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Students’ Perceptions of the Impact of an Additional Warm-Up Activity and Their Levels of Involvement


Many students lament that they become bored performing the same thing from the start of class till the finish. They need to make more progress in their language learning since they do not feel engaged in the session. Unfortunately, many professors need to consider whether or not their pupils are motivated and interested in working on the assignments they give them in class. Finding ways to maintain kids’ interest in studying is necessary. One approach to add variety to class activities, pique students’ interest, concentrate their attention, and give them a goal and incentive is to use warm-up exercises. Many educators disagree that warm-up exercises are necessary for making learning enjoyable. They utilize it to offer the students an opportunity to get to know one another in the first lesson of a new course. They disregard the additional advantages of adopting a warm-up exercise in the classroom. For example, it may encourage students to engage in class activities, stimulate their previous knowledge, assist instructors in introducing a new subject engagingly, or draw students’ attention. In contrast, instructors may utilize jokes, songs, hilarious videos, games, tales, or photos to make the lesson more engaging by using them as warm-up activities instead of the more traditional tactics of questioning, reviewing the topic from the previous session, and chit-chatting with students.

When teaching more theoretical components of performing arts as an F.E level instructor, student interest might diminish. I teach a group of 14 students aged 16 to 22. Monday mornings from 9 a.m. to 12 p.m. are when I teach. Currently, my course is set up so that the students undertake a physical warm-up group activity/exercise at 9 a.m. This is frequently done with reward strategies in place, so there is usually a single winner or a winning team. Theoretical learning starts at 9.15, and learners generally remain engaged in the theory until we take a break at 10.30. At 10.45 a.m., the pupils resume their studies. The second and last half of the class will take place from 10.45 a.m. to 12 p.m. This is another theory-based argument. During this time, learner engagement is low. For my inquiry, I want to reintroduce a second warm-up physical game/activity between 10.45 and 11 a.m. to see whether it will improve learner engagement for the remainder of the session.

Purpose of Research

The purpose of researching students’ perceptions of the impact of an additional warm-up activity and their levels of involvement is multifaceted. Firstly, this research aims to gain insight into how the implementation of a warm-up activity, such as a game or exercise, impacts students’ engagement and participation in class. This is important as student engagement is a crucial factor in the learning process and can significantly impact the effectiveness of instruction. Additionally, research has shown that students who are engaged and motivated in class tend to perform better academically.

Secondly, this research aims to understand how the warm-up activity affects students’ perception of the class and their overall learning experience. By understanding how students perceive the course and their learning experience, educators can adjust the curriculum and instruction to meet the student’s needs better. This can lead to a more positive and productive learning environment for the students.

Moreover, this research will examine how students’ level of involvement changes with the addition of the warm-up activity. This is important as students who are more involved in the class tend to understand the material better, retain information better, and have a more positive attitude toward learning. Furthermore, it will help in understanding if the warm-up activity increases or decreases the motivation level of the students.

Finally, this research will investigate the impact of the warm-up activity on students’ performance. By understanding how the warm-up activity affects students’ performance, educators can make informed decisions about whether or not to incorporate similar activities in the future. This helps create a more effective and engaging learning environment for the students. The research on students’ perceptions of the impact of an additional warm-up activity and their levels of involvement is essential as it can provide valuable information about enhancing student engagement and learning. It can help educators create a more positive and productive learning environment for their students and lead to improved academic performance.

Context of the Research

The purpose of research on students’ perceptions of the impact of an additional warm-up activity and their levels of involvement is to investigate whether incorporating a specific warm-up activity into a lesson plan can positively impact students’ engagement and participation in the class. This could include studying if the warm-up activity leads to increased interest in the subject matter, improved focus and attention, or a greater sense of connection to the material being taught. Additionally, the research may aim to determine if certain types of warm-up activities are more effective than others and if there are any demographic factors (such as age, gender, or prior knowledge) that may influence the impact of the warm-up activity on student engagement. Overall, this research aims to gain insight into how warm-up exercises can enhance student learning and engagement in the classroom.

