THE EFFECTS OF MINDFULNESS PRACTICES IN THE CLASSROOM

Shelly Goel; Prashant Singhal

THE EFFECTS OF MINDFULNESS PRACTICES IN THE CLASSROOM

Authors: Shelly Goel, Prashant Singhal

Unique Paper ID: 173039
Volume: 11
Issue: 9
PageNo: 1700-1708

Keywords: Mindfulness Meditation Focus Attention Work Engagement

Abstract:
This study aimed to investigate the potential effects of integrating mindfulness exercises on improving students' focus and work engagement. The current study utilized respiratory techniques and mental imagery practises on a tri-weekly schedule. The study involved 44 children, aged 9 to 12 years, observed for a duration of 5 weeks. The data collection process involved daily recording of tallies for on-task and off-task behaviour, as well as daily observation of work engagement. In addition, the children were asked to complete pre and post questionnaires to assess their level of mindfulness. Individualized discussions were also held with each participant. The study revealed an increase in the number of students displaying focused behaviour and a higher percentage of students engaging in academic tasks over time. The findings from both the pre and post questionnaire revealed a significant increase in the percentage of students who exhibited a favourable attitude towards mindfulness exercises and perceived them as advantageous. However, the participants exhibited diverse viewpoints regarding statements related to concentration and diversion. The majority of students, specifically 82%, reported perceiving mindfulness exercises as beneficial. 36% of participants reported using the terms "focus" or "concentrate" when explaining the positive effects of practicing mindfulness exercises. The majority of participants, specifically 80%, expressed their intention to independently utilize mindfulness techniques. The study's data showed a significant positive correlation between the use of mindfulness exercises and the level of focus in children aged 9 to 12 years. Possible future research areas may include exploring strategies for promoting students' engagement in autonomous mindfulness practises and extending the duration of the research period.

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Cite This Article

ISSN: 2349-6002
Volume: 11
Issue: 9
PageNo: 1700-1708

THE EFFECTS OF MINDFULNESS PRACTICES IN THE CLASSROOM

Available:https://ijirt.org/Article?manuscript=173039

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Impact Factor
8.01 (Year 2024)

UGC Approved
Journal no 47859

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