Effects of active breaks on mathematical achievement are small and lose significance under Robust Variance Estimation¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2026 · 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 averaged model found a significant small effect on mathematical achievement (g = 0.22, p = 0.008), but the RVE model did not reach significance (g = 0.23, p = 0.25). → Melguizo-Ibáñez 2026
Evidence¶
Melguizo-Ibáñez 2026¶
Melguizo-Ibáñez, E., Zurita-Ortega, F., Tadeu, P., Ubago-Jiménez, J. L., & Alonso Vargas, J. M. (2026). Classroom Active Breaks as a Physical-Educational Intervention for Executive Functions and Mathematical Outcomes: a Systematic Review with Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10146-3
q3 · i? · quant-synthesis · r?
Meta-analysis of 7 mathematical-achievement studies (n = 2483): the outcome-averaged model was significant while the primary RVE model was not; the article attributes the difference to reduced precision "when within-study dependence is considered".
"The averaged model was statistically significant (g = 0.22, 95% CI [0.06, 0.39], Z = 2.67, p = 0.008), whereas the RVE model did not reach significance (g = 0.23, 95% CI [0.05, 0.41], t(6) = 1.28, p = 0.25)."
Discussion¶
Related Claims¶
- Pooled active-break effect estimates are robust to sensitivity analyses varying within-study correlation and excluding individual studies — related
- Classroom active breaks show no reliable effect on mathematical fluency — related
- Classroom active breaks show no statistically significant effect on attention in schoolchildren — related
- Classroom active breaks produce a small but statistically significant positive effect on working memory in schoolchildren aged 6–16 — related
- Classroom active breaks show no statistically significant effect on inhibitory control in schoolchildren — related
- Moderate-to-vigorous intensity active breaks are associated with slightly greater working-memory improvements than moderate intensity, in exploratory meta-regression — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
active-breaks-math-achievement-mixed-significance |
title |
Effects of active breaks on mathematical achievement are small and lose significance under Robust Variance Estimation |
description |
Effects of active breaks on mathematical achievement are small and lose significance under Robust Variance Estimation |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-20 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — melguizo-ibáñez-2026 |
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