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![Action Based Learning and the Effect on Third and Fourth Grade Students' Fitness Levels and Math and Reading Standardized Test Scores için kapak resmi Action Based Learning and the Effect on Third and Fourth Grade Students' Fitness Levels and Math and Reading Standardized Test Scores için kapak resmi](/client/assets/d79c3e4af2b6d196/ctx/images/no_image.png)
Action Based Learning and the Effect on Third and Fourth Grade Students' Fitness Levels and Math and Reading Standardized Test Scores
Başlık:
Action Based Learning and the Effect on Third and Fourth Grade Students' Fitness Levels and Math and Reading Standardized Test Scores
Yazar:
McCabe, Susannah, author.
ISBN:
9780438039032
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (61 pages)
Genel Not:
Source: Masters Abstracts International, Volume: 57-06M(E).
Advisors: Deana Hildebrand Committee members: Kevin Fink; Gena Wollenberg.
Özet:
Background: Elementary school students are not making the academic progress expected by educators. Schools have limited physical activity to emphasize core subjects. In contrast research supports that physical activity supports learning. Action based learning equipment allows student to engage in physical activity while learning core subject material. The study investigated the impact of ABL equipment in labs and kinesthetic classroom (KC) on students' fitness level and academic achievement.
Methods: Three third and three fourth grade classrooms were assigned an intervention, KC plus ABL lab; ABL lab only; or delayed intervention (control group). Dependent variables included fitness level measured by FitnessgramRTM; reading level measured by the LEXILE standardized test; reading comprehension measured by the AIMS MAZE standardized test; and math skills measured by AIMS-M Comprehension standardized test. The FitnessgramRTM was administered in Fall 2015 and Spring 2016. The reading and math tests were administered in Fall 2015 and December 2015. McNemar's Chi-square for Repeated Measures tested changes in the proportion of students meeting > 4 fitness test criteria. Univariate ANOVA analyses tested calculated change scores for number of PACER laps completed, LEXILE scores, AIMS MAZE scores and AIMS-M Comprehension scores. Significance was determined at p = < 0.05.
Results: In both grades there were no significant differences between fall and spring in the proportion of students meeting HFZ criteria for BMI or passing > 4 fitness tests; likewise, there was no change in the number of PACER laps competed. The third grade ABL lab group and KC plus ABL group had a significantly higher change score on the AIMS MAZE reading comprehension test compared to the delayed intervention group. Similarly, the third grade KC plus ABL lab intervention group had significantly higher change scores on the AIMS-M Comp math test, compared to the ABL lab and delayed intervention group. In contrast, the fourth grade KC plus ABL lab group had a significantly lower change score on the AIMS-M Comp math test compared to the ABL lab and delayed intervention groups.
Conclusion: Increased exposure to ABL equipment in the lab and classroom positively affected reading and math comprehension among third grade students.
Notlar:
School code: 0664
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Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(687747.1) | 687747-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
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