Enhancing Pupil Attention and Engagement during Lesson Transitions through Movement Breaks

This study examined the effectiveness of movement breaks in enhancing pupils’ attention and engagement during lesson transitions among Grade 3 Humility pupils of Laligan Central School, Valencia City, Bukidnon. Using a quasi-experimental one-group pre-test–post-test design, the study involved 30 pupils who were observed before and after the implementation of structured movement breaks. The intervention included stretching and breathing exercises, dancing or music-based activities, and game-based activities conducted during classroom transitions with varying durations of 1–3 minutes, 4–6 minutes, and 7–10 minutes. Data were gathered using an adapted observation checklist that measured observable indicators of attention and engagement, such as listening attentively, staying focused, participating actively, cooperating with peers, and showing enthusiasm. The results revealed that before the intervention, pupils’ attention and engagement were both at a very low level, with mean scores of 0.22 and 0.23, respectively. After the implementation of movement breaks, attention increased to a very high level with a mean score of 0.80, while engagement increased to an extremely high level with a mean score of 0.98. The paired sample test further showed significant differences between the pre-test and post-test scores for attention and engagement, with p-values of 0.000. These findings indicate that movement breaks significantly improved pupils’ focus, participation, and readiness during lesson transitions. Therefore, the study concludes that movement breaks are an effective classroom strategy for promoting attention and engagement among elementary pupils.

Dancing based activities, Engagement, Game-based activities, Lesson transitions, Movement breaks, Non-cream class section, Stretching/breathing activities

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