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Physical Activity and Academic Achie...

Moore, Julie Lynne.

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Physical Activity and Academic Achievement: A Relationship to Math and Reading.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Physical Activity and Academic Achievement: A Relationship to Math and Reading./
Author:	Moore, Julie Lynne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	118 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13904754
ISBN:	9781085634045

Physical Activity and Academic Achievement: A Relationship to Math and Reading.
Moore, Julie Lynne.

Physical Activity and Academic Achievement: A Relationship to Math and Reading. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 118 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ed.D.Ed.Lead.)--Union University, 2019.

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

Extreme attention has been brought to student achievement in recent years by the 2001 No Child Left Behind Act and the 2015 Every Child Succeeds Act. School districts are searching for ways by which to improve student achievement and incorporate all mandated standards and objectives. One choice being made to improve student performance is to increase academic time in the classroom by reducing the amount of scheduled physical activity time students receive during the school day. The purpose of this study was to investigate whether the amount of scheduled physical activity time made a difference in academic achievement in math and reading. The study sample consisted of 1,136 first-grade students in a rural school district in the state of Tennessee. Participants included 529 students from the 2016-2017 school year and 608 students from the 2017-2018 school year. Female students totaled 532, with 605 male students. Independent variables included scheduled physical activity time (225 minutes and 130 minutes) and gender. The dependent variable was spring assessment scores in reading and math. The methodology used was a one-way analysis of covariance (ANCOVA), with a covariate of fall benchmark assessment scores in math and reading, which indicated significance between the two groups scheduled for different amounts of physical activity time. Females recorded more growth in reading with the group scheduled for 225 minutes of physical activity; conversely, both groups of male students specified significant difference in means in math. Females did show higher scores in reading in the group scheduled for 225 minutes of physical activity compared to males; however, no difference in means was found with math.

ISBN: 9781085634045Subjects--Topical Terms:

529436
Educational leadership.

Physical Activity and Academic Achievement: A Relationship to Math and Reading.
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245 1 0 $a Physical Activity and Academic Achievement: A Relationship to Math and Reading.
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300 $a 118 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
500 $a Advisor: Cushman, Carla.
502 $a Thesis (Ed.D.Ed.Lead.)--Union University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Extreme attention has been brought to student achievement in recent years by the 2001 No Child Left Behind Act and the 2015 Every Child Succeeds Act. School districts are searching for ways by which to improve student achievement and incorporate all mandated standards and objectives. One choice being made to improve student performance is to increase academic time in the classroom by reducing the amount of scheduled physical activity time students receive during the school day. The purpose of this study was to investigate whether the amount of scheduled physical activity time made a difference in academic achievement in math and reading. The study sample consisted of 1,136 first-grade students in a rural school district in the state of Tennessee. Participants included 529 students from the 2016-2017 school year and 608 students from the 2017-2018 school year. Female students totaled 532, with 605 male students. Independent variables included scheduled physical activity time (225 minutes and 130 minutes) and gender. The dependent variable was spring assessment scores in reading and math. The methodology used was a one-way analysis of covariance (ANCOVA), with a covariate of fall benchmark assessment scores in math and reading, which indicated significance between the two groups scheduled for different amounts of physical activity time. Females recorded more growth in reading with the group scheduled for 225 minutes of physical activity; conversely, both groups of male students specified significant difference in means in math. Females did show higher scores in reading in the group scheduled for 225 minutes of physical activity compared to males; however, no difference in means was found with math.
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