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Chadron State College Institutional Review Board

IRB Expedited Review Application Form

Submit one complete copy to IRB Administrative Chair—allow at least two weeks for review

Research Project Title: Effects of Recess on the Academic and Social Growth of Elementary
Students

Principal Investigator (must be a full-time faculty or professional staff member): Lorie Hunn

Department: Education Telephone: 308-432-6491 E-mail: lhunn@csc.edu

Co-Principal Investigator (student researcher): Julie Weems

Department: Graduate- MOE Telephone: 308-760-1499 E-mail:

Julie.weems@eagles.csc.edu
Date Project Activity to Begin: Summer 2018

Site of Research: Alliance, NE Elementary Schools (St. Agnes, Immanuel Lutheran, Grandview,
Emerson)

Other institution/Non-institutional Investigators (describe collaboration or use of records): n/a

Source of Funds (if any): n/a

I believe this qualifies for expedited review under category number _7__ (see categories in IRB
Expedited Review Project description)
As the investigator submitting this proposed research and signing below, I agree to conduct the
research involving human subjects as presented in the protocol and as approved by the
School/Unit and the Institutional Review Board; to obtain and document informed consent and
provide a copy of the consent form to each subject unless this is waived by the IRB; to present
any proposed modifications in the research to the IRB for review and approval prior to
implementation; to retain records for the mandated lengths of time; and to report to the IRB any
problems or injuries to research participants.

Principal Investigator Signature: Date:

Co-PI Signature: Julie M. Weems Date: 7/5/2018

As School Dean/Unit Head, I certify that the proposed research meets School policies and
complies with the requirements for Expedited IRB Review.

Dean/Unit Head Signature: Date:___________________

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Principal Researcher Credentials:

1. No credentials available at this time.
2. Current Certificate not available at this time.

Overview and Objectives of Research Project:

3. Concisely describe the purpose and methods of the research:
 Research methodology to be used is survey, interview, observation, and data analysis
research. The participants (teachers and students) will be surveyed at the end of the
first quarter. Standardized test scores at the beginning of the year will be compared to
test scores at the end of the school year. These scores will be compared to the other
elementary schools and their varying amounts of recess time.
 Participant population: Kindergarten through fourth grade students at all elementary
schools in Alliance, NE. These schools include: St. Agnes Academy, Immanuel
Evangelical Lutheran School, and Alliance Public Schools: Grandview and Emerson
schools.
o Student population: St. Agnes Academy-78, Immanuel Evangelical Lutheran
School-64, Grandview-199, Emerson-295
o Teachers: St. Agnes Academy-5, Immanuel Lutheran-4, Grandview-9,
Emerson-14.
4. Include a brief description of all procedures to be conducted: A brief letter describing the
study will be sent to parents. At the beginning of the school year, teachers will be
interviewed regarding the number of recesses provided during the day and the duration of
each recess. Opinion questions will be asked of the teachers to determine how they value
regular recesses. After the first quarter, Kindergarten through fourth grade students will
partake in a survey about recess time. Teachers will also complete a survey about recess
time--this survey will include questions about student behavior and learning as well.
(Teachers and students will use surveymonkey.com to complete their surveys.) MAPS testing
will be evaluated twice a year for each class, in each grade level. Comparisons between
schools, the amount of recess offered, and scores will be evaluated.
5. Attach a full proposal, and any instruments (surveys, recruitment documents, interview
protocols, questionnaires, demographic forms, phone screens, etc.) that will be used.
 Parents and teachers will be contacted, prior to the beginning of the school year, to be
informed of the upcoming study. They will be told about the interviews, observations,
and surveys to be completed during the study.
 A short document will be sent to all homes with students entering Kindergarten to
fourth grade in Alliance, Nebraska. It will briefly explain the upcoming study and
will include a permission form.
o Document provides the following information: Each elementary school in
town has different policies regarding recess and free time during the school
day. Recess can play a part in the behavior, the social development and the
cognitive abilities of young children. Participation in this study will help
determine to what extent recess is beneficial for children’s social, emotional
and academic growth. Your child(ren) will be participating in this year-long
study. If you have any questions or concerns, please contact Julie Weems at
308-760-1499.
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 The study only requires students and teachers to fill out surveys to collect data.
MAPS test scores will allow insight on academic growth of students throughout the
school year. The results are compiled, evaluated, and compared.
o Surveys are provided by the researcher, Julie Weems. The initial
informational document will be mailed to families with a permission page to
be signed by a parent or guardian.
o MAPS scores will be sent via email twice a year.
o Sample questions for students: Do you need a break from learning sometimes?
Do you ever get bored with school? What do you dislike about recess? Do you
enjoy recess? Do you think recess is important? When you come inside from
recess, are you ready to learn? When you come in from recess, are you full of
energy?
o Sample questions for teachers: Do your students need a break from learning?
Do your students focus better after recess? Do you believe your students
should be offered more or fewer recesses? How is behavior before recess
compared with behavior after recess? Do you see more or less fidgeting after
recess time?

