Breaking the Cycle: How Brain Breaks Enhance Cognitive Performance in Educational Assessments

Abstract

This research investigates the impact of structured brain breaks on examination performance and mental well-being among Bachelor of Education (B.Ed.) trainees. Brain breaks, defined as short, intentional pauses during sustained cognitive effort, aim to relieve mental strain, enhance concentration, and reduce anxiety. Drawing on cognitive load and attention regulation theories, this quasi-experimental study divided 48 B.Ed. trainees into control and experimental groups, with the latter receiving a 15-minute brain break between exam sections. Quantitative analysis using t-tests revealed significant improvements in academic performance among students who received brain breaks, with higher mean scores compared to the control group. Additionally, qualitative feedback indicated increased concentration, reduced fatigue, and lower stress levels in the experimental group. These findings align with previous research by Godfrey and Turner (2016), Johnson and Smith (2018), and Martinez and Brown (2020), highlighting brain breaks’ benefits across diverse age groups and cognitive tasks. Implications include the potential integration of structured breaks into examination settings to support both academic performance and student mental health, particularly for high-stakes exams. This study also offers future educators first-hand experience with brain breaks, which could shape future classroom practices. This paper suggests that educational institutions should consider incorporating brain breaks as an evidence-based approach to promote a holistic, student-centered learning environment.