Effects of physically active maths lessons on children's maths performance and maths‐related affective factors : Multi‐arm cluster randomized controlled trial
Syväoja, H. J., Sneck, S., Kukko, T., Asunta, P., Räsänen, P., Viholainen, H., Kulmala, J., Hakonen, H., & Tammelin, T. H. (2024). Effects of physically active maths lessons on children's maths performance and maths‐related affective factors : Multi‐arm cluster randomized controlled trial. British Journal of Educational Psychology, Early View. https://doi.org/10.1111/bjep.12684
Julkaistu sarjassa
British Journal of Educational PsychologyTekijät
Päivämäärä
2024Tekijänoikeudet
© 2024 the Authors
Background
Physical activity (PA) may benefit academic performance, but it is unclear what kind of classroom-based PA is optimal for learning.
Aim
We studied the effects of physically active maths lessons on children's maths performance and maths-related effects, and whether gender and previous mathematical or motor skills modify these effects.
Sample
A total of 22 volunteered teachers and their pupils with signed consent (N = 397, mean age: 9.3 years, 51% females) participated in a 5-month, teacher-led, multi-arm, cluster-randomized controlled trial.
Methods
The intervention included a PAL group (20 min of physically active learning in each 45-min lesson), a breaks group (two 5-min PA breaks in each 45-min lesson) and a control group (traditional teaching). Maths performance was assessed with a tailored curriculum-based test. Maths-related enjoyment, self-perceptions and anxiety were measured with a self-reported questionnaire. The individual-level intervention effects were tested via covariate-adjusted linear mixed-effect models with school classes serving as random effects.
Results
Changes in maths performance or self-perceptions did not differ between the intervention groups. Maths anxiety in learning situations increased in the PAL group (effect .28, 95% CI = .01–.56); there was no change in the other groups. Subgroup analyses suggested that maths anxiety increased in the PAL group among children in the two lowest tertiles of motor skills. It decreased in the highest tertile. Enjoyment decreased in the breaks group among pupils in the lowest motor skill tertile.
Conclusions
Physically active maths lessons did not affect maths performance or self-perceptions but had divergent effects on maths anxiety and enjoyment, depending on motor skills.
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Julkaisija
John Wiley & SonsISSN Hae Julkaisufoorumista
0007-0998Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/213529881
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Lisätietoja rahoituksesta
The study was funded by the Finnish Ministry of Education and Culture (OKM/66/626/2016, OKM/66/626/2017 and OKM/79/626/2018), Research Council of Finland (355350) and The Strategic Research Council (SRC) established within the Research Council of Finland (353361).Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
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