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首页> 外文学位 >The Difference between Changes in Aerobic Fitness Levels and Academic Scores in 5th and 7th Grade Minority Students in California.
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The Difference between Changes in Aerobic Fitness Levels and Academic Scores in 5th and 7th Grade Minority Students in California.

机译：加利福尼亚州5年级和7年级少数民族学生有氧健身水平的变化与学业成绩之间的差异。

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摘要

Abstract This quantitative, causal-comparative study researched the difference between changes in estimated aerobic fitness levels and academic achievement for 1,237 predominantly socioeconomically disadvantaged Latino students in a California school district using 5th and 7th grade FITNESSGRAMRTM , English Language Arts (ELA) and Mathematics California Standardized Test (CST) scores. The study was grounded in social cognitive and brain-based learning theories. Data were analyzed using MANOVAs and post-hoc ANOVAs. Overall differences in changes in estimated aerobic fitness and academic scores were statistically nonsignificant (n = 1,237; F[12, 3254.57] = .97; p = .48). Differences in changes of estimated aerobic fitness and academic scores between males and females were statistically significant (n = 1,237; F[4, 1226] = 5.62; p ≤ .01). Females had statistically significant higher mean ELA scores than males for students who remained at the needs improvement zone (NIZ-NIZ) (n = 357; F[1, 355] = 5.95; p = .02; Delta M = 13.97 for grade 5; F[1, 355] = 9.55; p ≤ .01, Delta M = 19.21 for grade 7) and who remained at the healthy aerobic fitness zone (HFZ-HFZ) (n = 667; F[1, 665] = 10.43; p ≤ .01; Delta M = 13.46 for grade 5; F[1, 665] = 12.68; p ≤ .01; Delta M = 14.68 for grade 7). No statistically significant differences in Mathematics scores between males and females were found. Physical Education courses designed to improve aerobic fitness may be viable options to increase standardized academic test scores of particularly male Latino students in NIZ.;Keywords: Aerobic fitness, academic achievement.
机译：摘要这项定量，因果比较研究使用5年级和7年级FITNESSGRAMRTM，英语语言艺术（ELA）和加利福尼亚数学标准，研究了加利福尼亚学区1,237位主要在社会经济方面处于不利地位的拉丁裔学生的有氧健身水平估计值变化与学习成绩之间的差异。测试（CST）分数。该研究基于社会认知和基于大脑的学习理论。使用MANOVA和事后ANOVA分析数据。估计有氧适应性和学业成绩变化的总体差异在统计学上无统计学意义（n = 1,237； F [12，3254.57] = .97； p = .48）。男性和女性之间的有氧运动估计值和学业成绩变化的差异具有统计学意义（n = 1,237； F [4，1226] = 5.62； p≤0.01）。留在需求改善区（NIZ-NIZ）的学生中，女性的平均ELA得分高于男性（n = 357； F [1，355] = 5.95； p = .02； 5年级的Delta M = 13.97 ； F [1，355] = 9.55； p≤.01，7年级的Delta M = 19.21）并留在健康的有氧健身区（HFZ-HFZ）（n = 667； F [1，665] = 10.43 ； p≤0.01； 5级的Delta M = 13.46； F [1，665] = 12.68； p≤0.01； 7级的Delta M = 14.68）。男性和女性之间的数学分数没有统计学上的显着差异。旨在提高有氧健身水平的体育课程可能是增加NIZ特别是拉丁裔男性学生标准化学术考试分数的可行选择。关键词：有氧健身，学术成就。

著录项

  • 作者

    Koch, Manfred Georg.;

  • 作者单位

    Grand Canyon University.;

  • 授予单位 Grand Canyon University.;
  • 学科 Kinesiology.;Educational tests measurements.;Physical education.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 178 p.
  • 总页数 178
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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