Effects of active classrooms on academic subjects vary, with language showing a clear increase and math and reading showing small imprecise effects¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·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? Pooling nine studies shows a small math effect (SMD = 0.08) with a CI including harm and no effect; language (two studies) shows SMD = 1.07 with a CI excluding no effect. → Bedard Chloe 2019
Evidence¶
Bedard Chloe 2019¶
Bedard Chloe, St John Laura, Bremer Emily, Graham Jeffrey D., Cairney John. (2019). A systematic review and meta-analysis on the effects of physically active classrooms on educational and enjoyment outcomes in school age children. PLoS ONE. https://doi.org/10.1371/journal.pone.0218633
q3 · i? · quant-synthesis · r3
Subject-level subgroup analyses (Table 2): math 11 studies, n = 526, SMD = 0.08 (-0.09 to 0.26); reading 6 studies, n = 401, SMD = 0.04 (-0.16 to 0.24); language 2 studies, n = 43, SMD = 1.07 (0.42 to 1.72). Statistical tests of subgroup differences by subject could not be performed.
"Pooling nine studies shows a small increase in math scores of active classrooms (SMD = 0.08) however the 95% CI includes small possible harm and no effect. Pooled effects of six studies show similarly small and imprecise improvement in reading performance."
Discussion¶
Related Claims¶
- The academic benefit of active classrooms is larger in preschool children than in primary or middle school children
- Physically active classrooms produce a small improvement in academic performance compared with traditional sedentary classrooms
- Students report higher enjoyment of active classrooms than of traditional classrooms
- Active classrooms increase time on task compared with traditional classrooms
- Active classrooms show no clear effect on executive function or fluid intelligence
- Classroom-based physical activity improves academic achievement when progress monitoring tools are the outcome measure (pooled SMD = 1.03) — related
- Classroom-based physical activity shows no improvement in academic achievement when measured with national standardised tests (pooled SMD = −1.13, CI crossing zero) — related
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