A mixed-methods approach of the effect of physically active learning on time-on-task in the secondary education class: The ACTIVE CLASS study

Abstract

Background: Physically active learning (PAL) is a methodology focused on counteracting children’s and adolescents’ inactivity and sedentary behaviour during school. It also improves academic factors like time-on-task (TOT). However, most interventions target primary education, with limited evidence in secondary education. Aims: To examine quantitatively and qualitatively the impact of PAL on TOT in mathematics and the subsequent lesson for secondary education students. Methods: One hundred and fifty-four 7th and 8th grade students and five teachers were included in this randomised controlled study. Students in the experimental group (n = 88) received a weekly PAL lesson in mathematics for 16 weeks. The control group (n = 66) followed traditional teaching methods. TOT was assessed by observing pupils’ behaviour prior to and during the intervention in the mathematics lesson and the subsequent lesson. Generalised linear mixed models were used to analyse the effect of the intervention on TOT during the mathematics and subsequent lesson. Furthermore, semi-structured interviews were conducted with mathematics teachers to provide qualitative insights. Results: The PAL intervention led to a significant increase in the TOT percentage (p = 0.019) and a decrease in off-task-noise (p = 0.015). Moreover, the effect on TOT was maintained in the post-PAL lesson, while off-task motor behaviour also decreased (p < 0.001). The teachers’ testimonies underlined the increase in attention, improvement in behaviour and increased student participation observed during PAL lessons. Conclusion: Incorporating strategies such as PAL into the secondary education is effective to increase TOT during academic lessons.