The intervention effects on mathematics are robust across model specifications and did not differ between RCT and COVID-affected implementation contexts¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Group × Time effects for fraction and non-fraction outcomes held across sensitivity analyses, and the Group × Time × Design interaction was not significant (fractions: p = .39; non-fraction: p = .49). → Jensen 2026

Evidence¶

Jensen 2026¶

Jensen, O. E., Damsgaard, L., Rohde, R. A., Nielsen, G., Fosnaes, O., Hauge, J., Wienecke, J. (2026). Integrating Fractions into Physical Education classes can improve Mathematical Performance in 11–13-Year-Olds - The Basketball Mathematics project. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10175-y

q3 · i? · causal · r2

Sensitivity analyses re-estimated the primary mixed models after removing outliers, excluding the SWM covariate, and excluding baseline performance; adjusted means supported the primary pattern with higher post-test performance in the BM group.

"these effects did not differ between implementation contexts (RCT vs. COVID-era schools), as the Group × Time × Design interaction was not statistically significant for either outcome (fractions: p = .39; questions not related to fractions: p = .49)."

Discussion¶

Related Claims¶

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