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Physical Activity Breaks in the Middle School Classroom and Student Achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Physical Activity Breaks in the Middle School Classroom and Student Achievement./
作者:	Boniface, Jennifer.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	174 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
Contained By:	Dissertations Abstracts International82-06A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28256075
ISBN:	9798698543411

Physical Activity Breaks in the Middle School Classroom and Student Achievement.
Boniface, Jennifer.

Physical Activity Breaks in the Middle School Classroom and Student Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 174 p.

Source: Dissertations Abstracts International, Volume: 82-06, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2021.

This item must not be sold to any third party vendors.

The purpose of this quantitative causal-comparative was to determine if and to what extent there was a difference in academic achievement gains in reading and math scores between middle school students in the Southwest United States who participated in physical activity breaks in the classroom and students who did not. This study included students from one middle school in the Southwest United States. The period from which data were collected was between the 2017-2019 school years. Pre-test and post-test data were collected from the Star assessments in reading and math. The independent variable was physical activity and the dependent variable was academic achievement gains. This causal-comparative study addressed two research questions. First, what was the difference in academic achievement in reading gain scores between middle school students in the Southwest United States who participated in physical activity breaks in the classroom and students who did not? And second, what was the difference in academic achievement in math gain scores between middle school students in the Southwest United States who participated in physical activity breaks in the classroom and students who did not? The statistical analysis showed that there was no significant difference in academic achievement gains in reading or math between the two groups of students. The results showed that there are meaningful conclusions that may be beneficial to other researchers, educators, schools, and districts for the future of education.

ISBN: 9798698543411Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Academic achievement

Physical Activity Breaks in the Middle School Classroom and Student Achievement.
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500 $a Source: Dissertations Abstracts International, Volume: 82-06, Section: A.
500 $a Advisor: Stamper, David.
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520 $a The purpose of this quantitative causal-comparative was to determine if and to what extent there was a difference in academic achievement gains in reading and math scores between middle school students in the Southwest United States who participated in physical activity breaks in the classroom and students who did not. This study included students from one middle school in the Southwest United States. The period from which data were collected was between the 2017-2019 school years. Pre-test and post-test data were collected from the Star assessments in reading and math. The independent variable was physical activity and the dependent variable was academic achievement gains. This causal-comparative study addressed two research questions. First, what was the difference in academic achievement in reading gain scores between middle school students in the Southwest United States who participated in physical activity breaks in the classroom and students who did not? And second, what was the difference in academic achievement in math gain scores between middle school students in the Southwest United States who participated in physical activity breaks in the classroom and students who did not? The statistical analysis showed that there was no significant difference in academic achievement gains in reading or math between the two groups of students. The results showed that there are meaningful conclusions that may be beneficial to other researchers, educators, schools, and districts for the future of education.
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