Active commuting to and from school is not significantly associated with language-related skills (pooled ES = −0.37, considerable heterogeneity)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The pooled effect size for ACS versus non-ACS on language-related skills was not statistically significant (ES = −0.37; 95% CI: −0.88 to 0.15), with considerable heterogeneity among studies. → Ruiz-Hermosa A. 2019

Evidence¶

Ruiz-Hermosa A. 2019¶

Ruiz-Hermosa A., Álvarez-Bueno C., Cavero-Redondo I., Martínez-Vizcaíno V., Redondo-Tébar A., Sánchez-López M. (2019). Active Commuting to and from School, Cognitive Performance, and Academic Achievement in Children and Adolescents: A Systematic Review and Meta-Analysis of Observational Studies. International Journal of Environmental Research and Public Health. https://doi.org/10.3390/ijerph16101839

q3 · i? · quant-synthesis · r3

Random-effects meta-analysis of six studies comparing active and passive commuters on language-related skills. The review reports "ES: −0.37" with a confidence interval crossing zero and considerable heterogeneity (I2 = 98.7%; p = 0.001); no significant association was detected.

"and language-related skills [25,40,41,42,45,50] (ES: −0.37; 95% CI: −0.88 to 0.15). Heterogeneity among the studies was considerable for mathematics-related skills (I2 = 98.8%; p = 0.001) and language-related skills (I2 = 98.7%; p = 0.001)"

Discussion¶

Learner Variables¶

• Oral Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Pooled analysis finds no significant association between active commuting to school and mathematics performance
• Active commuting to and from school is not significantly associated with cognitive performance in children and adolescents (pooled ES = −0.02)
• Active commuting to and from school is not significantly associated with mathematics-related skills (pooled ES = −0.33, considerable heterogeneity)
• 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 associated with improvements in mathematics and language achievement
• Among younger children, active commuting shows negative associations with grades and reading comprehension in some studies — related