Proposed Sample Group

The proposed sample group for research on students’ perceptions of the impact of an additional warm-up activity and their levels of involvement will include a diverse group of students from different grade levels, backgrounds, and skill levels. This will consist of a mix of students from different socioeconomic backgrounds, ethnicities, and genders to ensure that the findings are representative of a diverse student population.

One approach will be to select a sample of students from a particular school or district and randomly assign them to different groups. For example, half of the students will be assigned to a control group that receives the traditional lesson plan without the additional warm-up activity. In contrast, the other half of the students may be transferred to an experimental group that gets the same lesson plan with the further warm-up activity. This would enable the researchers to compare the students’ perceptions and levels of involvement in the two groups and determine the impact of the warm-up activity on student engagement.

It is also essential to consider the representativeness of the sample. The sample will be selected in such a way that it is representative of the population of interest. For example, if the population of interest is all the students of a particular school district, the sample will be selected from that school district. It should be as similar as possible to the population regarding relevant characteristics, such as age, gender, ethnicity, and socioeconomic status (Somekh, 2006). In summary, the proposed sample group for research on students’ perceptions of the impact of an additional warm-up activity and their levels of involvement should be diverse, random, and representative of the population of interest to ensure that the findings can be generalized to a larger population.


The research methodology on students’ perceptions of the impact of an additional warm-up activity and their levels of involvement can vary depending on the specific goals and objectives of the study. However, the approach that I will use is a mixed-methods design, which combines both quantitative and qualitative data collection and analysis techniques.

The first step in this methodology will be clearly defining the research question and objectives and identifying the population of interest and the sampling method. Next, a pre-test will be administered to the students to gather baseline data on their perceptions of the impact of the warm-up activity and their levels of involvement in the class (Hopkins, 2008). After implementing the additional warm-up activity, a post-test will be administered to the students to gather data on changes in their perceptions and levels of involvement. The post-test will include quantitative measures, such as Likert scale surveys and test scores, and qualitative measures, such as open-ended questions and observation notes.

The quantitative data will be analyzed using statistical techniques, such as t-tests or ANOVA, to determine any significant differences between the pre-test and post-test scores. The qualitative data will be analyzed using content analysis to identify themes and patterns in the students’ responses (McNiff & Whitehead, 2011). The final step will be to interpret the study’s results, conclude the impact of the additional warm-up activity on students’ perceptions and involvement, and make recommendations for future research.

Protection of Participants

Protecting the participants in research on students’ perceptions of the impact of an additional warm-up activity and their levels of involvement is paramount. Several steps will be taken to ensure the safety and well-being of the participants. First, informed consent will be obtained from all participants. This means that the participants will be fully informed about the nature of the study, the risks and benefits of participation, and their right to withdraw from the study at any time. They will also be provided with contact information for the researcher or a designated point of contact in case they have any questions or concerns. Second, the study will be reviewed and approved by the institutional review board (IRB) or ethics committee. This ensures that the investigation is designed to minimize potential risks to the participants and that their rights and welfare are protected.

Third, any data collected will be kept confidential and anonymous to the extent possible. For example, participants’ names will not be associated with their responses, and the data should be stored securely. Fourth, care will be taken to minimize potential harm to the participants. For example, the researcher will be aware of any sensitive or potentially triggering topics that may come up in the study and be prepared to provide appropriate support or referrals to participants if necessary (Silva-Capella, González García, and Pérez Campos, 2021). Lastly, it is essential to provide debriefing information to participants after completing the research, describing the overall purpose, results, and any research implications.

The Teacher’s Role in Student Engagement

It is critical to students’ success to raise the degree of student involvement while also developing an emotional connection with them. Every student will have a better chance of feeling empowered to take control of their learning and feel confident in their talents when teachers establish a loving and helpful atmosphere (Amin, Nasuka, and Rustiadi, 2021). To encourage active participation from students, choices in classroom teaching should be based on the following four typical questions: How do I feel? Have I piqued your interest? Is this a significant point? Could I pull this off? The first two questions test the student’s ability to pay attention, while the latter two investigate the extent to which the student is interested in the material being discussed. Concerning whether or whether information from the outside world is brought into working memory, concerns about attention are posed (Li, 2020). The working memory will only process the data if judged attractive when provided. Importance is the determining factor in engagement; if the knowledge is considered significant, the working memory will keep it for a short period. The brain will ultimately reject the information if the pupils do not think they can do the tasks.

