Extensive research has examined the relationship between classroom-based physical activity and academic achievement. The literature presents mixed results when examining the effect that physical activity has on academic achievement. The purpose of this study was to determine the effect of classroom-based Take 10! physical activity program on academic achievement on a pre- and posttest of fifth-grade science students at Eastside Elementary School. This study was a quasi-experimental, non-equivalent group design that used purposive sampling, which allowed the two variables to be tested. The independent variable in this study was classroom-based physical activity and the dependent variable was academic achievement.
Data from the pre-test and posttest were analyzed using the Analysis of Variance (ANOVA). Findings obtained from the two-way ANOVA indicated there was no statistically significant difference between the independent and dependent variable of fifth-grade science students during a four-week period. Due to insufficient results between the intervention and control group, the researcher examined gender and race within the fifth-grade science classroom. Results concluded that there was no significant difference between gender and race within the intervention and control groups.
|Advisor:||Wilkins, Cynthia W., Kelleher, Audrey W.|
|School Location:||United States -- Mississippi, US|
|Source:||DAI-A 82/9(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Elementary education, Science education|
|Keywords:||Student achievement, Take10!, Physical activity programs, Science classroom, In-class physical activity|
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