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A Secondary Data Analysis of Academic and Fitness Benefits for Colorado High/Middle School Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Secondary Data Analysis of Academic and Fitness Benefits for Colorado High/Middle School Students./
作者:	Bell, Scott A.
面頁冊數:	1 online resource (143 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.
Contained By:	Dissertation Abstracts International79-11A(E).
標題:	Educational tests & measurements. -
電子資源:	click for full text (PQDT)
ISBN:	9780438149106

A Secondary Data Analysis of Academic and Fitness Benefits for Colorado High/Middle School Students.
Bell, Scott A.

A Secondary Data Analysis of Academic and Fitness Benefits for Colorado High/Middle School Students. - 1 online resource (143 pages)

Source: Dissertation Abstracts International, Volume: 79-11(E), Section: A.

Thesis (Ed.D.)--University of Phoenix, 2017.

Includes bibliographical references

Some studies have shown a link between physical fitness and performance in the classroom for students at various levels of education all the way through university level students and adults. The purpose of this quantitative secondary data analysis research study was to determine whether schools that incorporate physical fitness in the daily routine of middle and high schools students, ages 11 to 18, differ from schools that do not incorporate daily physical fitness on their students' ability to be academically successful. Fifty-five schools were randomly selected in the state of Colorado at the middle and high school levels to examine academic performance on the Colorado State standardized tests during the academic year of 2014-2015. The schools annotated whether the school had mandatory physical fitness programs for all students or if the school did not have these programs. While results of the study showed a slight positive trend for high school level students whose schools that had mandatory physical fitness programs, in that the standardized test scores had a higher average than students who attended high schools that did not have the programs, this difference did not reach statistical significance. For middle school students, the researcher discovered the data did not show a significant difference either way. This researcher was limited by available data, the lack of science test scores tracked that year, and lack of individual level data since the study included minors. Recommendations for future research include exploring the research questions with college students and nationalized standardized test as the dependent variable.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438149106Subjects--Topical Terms:

1180442
Educational tests & measurements.
Index Terms--Genre/Form:

554714
Electronic books.

A Secondary Data Analysis of Academic and Fitness Benefits for Colorado High/Middle School Students.
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502 $a Thesis (Ed.D.)--University of Phoenix, 2017.
504 $a Includes bibliographical references
520 $a Some studies have shown a link between physical fitness and performance in the classroom for students at various levels of education all the way through university level students and adults. The purpose of this quantitative secondary data analysis research study was to determine whether schools that incorporate physical fitness in the daily routine of middle and high schools students, ages 11 to 18, differ from schools that do not incorporate daily physical fitness on their students' ability to be academically successful. Fifty-five schools were randomly selected in the state of Colorado at the middle and high school levels to examine academic performance on the Colorado State standardized tests during the academic year of 2014-2015. The schools annotated whether the school had mandatory physical fitness programs for all students or if the school did not have these programs. While results of the study showed a slight positive trend for high school level students whose schools that had mandatory physical fitness programs, in that the standardized test scores had a higher average than students who attended high schools that did not have the programs, this difference did not reach statistical significance. For middle school students, the researcher discovered the data did not show a significant difference either way. This researcher was limited by available data, the lack of science test scores tracked that year, and lack of individual level data since the study included minors. Recommendations for future research include exploring the research questions with college students and nationalized standardized test as the dependent variable.
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