Impact of Brain Training on Cognitive Skills, Emotional Well-Being, and Academic Performance: A Comparative Analysis Among Middle School Girls.
Trial Snapshot
- Phase
- Not Applicable
- Status
- Not yet recruiting
- Sponsor
- Enrollment
- 1,000
- Locations
- 2
- Primary Endpoint
- 1. Attention- Measured by Concentraition grid
Study Overview
Brief Summary
Objectives:
This study aims to examine whether structured brain training improves concentration, memory retention, stress, emotional intelligence, mood states and academic performance in middle school girls aged 11-15 years.
Methods:
This is an experimental, quantitative study involving two phases, where the first phase involves screening 500 participants and conducting the intervention for 3 months, and the second phase of the study will also screen 500 students and the intervention will go on for 6 months. Eligible sparticipants will be randomly divided into experimental and control groups in each phase. The experimental group will undergo brain training sessions 2-3 times weekly. Key assessment tools include the Concentration Grid Test, Perceived Stress Scale, Digit Span Test, The Schutte Self-Report Emotional Intelligence Test, Profile of Mood States, and Academic records. The data will be analysed using SPSS v23 with paired and independent t-test.
Primary Hypotheses:
- Attention Span
H1: There will be a significant difference in attention span between the control group and the experimental group.
- Stress Levels
H2: There will be a significant difference in stress levels between the control group and the experimental group.
- Memory / Retention
H3: There will be a significant difference in memory/retention between the control group and the experimental group.
- Emotional Intelligence
H4: There will be a significant difference in emotional intelligence between the control group and the experimental group.
- Mood States
H5: There will be a significant difference in mood states between the control group and the experimental group.
- Academic Performance
H6: There will be a significant difference in academic performance between the control group and the experimental group.
Expected Outcome:
We anticipate significant cognitive, emotional and academic improvements in the experimental group validating structured brain training as an effective school based mental health and academic performance enhancement tool.
Study Design
- Study Type
- Interventional
- Allocation
- Randomized
- Masking
- None
Eligibility Criteria
- Ages
- 11.00 Year(s) to 15.00 Year(s) (—)
- Sex
- Female
Inclusion Criteria
- •Female middle school students residing in Delhi.
- •The participants must be aged between 11 and 15 years.
- •The participants must not be physically or mentally challenged.
- •The participants must be enrolled in middle school.
Exclusion Criteria
- •Male participants, physically and mentally challenged participants, and participants who are below 11 years of age and above 15 years of age.
- •participants who are not currently enrolled in middle school.
- •Participants outside of Delhi.
Outcomes
Primary Outcomes
1. Attention- Measured by Concentraition grid
Time Frame: We will measure all these variables at the start of the study before the intervention phase. After the intervention we will measure these variables again to see the outcome. | For phase one of the study, we will measure the outcome after 3 months of intervention. And for the second phase of the study, we will measure the outcome after 6 months of intervention phase.
2. Memory- Measured by Digit Span Test
Time Frame: We will measure all these variables at the start of the study before the intervention phase. After the intervention we will measure these variables again to see the outcome. | For phase one of the study, we will measure the outcome after 3 months of intervention. And for the second phase of the study, we will measure the outcome after 6 months of intervention phase.
3. Emotional Intelligence- Measured by The Schutte Self-Report Emotional Intelligence Test
Time Frame: We will measure all these variables at the start of the study before the intervention phase. After the intervention we will measure these variables again to see the outcome. | For phase one of the study, we will measure the outcome after 3 months of intervention. And for the second phase of the study, we will measure the outcome after 6 months of intervention phase.
4. Stress- Measured by Perceived Stress Scale
Time Frame: We will measure all these variables at the start of the study before the intervention phase. After the intervention we will measure these variables again to see the outcome. | For phase one of the study, we will measure the outcome after 3 months of intervention. And for the second phase of the study, we will measure the outcome after 6 months of intervention phase.
5. Mood- Measured by Profile of Mood States
Time Frame: We will measure all these variables at the start of the study before the intervention phase. After the intervention we will measure these variables again to see the outcome. | For phase one of the study, we will measure the outcome after 3 months of intervention. And for the second phase of the study, we will measure the outcome after 6 months of intervention phase.
6. Academic Scores- Recent Term Academic Scores
Time Frame: We will measure all these variables at the start of the study before the intervention phase. After the intervention we will measure these variables again to see the outcome. | For phase one of the study, we will measure the outcome after 3 months of intervention. And for the second phase of the study, we will measure the outcome after 6 months of intervention phase.
Secondary Outcomes
No secondary outcomes reported
Investigators
Akanksha Jeph
PhysioKarma Solutions Pvt. Ltd.