THE EFFECT OF PHYSICALLY ACTIVE LEARNING (PAL) ON THE DEVELOPMENT OF MATHEMATICAL COMPETENCIES
AN INTERVENTION WITH 2ND GRADE STUDENTS
Keywords:
mathematics, lower grade students, longitudinal study, physically active learningAbstract
The benefits of physical activity have been demonstrated by a number of indicators in addi tion to sporting performance. When physical activity is linked to cognitive, social or emo tional goals, it is acknowledged as physically active learning. The purpose of this study is to demonstrate the impact of a 6-week classroom coordination skills development on the learning and motivation of lower-school students in mathematics. The sample consisted N=88 participants (nstudents =84, nteachers =4). In the two-group pedagogical intervention, the members of the experimental groups used the physically active classroom instruction on a weekly basis. The oimpact of the program was assessed through pre- and post-measurement, a written questionnaire, subject attitudes and preference level, while a maths task sheet was recorded focusing on changes in cognitive domains. Through semi-structured interviews, we aimed to gain insights into teachers’ experiences and suggestions for improvement. Descriptive statistics, paired t-test and Repetaed ANOVA (p<0.05) were used as quantitative methods, while qualitative analysis focused on highlighting emphases, similarities and differences. Composite test scores in cognitive domains demonstratred significant differences between group, there were significant improvements in five variables for the experimental groups and two variables for the control groups. The level of preferences for mathematics increased in the experimental groups, while it decreased in the control groups. The teacher interviews clearly supported the effectiveness of the coordination skills-based lesson plans, with increased interactivity, more motivated student participation and experiential learning. It can be said that the use of innovation in coordination skills promoted improved student performance in mathematics and supported the reinforcement of student engagement for the subject.
