Abstract:

The ancient Indian system of yoga has gained significant attention in educational and psychological research for its potential role in improving students’ mental health and cognitive performance. The present study examined the effect of meditation and pranayama interventions on learning achievement and cognitive abilities among secondary school students. Adopting an experimental pre-test–post-test control group design, the study was conducted on a sample of 200 students from Classes IX and X. The group of the sample (experimental group) received a structured intervention comprising selected daily meditation practices and pranayama exercises, over a period of 6–8 weeks, while the other group (control group) followed the regular school routine without any intervention. Pre-test and Post-test data were collected to get a ‘Learning Achievement Score’ and a ‘Cognitive Abilities Score’ derived from specifically designed tests assessing the general academic score, attention, concentration, memory and reasoning. The collected data were analysed using descriptive statistics and paired sample t-tests. The findings revealed no significant changes in learning achievement and cognitive abilities among the control group, whereas the experimental group demonstrated statistically significant improvements in academic scores and all measured cognitive dimensions. The results indicate that meditation and pranayama practices have a positive and significant effect on enhancing learning achievement and cognitive abilities among secondary school students. The study highlights the potential of integrating yogic practices into school routines to promote students’ academic performance and cognitive development.

Keywords:

Meditation and Pranayama, Learning Achievement, Cognitive Abilities.

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Methods