Intervention effect sizes on mathematics are negatively associated with participants' age and intervention duration, while intervention type does not explain 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? Meta-regression found participants' age (β = −0.051, p = 0.045) and intervention duration (β = −0.003, p = 0.002) negatively associated with effect sizes; type of intervention did not influence effect sizes. → Sneck S. 2019

Evidence¶

Sneck S. 2019¶

Sneck S., Viholainen H., Syväoja H., Kankaapää A., Hakonen H., Poikkeus A.-M., Tammelin T. (2019). Effects of school-based physical activity on mathematics performance in children: a systematic review. The International Journal of Behavioral Nutrition and Physical Activity. https://doi.org/10.1186/s12966-019-0866-6

q3 · i? · quant-synthesis · r3

Meta-regression of study-level variables across the 11 studies in the meta-analysis, conducted because heterogeneity was large. The review reports age (β = −0.051, p = 0.045) and duration (β = −0.003, p = 0.002) as significant moderators.

"In the moderator analysis, the age of participants (β = − 0.051, p = 0.045) and the duration of intervention (β = − 0.003, p = 0.002) were found to explain heterogeneity. The type of intervention was not found to influence ESs."

Discussion¶

Related Claims¶

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