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The Effect of Physical Education on ...

Hamilton, Terri M.

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The Effect of Physical Education on High School Students' Academic Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Physical Education on High School Students' Academic Achievement./
Author:	Hamilton, Terri M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	123 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Physical education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617638
ISBN:	9781303852633

The Effect of Physical Education on High School Students' Academic Achievement.
Hamilton, Terri M.

The Effect of Physical Education on High School Students' Academic Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 123 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ed.D.)--Walden University, 2014.

Nationally, physical education (PE) has been reduced or eliminated from schools because of pressure to meet the standards of the No Child Left Behind Act of 2002. Schools have replaced PE with more academics, decreasing the opportunities for students to receive the recommended amount of physical activity to maintain a healthy lifestyle and prevent obesity, in spite of studies that have shown that participation in PE may actually help students achieve more academically. This quantitative study investigated the effect of high school students' participation in PE on their academic achievement. Following the theoretical foundation of executive function development, the research question examined the relationship between students' participation in PE and their academic achievement as expressed by their grade point average (GPA). Students from an urban high school in southwestern Connecticut formed a purposeful sample of 476 that included students who had taken at least one PE course in a school year. Repeated-measure analysis of variance was used to examine whether there was a difference in GPA between a quarter in which students took PE and a quarter in which they did not. The results showed that students had a significantly higher GPA when they participated in a PE course than when they did not. As a result, a policy recommendation was created requesting the Board of Education to increase the number of credits in PE required for graduation. This project will contribute to positive social change for the students, for the school, and for the community by helping to narrow the achievement gap in the school through improved academic achievement, lessening the social stigma students feel as a result of being overweight, and promoting positive health-related habits.

ISBN: 9781303852633Subjects--Topical Terms:

635343
Physical education.

The Effect of Physical Education on High School Students' Academic Achievement.
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245 1 4 $a The Effect of Physical Education on High School Students' Academic Achievement.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Advisers: Kimberley Alkins; Mel Finkenberg.
502 $a Thesis (Ed.D.)--Walden University, 2014.
520 $a Nationally, physical education (PE) has been reduced or eliminated from schools because of pressure to meet the standards of the No Child Left Behind Act of 2002. Schools have replaced PE with more academics, decreasing the opportunities for students to receive the recommended amount of physical activity to maintain a healthy lifestyle and prevent obesity, in spite of studies that have shown that participation in PE may actually help students achieve more academically. This quantitative study investigated the effect of high school students' participation in PE on their academic achievement. Following the theoretical foundation of executive function development, the research question examined the relationship between students' participation in PE and their academic achievement as expressed by their grade point average (GPA). Students from an urban high school in southwestern Connecticut formed a purposeful sample of 476 that included students who had taken at least one PE course in a school year. Repeated-measure analysis of variance was used to examine whether there was a difference in GPA between a quarter in which students took PE and a quarter in which they did not. The results showed that students had a significantly higher GPA when they participated in a PE course than when they did not. As a result, a policy recommendation was created requesting the Board of Education to increase the number of credits in PE required for graduation. This project will contribute to positive social change for the students, for the school, and for the community by helping to narrow the achievement gap in the school through improved academic achievement, lessening the social stigma students feel as a result of being overweight, and promoting positive health-related habits.
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