Human Participants Description:

6. Risks and Benefits:
a. The study lasts for one school year. During this time, no risks should be associated with
this study.
b. The results of the study will be beneficial to teachers, students, and school recess
policies. If the findings indicate that recess time aids in social and academic achievement
for elementary students, adding recess or more recess time would be practical.
7. Selection of participants:
 Participants of this study will be thirty-two teachers of grades Kindergarten through
fourth grade in Alliance, Nebraska. Approximately 636 students will be surveyed and
observed.
 Families with a child entering kindergarten through fourth grade will be participating
from: St. Agnes Academy, Immanuel Lutheran Evangelical School, Grandview and
Emerson schools.
 The researcher (Julie Weems) will participate in the study. The researcher will write a
letter to families, explaining the study, she will explain the process to teachers, she
will observe each classroom four times over the course of the school year, and she
will interview teachers. She will also evaluate and compare MAPS test scores.
 All students, grades Kindergarten through fourth grade, are eligible to participate in
this study. Students with diagnosed ADD or ADHD will be monitored more closely
during observation times.
8. Will subjects be compensated? How?
 Subjects will not be compensated.

Consent Procedures:
9. In the letter sent home, prior to the beginning of the school year, parents will be asked to sign
a consent form/letter, and return it to the school during the first week.
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Confidentiality:
1. Surveys and MAPS scores will be anonymous. There will be no names involved on the
surveys, only grade level.

Collaborations and Partnerships:

2. To easily and effectively survey teachers and students, surveys will be delivered to each
school and picked up by the researcher.

Upon completion, the evaluation data is summarized in a comprehensive Evaluation Report

that provides findings and compares amounts of recess provided, student behavior, including
social skills, and academic achievement on MAPS tests.

The Evaluation Report:

 clearly depicts the academic benefits participants gained by participating in daily and/or
multiple recesses
 shows findings of classroom behaviors, attention spans, movement, and social behaviors
before and after recess and
 demonstrates to school boards, principals and teachers the positive effects of recess for
students and ensures recess holds a place each day in elementary schools.
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CONSENT FORM for Kindergarten to Fourth Grade Students

Effects of Recess on the Academic and Social Growth of Elementary Students

Invitation to Participate: Your child (or children) is invited to participate in the study of how
recess benefits learning, social skills, and emotional development when added to a structured
school day. This study is being conducted by Dr. Lorie Hunn, from the Chadron State Education
Department and Julie Weems, student researcher, from Chadron State College.

Basis for Participant Selection: Your child (or children) has been selected for participation in
this study because he/she is entering Kindergarten, first, second, third, or fourth grade in the
upcoming school year. Students at St. Agnes Academy, Immanuel Lutheran Evangelical School,
Grandview or Emerson are included in this study.

Overall Purpose of Study: The purpose of the study is to collect information from your child’s
teacher and your child regarding recess. The goal is to evaluate whether recess plays a part in
students’ learning, classroom behavior, and social skills. Before the school year begins, Julie
Weems will interview your child’s teacher about recess policies and practices and their feelings
about daily or multiple recesses each school day. After the first quarter, teachers and students
will fill out a survey answering multiple questions about recess and the effects it has on overall
classroom learning and behavior. Julie Weems will visit each classroom four times during the
school year to observe prior to recesses and then again after recesses.

