
to verbally explain or illustrate understanding is far more effective for the entire class as opposed to written
exams. I am more of a hands-on type teacher. For example, when we learn CPR, we view a video and take the
interactive exam together. We then physically go through all of the emergency steps. After this, we create
scenarios for groups of students who identify the emergency and act. We have AED trainers as well as CPR
trainer mannequins. If all students do not score at least a 70% on any exams given in my class, we all take it
over until we do. All scores are recorded. Thus, the incentive is to focus and do the very best.
Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience
I am constantly thinking and rethinking lesson plans to meet the needs of all learners. I am willing to shift or
adjust the plan midstream if a student suggests or offers an idea that makes sense. Because I teach four sections
of health each semester, I find myself evaluating and thinking through what would be the most effective way to
present a topic so that each student can identify with or understand the relevance it might have on their personal
life. It is my goal to have the experience and information make an imprint in each student’s brain. I’m always
looking for that edge that might capture a student’s interest. Therefore, I keep abreast of new health findings
and how it might affect teenagers.
Proposition 5: Teachers are Members of Learning Communities
I am the only health teacher in our high school. However, there are a number of teachers in my building who I
can confide in, bounce ideas off of, ask about their successes and failures, communicate concerns, or celebrate
successes. I also collaborate with a number of health professionals in our community and visit with other health
teachers in other districts. Our district allows time for each department to collaborate for 1 hour, twice a month.
I have a strong partnership with community groups and businesses. I serve on our district Health and Physical
Education Curriculum Committee and the Health and Wellness Committee to insure that we are meeting state
and local objectives.
A1-Student Survey
References
Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. E. (2006). Physical fitness and
academic achievement in third- and fifth-grade students. Journal of Sport & Exercise
Psychology, 2007, Vol. 29, pp. 239-252. Human Kinetics, Inc.
Cole, R. W. (2008). Educating everybody’s children: Diverse teaching strategies for diverse
learners (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum
Development.
Corrigan, M. W., & Chapman, P. E. (2008). Trust in teachers: A motivating element to
learning. Retrieved from the Web November 3, 2008.
http://radicalpedagogy.icaap.org/content/issue9_2/Corrigan_Chapman.html
Frymier-Bainbridge, A. B., & Shulman, G. M. (1996). The development of the learner
Empowerment measure. Communication Education, 45, 181-199.
Howard, P. J., Ph.D. (1994). The owner’s manual for the brain: Everyday applications from
mind-brain research. Austin, TX: Leornian Press.
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd ed.). Thousand
Oaks, CA: Corwin Press.
Jones, V. & Jones, L. (2007). Comprehensive classroom management: Creating communities of
support and solving problems (8th ed.). Boston, MA: Pearson Education, Inc.
LeTendre, B. (2000). Perceptions of at-risk middle school students, teachers, parents, and
administrators concerning the motivational elements of the synergistic system.
Retrieved from the Web October 15, 2008. www.pitsco.com/sharedimages/resources/Daydissertation.pdf.
Marzano, R. J., Pickering, D. J. & Pollock, J. E. (2005). Classroom instruction that works.
Upper Saddle, NJ: Pearson Education, Inc.
Mills, G. E. (2007). Action research: A guide for the teacher researcher (3rd ed.). Upper
Saddle, NJ: Pearson Education, Inc.
National Board for Professional Teaching Standards (2008). The five core propositions.
Retrieved from the Web March 1, 2009.
http://www.nbpts.org/the_standards/the_five_core_proposition.html
Popham, W. J. (2008). Classroom assessment: What teachers need to know (5th ed.).
Boston, MA: Pearson Education, Inc.
Richmond, V. P. (1990). Communication in the classroom: Power and motivation.
Communication Education, 39, 181-195.
Weber, K., Martin, M. M., & Cayanus, J. (2003). Why do students communicate with their
instructors: A multiple study test of student interest. Paper submitted to the 2004
International Communication Association convention, New Orleans, LA
Wheeless, L. R., & Grotz, J. (1977). The measurement of trust and its relationship to self-disclosure. Human
Communication, 3, pp. 250-257. Retrieved from the Web November 3, 2008.
http://radicalpedagogy.icaap.org/content/issue9_2/Corrigan_Chapman.html
A1-Student Survey
Appendix A
1. Individualized Fitness Scale (IFS)
2. Pre and Post Implementation Academic Performance
3. IFS Data Results (separate attachment due to formatting)
Individualized Fitness Scale (IFS)
On the scales that follow, please indicate your response by putting an “X” in the space between the colons that
represents your immediate “feelings” as they relate to you. Mark only one “X” for each continuum.
1
I am out of shape
2
3
4
5
6
7
:_____:_____:_____:_____:_____:_____:_____:
I am physically fit
I have poor eating habits
:_____:_____:_____:_____:_____:_____:_____:
I eat a nutritious diet
Being fit is not important
:_____:_____:_____:_____:_____:_____:_____:
Being fit is extremely important
My parents don’t exercise :_____:_____:_____:_____:_____:_____:_____:
I routinely exercise
:_____:_____:_____:_____:_____:_____:_____:
I want to become more fit :_____:_____:_____:_____:_____:_____:_____:
7
6
5
4
3
2
My parents routinely exercise
I never, or rarely exercise
I don’t care if I’m fit or not
1
AGREE or DISAGREE
Read each statement. If you DISAGREE, circle DISAGREE. If you AGREE, circle AGREE.
1. Aerobic exercise generates brain cells and allows more oxygen to the brain.
DISAGREE
or
AGREE
2. Aerobic exercise allows the brain to pay more attention.
DISAGREE
or
AGREE
3. Aerobic exercise speeds up the connections in the brain.
DISAGREE
or
AGREE
4. Aerobic exercise allows the brain to concentrate better.
DISAGREE
or
AGREE
5. Aerobic exercise can create greater success in academic achievement.
DISAGREE
or
AGREE
6. Classes that I take at BLHS are very challenging.
DISAGREE
or
AGREE
7. I am learning a lot at BLHS.
DISAGREE
or
AGREE
8. If given the choice (at BLHS), I would exercise everyday.
DISAGREE
or
AGREE
9. The more aerobically fit a person is, the healthier they tend to be.
DISAGREE
or
AGREE
10. Aerobic exercise can balance emotions.
DISAGREE
or
AGREE
________________________
Adapted from Wheeless & Grotz, 1977 & Richmond, 1990
A1-Student Survey
Health Class Data
Academic Performance and Fitness Level
Green 1 Health Class
Gender
Pre-Implementation Grade
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
M11
M12
M13
M14
M15
G1
G2
G3
G4
G5
G6
G7
G8
F
F
F
A
F
D
F
F
A
D
F
D
B
F
B
A
A
A
A
A
D
B
D
Post-Implementation Grade
B
C
B
A
B
A
A
D
A
A
C
A
B
F
B
A
A
A
A
A
A
B
B
Green 2 Health Class
Gender
M1
M2
M3
M4
M5
M6
M7
M8
M9
M10
M11
M12
G1
G2
G3
G4
G5
G6
G7
G8
G9
G10
G11
G12
Pre-Implementation Grade
C
D
D
B
A
A
D
A
A
A
A
A
C
B
A
A
A
A
A
B
A
A
F
A
Post-Implementation Grade
A
A
D
B
A
A
B
A
A
A
A
A
B
A
A
B
A
A
A
B
A
A
C
A