Retention and Rhythmic Movement in Additional Math Facts

Abstract

The purpose of this study is to find a significant connection between rhythmic movements in the retention of additional math facts. Therefore, my research question is: Is there a significant difference between rhythmic movement, general movement, and non-movement in the memorization and retention of addition facts. I performed a quantitative experimental design study, focused on three groups: non-movement, general movement and rhythmic movement. The results from my study indicated that rhythmic movement played a role in heightening recall memory, but movement in general had a significance impact in increasing scores from test one to test two. In Conclusion, recall memory and retention are significantly increased when general movement is used in additional math facts.