Explanation of Procedures: There are four main parts to this study. The first is interview. Julie
Weems will interview all teachers in Alliance, Nebraska that teach Kindergarten through fourth
grade. Some teachers view recess as a distraction or a negative practice during the school day
and others see it as a brain break and a positive practice. These views may have an impact on the
study. Secondly, after the first quarter, teachers and students will be asked to take a survey
regarding recess and the positive and negative aspects. Next, Julie Weems will schedule four
visits to observe each classroom during the school year. She will pay close attention to
attentiveness, on-task skills, behaviors, fidgeting, excessive talking, and disruptions before,
compared to after, recess. Lastly, your child’s Fall and Spring MAPS scores will be compared to
other students’ scores from other schools. The amount of recess each school allows will be taken
into consideration when evaluating scores.

Potential Risks and Discomforts: There are no potential risks or discomforts.

Potential Benefits: If this study indicates that recess is more than just a break from the
classroom, many benefits will follow. Adding recess could result in higher test scores, a boost in
attention spans, better behavior, and better coping and social skills.

Compensation for Participant: n/a

Assurance of Confidentiality: Information collected will be kept confidential. There will be no

identification information on the surveys, in the interviews, or during observations. Test scores
will also be kept anonymous.
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Withdrawal from the Study: Participation in the study is voluntary for teachers and students.
If for any reason, someone is uncomfortable with the study, he/she can contact Julie Weems.

Offer to Answer Questions: If there are any questions or concerns, contact the student
researcher, Julie Weems, at 308-760-1499. Her email is Julie.weems@eagles.csc.edu. The Chair
of the Chadron State College Institutional Review Board can be contacted at 308-432-6203.

You are voluntarily making a decision whether or not to allow your child or legal ward to
participate. Your signature indicates that, having read and understood the information
provided above, you have decided to permit your child or legal ward to participate in this
research.

You will be given a copy of this consent form to keep.

Signature of Participant Relationship to Participant Date

Signature of Investigator Date

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CONSENT FORM for Adult Participants (19 years and older)

Effects of Recess on the Academic and Social Growth of Elementary Students

Invitation to Participate: You are invited to participate in the study of how recess benefits
learning, social skills, and emotional development when added to a structured school day. This
study is being conducted by Dr. Lorie Hunn, from the Chadron State Education Department and
Julie Weems, student researcher, from Chadron State College.

Basis for Participant Selection: You have been selected for participation in this study because
you will be teaching Kindergarten, first, second, third, or fourth grade in the upcoming school
year. Students and teachers at St. Agnes Academy, Immanuel Lutheran Evangelical School,
Grandview or Emerson are included in this study.

Overall Purpose of Study: The purpose of the study is to collect information from you and
your students regarding recess. The goal is to evaluate whether recess plays a part in students’
learning, classroom behavior, and social skills. Before the school year begins, Julie Weems will
interview you about recess policies and practices and your feelings about daily or multiple
recesses each school day. After the first quarter, you and your students will fill out a survey
answering multiple questions about recess and the effects it has on overall classroom learning
and behavior. Julie Weems will visit each classroom four times during the school year to
observe prior to recesses and then again after recesses.

Explanation of Procedures: There are four main parts to this study. The first is interview. Julie
Weems will interview all teachers in Alliance, Nebraska that teach Kindergarten through fourth
grade. Some teachers view recess as a distraction or a negative practice during the school day
and others see it as a brain break and a positive practice. These views may have an impact on the
study. Secondly, after the first quarter, teachers and students will be asked to take a survey
regarding recess and the positive and negative aspects. Next, Julie Weems will schedule four
visits to observe each classroom during the school year. She will pay close attention to
attentiveness, on-task skills, behaviors, fidgeting, excessive talking, and disruptions before,
compared to after, recess. Lastly, Fall and Spring MAPS scores will be compared to other
students’ scores from other schools. The amount of recess each school allows will be taken into
consideration when evaluating scores.

Potential Risks and Discomforts: There are no potential risks or discomforts.

Potential Benefits: If this study indicates that recess is more than just a break from the
classroom, many benefits will follow. Adding recess could result in higher test scores, a boost in
attention spans, better behavior, and better coping and social skills.

Compensation for Participant: n/a

Assurance of Confidentiality: Information collected will be kept confidential. There will be no

identification information on the surveys, in the interviews, or during observations. Test scores
will also be kept anonymous.
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Withdrawal from the Study: Participation in the study is voluntary for teachers and students.
If for any reason, someone is uncomfortable with the study, he/she can contact Julie Weems.

