A1 Journal article (refereed)
Effects of physically active maths lessons on children's maths performance and maths‐related affective factors : Multi‐arm cluster randomized controlled trial (2024)
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
JYU authors or editors
Publication details
All authors or editors: Syväoja, Heidi J.; Sneck, Sirpa; Kukko, Tuomas; Asunta, Piritta; Räsänen, Pekka; Viholainen, Helena; Kulmala, Janne; Hakonen, Harto; Tammelin, Tuija H.
Journal or series: British Journal of Educational Psychology
ISSN: 0007-0998
eISSN: 2044-8279
Publication year: 2024
Publication date: 05/05/2024
Volume: Early View
Publisher: John Wiley & Sons
Publication country: United Kingdom
Publication language: English
DOI: https://doi.org/10.1111/bjep.12684
Publication open access: Openly available
Publication channel open access: Partially open access channel
Abstract
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.
Keywords: learning; mathematics; mathematical skills; motor skills (general); physical activity; anxiety
Free keywords: anxiety; enjoyment; physical activity breaks; physically active learning; self- perceptions
Contributing organizations
Ministry reporting: Yes
Reporting Year: 2024
Preliminary JUFO rating: 2
