The Effects of Bipedal Movement on Reading Comprehension By: Tom Kujawinski Grade 9 Pittsburgh Central Catholic High School

Introduction At least once a week, more than one-quarter (28 percent) of high school students fall asleep in school Adolescents who get insufficient amounts of sleep are more likely than their peers to get lower grades 80 percent of adolescents who get an optimal amount of sleep say they're achieving As and Bs in school Tested how well students would do on a test based on the movement

Background of Movement in Learning Environment Studies show that students who were given a traditional lecture were 1.5 times more likely to fail than those who were placed in an active learning classroom Other tests show that when students are given movement breaks, short periods of time throughout the class where students can walk around, they were more focused for longer periods of time

Purpose Students might be failing classes due to limited movement and motion Students were being tested to see if a type of movement, walking, would improve test scores

Hypotheses Null Hypothesis : Movement will not affect the students test scores. Alternate Hypothesis : Movement will cause an increase in students test scores.

Materials Human Subjects iPad Watch Classroom Area Paper Pen/Pencil

Procedure Students were broken up into two groups with 15 students in each group. Group 1 sat during the first test, Group 2 walked during the first test. The subject sat across from the tester, facing away from the iPad. The subject was read a reading passage once. After reading the passage, the student was to answer a series of questions based on the passage. The subject was told the question and answer, and the tester would only repeat the question or answer once more. The subject was given 15 seconds to answer the question. No answer was in incorrect response.

Procedure (cont.) Steps 2 – 5 were repeated till all nine questions were answered. Steps 3 – 5 were used except subject was walking around the table instead of sitting

Score Variation between Sitting, then Walking – Group 1 p-value = 0.042922 Number of Correct Answers Subjects

Score Variation between Walking, then Sitting – Group 2 p-value = 0.040311 Number of Correct Answers Subjects

Score Variation between Sitting Groups p-value = 0.071854 Number of Correct Answers Subjects

Score Variation between Walking Groups p-value = 0.166505 Number of Correct Answers Subjects

Variation Between Subjects p-value = 0.001366 Variation between Tests Subjects

Dunnetts’ Test (Group 1) T-Crit = 2.04 Variable T Value Interpretation Walking 2.41 Significant (Reject Null)

Dunnetts’ Test (Group 2) T-Crit = 2.04 Variable T Value Interpretation Walking 1.42 Insignificant (Accept Null)

Conclusion The null hypothesis that movement will not affect the students test scores was accepted for Group 2 but rejected for Group 1. The p-value for both tests comparing sitting vs walking was 0.04

Limitations and Extensions Human Error could have had an effect on the results Different IQ Levels Different test-taking strategies Previous learning experience Motivation Students could have been given more time to think and process Test could have been longer than nine questions – more test-like

Sources https://www.consumeraffairs.com/news04/2006/03/sleep_teens.html http://www.pnas.org/content/111/23/8410.full http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1544&context=ippcollection File:///Users/nickkujawinski/Downloads/AbbyAkkerman.pdf http://onlinelibrary.wiley.com/doi/10.1111/cch.12136/full

Anova (Sitting v Walking 1)

Anova (Sitting v Walking 2)

Anova (Sitting v Sitting)

Anova (Walking v Walking)

Anova (Variation between Subjects)