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Stability Balls in the Classroom.pdf (1.56 MB)

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Stability Balls in the Classroom: Effects on Engagement and Achievement

Mercer, Julie Elizabeth
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565348112202381

Abstract Details

2019, Doctor of Education (Ed.D.), University of Findlay, Education.
A classroom intervention increasing in popularity is the use of stability balls in lieu of traditional classroom chair seating. Stability balls are promoted as an effective alternative to chairs at a class wide level, yet there are few published studies documenting positive outcomes in academic achievement and on-task behavior. The purpose of this descriptive quantitative study was to investigate the outcomes on academic achievement and on-task behavior when replacing regular classroom chairs with stability balls. Student and teacher perceptions were also studied to determine if students were aware of any benefits the stability balls may offer. Using an A-B-C design, students in a second-grade class participated in a baseline, intervention, and choice phase while the researcher used observational data and STAR Math data to make judgements on any academic achievement and on-task behavioral gains made during the research period. Students used the stability balls during the intervention phase and had the option of a stability ball or a regular classroom chair during the choice phase. Stability balls did make a large increase on the amount of on-task behavior shown in the second-grade students, however, academic gains were not made in the treatment group as they were in the control classes (classes using regular chairs). Students were given a survey to determine levels of enjoyment and perceptions of gains made when using the stability balls. Some students participated in student interviews with the researcher to further determine understanding of the stability balls and academic and on-task gains. Students clearly enjoyed using the stability ball and most reported wanting to continue using the stability ball after the research commenced. While some students made a connection between stability balls and academic and on-task gains, most students were not able to make the connection. Teachers who participated in the study were given a teacher survey to determine student enjoyment, energy levels, and future recommendations. Teachers reported student enjoyment and increased energy levels during the class sessions with stability balls. Teachers also felt the balls were fairly manageable and expressed interest in continuing their usage after the study was over. The findings of this study reveal an increase in on-task behavior, but no increase in academic achievement, opening the door to new studies determining the value of on-task behavior and a connection between on-task behavior and academic achievement. Additional research should also be continued to determine if stability balls work for all students or simply parts of the school population.
Kathleen Crates (Committee Chair)
John Brasfield (Committee Member)
Mary Heather Munger (Committee Member)
137 p.
Education; Elementary Education; Occupational Therapy
stability balls, classroom seating, academic achievement, on-task behavior

Recommended Citations

Citations

  • Mercer, J. E. (2019). Stability Balls in the Classroom: Effects on Engagement and Achievement [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565348112202381

    APA Style (7th edition)

  • Mercer, Julie. Stability Balls in the Classroom: Effects on Engagement and Achievement. 2019. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565348112202381.

    MLA Style (8th edition)

  • Mercer, Julie. "Stability Balls in the Classroom: Effects on Engagement and Achievement." Doctoral dissertation, University of Findlay, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565348112202381

    Chicago Manual of Style (17th edition)

findlay1565348112202381
688
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This open access ETD is published by University of Findlay and OhioLINK.