Behaviourism Theory Relating to Reward Strategies

Behaviourism theory is a psychological perspective that emphasizes the role of environmental factors in shaping behaviour. It suggests that behaviour is learned through the process of reinforcement and punishment. Regarding reward strategies, behaviourism theory suggests that positive reinforcement can increase the likelihood of a desired behaviour being repeated. Positive reinforcement occurs when a desirable consequence, such as a reward, is given following a behaviour, which increases the likelihood of that behaviour being repeated in the future.

Some examples of rewards that can be used in a classroom setting include verbal praise, stickers, tokens, or points that can be exchanged for a desired item or activity. The key is to provide the reward immediately after the desired behaviour is displayed and to make the reward meaningful and desirable to the student (Pennington, Curtner-Smith, and Wind, 2019). It is important to note that the tips should be appropriate for the individual student’s age and developmental level and should be adjusted as the student grows and matures. Moreover, for the rewards to be effective, the tips should be contingent on the behaviour rather than for other reasons.

Behaviourism theory also suggests that punishment can be used to decrease the likelihood of an undesired behaviour being repeated. A penalty occurs when an aversive consequence, such as a reprimand or a loss of privilege, is given following a behaviour, which decreases the likelihood of that behaviour being repeated in the future (Elliot, 1991). It is important to note that punishment should be used sparingly and with caution, as it may have adverse side effects, such as decreasing the student’s self-esteem and motivation or creating resentment. Moreover, it is essential to ensure that the punishment is appropriate for the behaviour and not excessive or arbitrary.

Behaviourism theory highlights the importance of reinforcing desired behaviours and punishing undesired behaviours to shape and maintain appropriate behaviours. It is important to note that rewards and punishment should be part of a comprehensive behaviour management plan that includes other strategies such as teaching replacement behaviours, antecedent manipulation, and self-management techniques.


To make the class more interesting, teachers may use jokes, songs, humorous videos, games, anecdotes, or images as warm-up exercises instead of the more usual questioning strategies, reviewing the material from the previous session, and chit-chatting with students. People need more attention and the ability to notice information to prevent the data from being processed in long-term memory. The primary goal of the opening exercise was to direct the student’s attention to the following lesson topic. The student’s degree of interest in the activities we undertake in class influences their motivation to study. Students will be motivated to learn a language if the exercises and activities used to acquire that language engage them. When instructors create a supportive and helpful environment, every student has a higher chance of feeling empowered to take charge of their learning and confident in their abilities.

References List

Amin, S., Nasuka, N. and Rustiadi, T., 2021. Students’ perceptions in implementing physical education sports and health at vocational school Kudus Regency. Journal of Physical Education and Sports10(4), pp.443-454.

Elliot, J. 1991 Action Research for Educational Change. Milton Keynes: Open University

Hopkins, D. 2008 A Teacher’s Guide to Classroom Research. Maidenhead: Open University Press

Li, L., 2020. Student perceptions of the teaching of principles of management using English-medium instruction. Journal of Education for Business95(2), pp.115-120.

McNiff, J. & Whitehead, J. 2011 All You Need to Know About Action Research. 2nd ed. London: Sage.

Pennington, C.G., Curtner-Smith, M.D. and Wind, S.A., 2019. Impact of a physical education teacher’s age on elementary school students’ perceptions of effectiveness and learning. Journal of Teaching in Physical Education38(4), pp.279-285.

Silva-Capella, V., González García, R.J. and Pérez Campos, C., 2021. Effects of physical warm-up on the attention of adolescent students. Journal of Physical Education and Sport21(1), pp.406-415.

Somekh, B. 2006 Action Research: A Methodology for Change and Development. Maidenhead: Open University Press


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