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

2. 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

3. 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

4. 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

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

6. Materials
Human Subjects
iPad
Watch
Classroom Area
Paper
Pen/Pencil

7. 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.

8. 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

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

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

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

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

13. Variation Between Subjects
p-value =
Variation between Tests
Subjects

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

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

16. 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

17. 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

18. Sources
File:///Users/nickkujawinski/Downloads/AbbyAkkerman.pdf

19. Anova (Sitting v Walking 1)

20. Anova (Sitting v Walking 2)

21. Anova (Sitting v Sitting)

22. Anova (Walking v Walking)

23. Anova (Variation between Subjects)