Offer to Answer Questions: If there are any questions or concerns, contact the student
researcher, Julie Weems, at 308-760-1499. Her email is Julie.weems@eagles.csc.edu. The Chair
of the Chadron State College Institutional Review Board can be contacted at 308-432-6203.

You are voluntarily making a decision whether or not to participate. Your signature
indicates that, having read and understood the information provided above, you have
decided to participate in this research.

You will be given a copy of this consent form to keep.

Signature of Participant Date

Signature of Investigator Date

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Teacher Interview Questions Prior to the Beginning of the School Year

(Answers will be recorded on cellular device.)

How many students will you have this school year?

How many boys? How many girls?

Have any of your students been diagnosed with ADD or ADHD?

How many recesses will your class have each day?

How long is each recess?

Do you feel the recess time allotted is adequate?

Is there anything you would change, add, or eliminate regarding the current recess policies in
your school?
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Observation-30 Minutes Before Recess

Grade Level: Number of Students:

Number of Boys: Number of Girls:

Subject Being Taught: Number of Students On-Task:

Number of Students Off-Task:

Off-Task Behaviors: Teacher Discipline:

Notes:
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Observation Immediately After Recess (30 Minute)

Grade Level: Number of Students:

Number of Girls: Number of Boys:

Subject Being Taught: Number of Students On-Task:

Number of Students Off-Task:

Off-Task Behaviors: Teacher Discipline:

Comparison Before and After Recess Notes:

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Student Survey: Recess!

Name of my school:_________________________________________________________

Directions: Using a scale of 1 to 5, circle the number that best describes your feelings.

Grade Level: _____________ Age: _____________ Male or Female: ____________

1 = Never
2 = Rarely
3 = Sometimes
4 = Often
5 = Always

I love learning new things in school………………………………..1 2 3 4 5

I get bored during class time and instruction……………………….1 2 3 4 5

I can sit and listen to my teacher for a long time…………………...1 2 3 4 5

I need to move a lot…………………………………………………1 2 3 4 5

I have a hard time paying attention in class………………………...1 2 3 4 5

When my classmates can’t sit still, it bothers me…………………..1 2 3 4 5

I get in trouble a lot for talking…………………….……………….1 2 3 4 5

I like going to P.E. class……………………………………………1 2 3 4 5

Recess is fun………………………………………………………..1 2 3 4 5

I play sports during recess………………………………………….1 2 3 4 5

I relax during recess………………………………………………..1 2 3 4 5

I need a break from learning……………………………………….1 2 3 4 5

After recess, I am ready to work hard in class……………………..1 2 3 4 5

After recess, it is hard to settle down…………………………..…..1 2 3 4 5

Recess is an important part of the school day……………………...1 2 3 4 5

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Teacher Survey: Recess!

Name of my School:_________________________________________________________

Directions: Using a scale of 1 to 5, circle the number that best describes your feelings.

Grade Level: _______________ Years Teaching: ________________

1 = Never
2 = Rarely
3 = Sometimes
4 = Often
5 = Always

My students are on-task…..…………………………………………….1 2 3 4 5

My students are interested in what I am teaching………………………1 2 3 4 5

My students talk too much……………………………………………...1 2 3 4 5

My students are disruptive……………………………………………...1 2 3 4 5

My students work well together………..……………………………….1 2 3 4 5

My students are attentive listeners……………………………………...1 2 3 4 5

My students fidget during instruction…….....………………………….1 2 3 4 5

My students get excited about recess…………………………………...1 2 3 4 5

My students have a hard time settling down after recess……………….1 2 3 4 5

My students need recess breaks in the day……………………………...1 2 3 4 5

After recess, my students focus better…………………………………..1 2 3 4 5

After recess, my students are less fidgety……………………………….1 2 3 4 5

My students need more recess breaks every day…………………….…..1 2 3 4 5

Recess time takes away from instructional time in the classroom………1 2 3 4 5

There is not enough time to prepare for standardized testing…………...1 2 3 4 5

Classroom behavior is better after a recess break………………...……..1 2 3 4 5

More learning takes place after a recess break………………………….1 2 3 4 5

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Survey Notes: