Academic Achievement in Math
Conditions
Brief summary
Context: Gum chewing has been shown to increase cognitive functioning. With the rise in standardized testing of school-age children and the concurrent attempts to improve their scores, finding simple and inexpensive methods to bolster performance is needed. Objective: To examine the effects of gum chewing on standardized test scores and class grades in a group of 8th grade math students. Design: Math classes were randomized to a gum chewing (GC) condition that provided students with gum during class and testing, or a control condition with no gum (NG) provided during class and testing. This study was conducted during the Spring 2008 school semester. Setting: A charter school in Houston, TX. Participants: All students enrolled in eighth grade math at the charter school were approached for recruitment in this study. A total of 108 (94%) students participated. Participants were between the ages of 13 and 16. Main Outcome Measures: The Texas Assessment of Knowledge and Skills (TAKS), the Woodcock Johnson III Tests of Achievement (WJ-III), and math class grades were used to assess any differences in academic performance between the GC and NGC conditions. For purposes of this study, only the math sections of the WJ-III and TAKS, which are both standardized tests, were assessed. Our primary hypothesis was that adolescents in a gum chewing (GC) condition would have significantly improved standardized test scores and math grades compared to adolescents in a non-gum chewing (NG) control condition.
Interventions
BEHAVIORALGum Chewing
Sponsors
The Children's Nutrition Research Center
Baylor College of Medicine
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
TREATMENT
Masking
SINGLE (Outcomes Assessor)
Eligibility
Sex/Gender
ALL
Age
13 Years to 16 Years
Healthy volunteers
Yes
Inclusion criteria
* Enrollment in eight grade math class
Exclusion criteria
* Parents did not consent to participation
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Math Scores on the Texas Assessment of Knowledge and Skills (TAKS) | the beginning of a school semester | The TAKS test is a statewide standardized test administered to all Texas schoolchildren (15). The TAKS assesses reading, math, science, and social studies for 8th grade students; however, the current study analyzed only math scores. |
| Math Grades | baseline (the beginning of a school semester ) | — |
| Math Scores on the Texas Assessment of Knowledge and Skills (TAKS). | 14 weeks (end of the semester) | The TAKS test is a statewide standardized test administered to all Texas schoolchildren (15). The TAKS assesses reading, math, science, and social studies for 8th grade students; however, the current study analyzed only math scores. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Math Scores on the Woodcock Johnson III Tests of Achievement (WJ-III) | the beginning of a school semester and 14 weeks later (the end of a school semester) | The WJ-III (10) is a standardized test battery used to assess an individual's academic strengths and weaknesses. For purposes of the current study, students were given the 4 math subtests of the WJ-III. |
| Scores on the Math Anxiety Rating Scale for Adolescents (MARS-A) | the beginning of a school semester and 14 weeks later (the end of a school semester) | he MARS-A (12) is a 98-item scale that lists various everyday situations in which adolescents may have to use mathematics. |
| State Anxiety Scores on the State Trait Anxiety Index for Children (STAIC). | the beginning of a school semester and 14 weeks later (the end of a school semester) | The STAIC is a scale that distinguishes between a situationally based anxiety and a general intrinsic inclination towards experiencing feelings of anxiety |
Participant flow
Recruitment details
Researchers and school personnel contacted the parents of all students (n=115) enrolled in an eighth grade math class during the Spring 2008 semester at a charter school in Houston, TX to participate in the current study. A total of 108 (94%) parents provided consent for their children to participate in the study.
