Document Type
Article
Publication Date
Spring 2026
Abstract
Students struggle to remain on-task throughout long periods of time in class. This results in off-task behaviors and a lack of focus. As a result, this keeps students from maximizing their achievement. Research has shown that classroom activity breaks can help reduce off-task behaviors and improve on-task behaviors for students. This inquiry-based research study aims to find out if classroom activity breaks can improve on-task behaviors, classroom enjoyment for the students, and student behavior. The study used a quantitative approach via a student survey, a tally chart, and behavior log. The findings showed that students had fewer off-task behaviors and more on-task behaviors when classroom activity breaks were administered. Also, the students reported higher levels of enjoyment when activity breaks were administered compared to when there were no activity breaks. However, students’ behavior did not improve once the activity breaks were administered. This study shows the potential advantages and improvements that classroom activity breaks can create. Further research is needed to explore the necessary length of classroom activity breaks, how frequently activity breaks need to be administered, and how the activity breaks affect different age ranges of students. Also, future studies should allow more time for the study and should incorporate more qualitative data.