A mixed-methods approach of the effect of physically active learning on time-on-task in the secondary education class: The ACTIVE CLASS study

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-02-10 DOI:10.1016/j.learninstruc.2025.102091

María González-Pérez , David Sánchez-Oliva , Fátima Martín-Acosta , Abel Ruiz-Hermosa , Daniel Camiletti-Moirón , Alberto Grao-Cruces

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引用次数: 0

Abstract

Background

Physically active learning (PAL) is a methodology focused on counteracting children's and adolescents' inactivity and sedentary behaviour during school. It also improves academic factors like time-on-task (TOT). However, most interventions target primary education, with limited evidence in secondary education.

Aims

To examine quantitatively and qualitatively the impact of PAL on TOT in mathematics and the subsequent lesson for secondary education students.

Methods

One hundred and fifty-four 7th and 8th grade students and five teachers were included in this randomised controlled study. Students in the experimental group (n = 88) received a weekly PAL lesson in mathematics for 16 weeks. The control group (n = 66) followed traditional teaching methods. TOT was assessed by observing pupils' behaviour prior to and during the intervention in the mathematics lesson and the subsequent lesson. Generalised linear mixed models were used to analyse the effect of the intervention on TOT during the mathematics and subsequent lesson. Furthermore, semi-structured interviews were conducted with mathematics teachers to provide qualitative insights.

Results

The PAL intervention led to a significant increase in the TOT percentage (p = 0.019) and a decrease in off-task-noise (p = 0.015). Moreover, the effect on TOT was maintained in the post-PAL lesson, while off-task motor behaviour also decreased (p < 0.001). The teachers' testimonies underlined the increase in attention, improvement in behaviour and increased student participation observed during PAL lessons.

Conclusion

Incorporating strategies such as PAL into the secondary education is effective to increase TOT during academic lessons.

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.