Participants by arm
| Arm | Count |
|---|---|
| Gum Chewing | 53 |
| Non-Gum Chewing | 55 |
| Total | 108 |
Withdrawals & dropouts
| Period | Reason | FG000 | FG001 |
|---|---|---|---|
| Overall Study | Discontnued intervention | 1 | 0 |
| Overall Study | Lost to Follow-up | 0 | 1 |
Baseline characteristics
| Characteristic | Non-Gum Chewing | Gum Chewing | Total |
|---|---|---|---|
| Age, Categorical <=18 years | 55 Participants | 53 Participants | 108 Participants |
| Age, Categorical >=65 years | 0 Participants | 0 Participants | 0 Participants |
| Age, Categorical Between 18 and 65 years | 0 Participants | 0 Participants | 0 Participants |
| Age Continuous | 14.6 years STANDARD_DEVIATION 0.7 | 14.7 years STANDARD_DEVIATION 0.8 | 14.6 years STANDARD_DEVIATION 0.7 |
| Region of Enrollment United States | 55 participants | 53 participants | 108 participants |
| Sex: Female, Male Female | 27 Participants | 25 Participants | 52 Participants |
| Sex: Female, Male Male | 28 Participants | 28 Participants | 56 Participants |
Outcome results
Primary
Math Grades
Time frame: baseline (the beginning of a school semester )
Population: 106 participants were analyzed. One particiapant relocated to another school and one participant was removed by the teacher for discipline reasons.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Gum Chewing | Math Grades | 77.7 average percentage correct | Standard Deviation 8.4 |
| Non-Gum Chewing | Math Grades | 80.8 average percentage correct | Standard Deviation 7.63 |
Primary
Math Grades
Time frame: 14 week (end of the semester)
Population: 106 participants were analyzed. One particiapant relocated to another school and one participant was removed by the teacher for discipline reasons.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Gum Chewing | Math Grades | 75.2 average percentage correct | Standard Deviation 8.4 |
| Non-Gum Chewing | Math Grades | 76.40 average percentage correct | Standard Deviation 8.8 |
p-value: 0.05ANCOVA
Primary
Math Scores on the Texas Assessment of Knowledge and Skills (TAKS)
The TAKS test is a statewide standardized test administered to all Texas schoolchildren (15). The TAKS assesses reading, math, science, and social studies for 8th grade students; however, the current study analyzed only math scores.
Time frame: the beginning of a school semester
Population: 106 participants were analyzed. One particiapant relocated to another school and one participant was removed by the teacher for discipline reasons.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Gum Chewing | Math Scores on the Texas Assessment of Knowledge and Skills (TAKS) | 65.1 percentile | Standard Deviation 14 |
| Non-Gum Chewing | Math Scores on the Texas Assessment of Knowledge and Skills (TAKS) | 70.0 percentile | Standard Deviation 14.16 |
Primary
Math Scores on the Texas Assessment of Knowledge and Skills (TAKS).
The TAKS test is a statewide standardized test administered to all Texas schoolchildren (15). The TAKS assesses reading, math, science, and social studies for 8th grade students; however, the current study analyzed only math scores.
Time frame: 14 weeks (end of the semester)
Population: 106 participants were analyzed. One particiapant relocated to another school and one participant was removed by the teacher for discipline reasons.
| Arm | Measure | Value (MEAN) | Dispersion |
|---|---|---|---|
| Gum Chewing | Math Scores on the Texas Assessment of Knowledge and Skills (TAKS). | 84.9 percentile | Standard Deviation 10.3 |
| Non-Gum Chewing | Math Scores on the Texas Assessment of Knowledge and Skills (TAKS). | 85.7 percentile | Standard Deviation 11.4 |
p-value: 0.05ANCOVA
Secondary
Math Scores on the Woodcock Johnson III Tests of Achievement (WJ-III)
The WJ-III (10) is a standardized test battery used to assess an individual's academic strengths and weaknesses. For purposes of the current study, students were given the 4 math subtests of the WJ-III.
Time frame: the beginning of a school semester and 14 weeks later (the end of a school semester)
Secondary
Scores on the Math Anxiety Rating Scale for Adolescents (MARS-A)
he MARS-A (12) is a 98-item scale that lists various everyday situations in which adolescents may have to use mathematics.
Time frame: the beginning of a school semester and 14 weeks later (the end of a school semester)
Secondary
State Anxiety Scores on the State Trait Anxiety Index for Children (STAIC).
The STAIC is a scale that distinguishes between a situationally based anxiety and a general intrinsic inclination towards experiencing feelings of anxiety
Time frame: the beginning of a school semester and 14 weeks later (the end of a school semester)