The Effects of Gum Chewing on Math Scores in Adolescents
- Conditions
- Academic Achievement in Math
- Interventions
- Behavioral: Gum Chewing
- Registration Number
- NCT00792116
- Lead Sponsor
- Baylor College of Medicine
- 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.
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 108
- Enrollment in eight grade math class
- Parents did not consent to participation
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Gum Chewing Gum Chewing -
- Primary Outcome Measures
Name Time Method 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 14 week (end of the 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 Outcome Measures
Name Time Method 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