Active commuting to and from school is not significantly associated with mathematics-related skills (pooled ES = −0.33, considerable heterogeneity)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
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 i? The pooled effect size for ACS versus non-ACS on mathematics-related skills was not statistically significant (ES = −0.33; 95% CI: −0.83 to 0.17), 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 · r2
Random-effects meta-analysis of seven studies comparing active and passive commuters on mathematics-related skills. The review reports "ES: −0.33" with a confidence interval crossing zero and considerable heterogeneity (I2 = 98.8%; p = 0.001); no significant association was detected.
"The pooled ES estimates for the relationship between the mode of commuting to and from school (ACS or non-ACS) on academic achievement was not statistically significant for mathematics-related skills [25,40,41,42,43,45,50] (ES: −0.33; 95% CI: −0.83 to 0.17)"
Discussion¶
Related Claims¶
- 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 language-related skills (pooled ES = −0.37, considerable heterogeneity)
- Subgroup analyses by mode of ACS, age, and sex show no significant differences in pooled effect sizes for academic outcomes
- Pooled analysis finds no significant association between active commuting to school and mathematics performance — possibly the same claim (merge candidate)
- Among younger children, active commuting shows negative associations with grades and reading comprehension in some studies — related
- Active commuting to and from school is not associated with improvements in mathematics and language achievement — a broader claim this one bears on
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