The Impact of Stability Balls, Activity Breaks, and a Sedentary Classroom on Standardized Math Scores
The Impact of Stability Balls, Activity Breaks, and a Sedentary Classroom on Standardized Math Scores
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DOI：
10.18666/tpe-2016-v73-i3-5303
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发表时间：
2016-09-01
影响因子：
0.6
通讯作者：
Dunn, Sean
中科院分区：
文献类型：
--
作者：
Mead, Tim;Scibora, Lesley;Dunn, Sean
这项研究的目的是确定在数学教学中进行不同类型的练习是否会提高标准化数学考试成绩。在2012和2013学年，三个六年级班级接受了学业进步测量(MAP)和明尼苏达州综合评估(MCA)标准化数学考试的评估。MAP标准化考试在学年开始和结束时进行。每年春天都会进行MCA测试。这些班级使用相同的数学课程。每个班级有不同的数学老师，但每个老师一年到头都在教同一个班级。其中一个数学教室(n=23)在授课期间不进行体育锻炼，另一个(n=29)在每节数学课期间进行两次5分钟的体育活动休息，第三个数学教室(n=29)总是坐在稳定球上。对三个教室的MAP和MCA进步分数进行了单因素方差分析，以确定锻炼是否影响标准化数学考试成绩。坐在稳定球上的MAP改善分数(平均值=11.6，SD=6.9)显著高于久坐的班级(M=5.5，SD=7.0)。稳定性球课的大脑中动脉改善分数(M=104.9，SD=19.7)也显著高于进行活动休息的班级(M=92.6，SD=7.4)。结果表明，在数学教学中，稳定球比短时间的剧烈运动或不运动更能提供更好的学习注意力。
The purpose of the study was to determine if standardized math test scores improve by administering different types of exercise during math instruction. Three sixth grade classes were assessed on the Measures of Academic Progress (MAP) and the Minnesota Comprehensive Assessment (MCA) standardized math tests during the 2012 and 2013 academic year. The MAP standardized test was given at the beginning and end of the academic year. The MCA test was given every spring. The classes used the same math curriculum. Each class had a different math teacher, but each teacher taught the same class all year. One math classroom (n=23) did no physical exercise during instruction, another (n=29) conducted two 5-min physical activity breaks during each math period, and the third math classroom (n=29) always sat on stability balls. A one-way ANOVA was computed for both MAP and MCA improvement scores across the three classrooms to determine if exercise affected standardized math test scores. MAP improvement scores were significantly higher for the class that sat on stability balls (mean = 11.6, SD = 6.9) when compared to the sedentary class (M = 5.5, SD = 7.0). MCA improvement scores were also significantly higher for the stability ball class (M = 104.9, SD = 19.7) when compared to the class that conducted activity breaks (M = 92.6, SD = 7.4). The results indicate that stability balls may provide better focus for learning than short duration vigorous physical activity or no physical activity during math instruction.