Pooled analysis finds no significant association between active commuting to school and mathematics performance¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i0negligible
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i0 In a random-effects pooled analysis of two studies, ACS was not significantly associated with mathematics performance (pooled odds ratio = 1.18; CI = 0.40, 3.48; p = 0.77). → Phansikar 2019
Evidence¶
Phansikar 2019¶
Phansikar, M.; Ashrafi, S.A.; Khan, N.A.; Massey, W.V.; Mullen, S.P. (2019). Active Commute in Relation to Cognition and Academic Achievement in Children and Adolescents: A Systematic Review and Future Recommendations. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph16245103
q3 · i0 · quant-synthesis · r2
Quantitative analysis (random effects model, Stata 14.2) pooling two of six math-performance studies due to heterogeneity (I2 > 85.00%). The review reports "pooled odds ratio = 1.18; CI = 0.40, 3.48; p = 0.77", a non-significant positive association.
"Compared to those engaging in passive commuting, engaging in ACS was not associated with math performance (pooled odds ratio = 1.18; CI = 0.40, 3.48; p = 0.77)."
Discussion¶
Related Claims¶
- Active commuting to and from school is not significantly associated with language-related skills (pooled ES = −0.37, considerable heterogeneity)
- Active commuting to and from school is not significantly associated with cognitive performance in children and adolescents (pooled ES = −0.02)
- Subgroup analyses by mode of ACS, age, and sex show no significant differences in pooled effect sizes for academic outcomes
- Active commuting to and from school is not significantly associated with mathematics-related skills (pooled ES = −0.33, considerable heterogeneity) — possibly the same claim (merge candidate)
- Active commuting to and from school is not associated with improvements in mathematics and language achievement — related
- Active commuting to school shows a positive association with at least one academic achievement measure in a majority of reviewed adolescent studies — related
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