TARU PUBLICATIONS
Journal of Information and Optimization Sciences cover
Open Access ·Peer-reviewed·ISSN (Online): 2169-0103·ISSN (Print): 0252-2667

WoS  JIF 2026 : 0.4 (Q4)

Powered by:Powered by

Monthly Journal: Publishes theoretical and applied research on topics in information and optimization sciences.

Issues up to 2022 co-published with and available at:Taylor & Francis
submissions@tarupublications.com
Open Access Research Article

The impact of “Zero-Time Physical Education” intervention on mathematics learning outcomes of lower-grade students

, , *

* Corresponding author · click or hover a name for details

pp. 1163–1174Vol. 47Issue 3March 2026DOI: 10.47974/JIOS-2148XML
Received:
09 Apr 2025
Published Online:
13 Feb 2026
Article type:
Research Article
Language:
EN
Article no.:
JIOS-2148
Pages:
1163–1174

Abstract

This study investigates the impact of “Zero-Time Physical Education” on lower-grade students’ mathematics learning outcomes. Taiwanese students face high academic pressure, reducing motivation and concentration. Research shows that moderate exercise promotes neurotransmitter secretion, enhancing concentration and memory, thus improving learning performance. An eight-week “Zero-Time Physical Education” intervention was designed, involving 44 lower-grade students randomly divided into an experimental group (22) and a control group (22). During the baseline period, both groups maintained the same routine; during the intervention, the experimental group engaged in “Zero-Time Physical Education” activities thrice weekly, while the control group continued static learning. Midterm math scores were pre-tests, and final exam scores were post-tests, analyzed using paired sample t-tests. Results showed the experimental group improved by 4.27 points, outperforming the control group’s 3.77 points, with the experimental group’s standard deviation decreasing from 13.87 to 10.30. The study concludes that “Zero-Time Physical Education” significantly enhances lower-grade students’ math learning performance and improves learning stability and consistency.

Keywords

Subject Classifications

97B10

References

[1] A. Datnow, V. Park, D. J. Peurach, and J. P. Spillane, “Transforming education for holistic student development: Learning from education system (re)building around the world,” Center for Universal Education at The Brookings Institution (2022).
[2] G. D. Kuh, “Whither holistic student development: It matters more today than ever,” Change: The Magazine of Higher Learning, vol. 50, no. 3–4, pp. 52–57 (2018).
[3] S. Wu-Neuer, “Analysis and contextualization of large-scale international structure assessment tests in Germany and Taiwan,” Ph.D. dissertation, Univ. of Tübingen (2023).
[4] X. Zhao, “Long-term effects of aerobics training on cognitive function and emotional regulation,” Studies in Sports Science and Physical Education, vol. 2, no. 4, pp. 20–27, 2024.
[5] J. C. Basso and W. A. Suzuki, “The effects of acute exercise on mood, cognition, neurophysiology, and neurochemical pathways: A review,” Brain Plasticity, vol. 2, no. 2, pp. 127–152 (2016).
[6] K. L. Phillips, “A zero-hour physical activity program’s benefit on academic achievement in elementary aged school children,” Ph.D. dissertation, Middle Tennessee State Univ. (2017).
[7] D. Li, D. Wang, J. Zou, C. Li, H. Qian, and J. Yan, “Effect of physical activity interventions on children’s academic performance: A systematic review and meta-analysis,” European Journal of Pediatrics, vol. 182, pp. 3587–3601 (2023).
[8] H. Chang, C. L. Hsieh, S. M. Ku, and Y. A. Chang, “Effects of morning physical education from the ‘Zero Hour Project’ on health-related physical fitness and class learning of primary school students: Case study of the sixth grade students of Hsi-Chi Primary School,” The Journal of Health Sciences, vol. 3, no. 2, pp. 21–39 (2016).
[9] A. S. Singh, E. Saliasi, V. van den Berg, L. Uijtdewilligen, R. H. M. de Groot, J. Jolles, L. B. Andersen, R. Baily, Y. Chang, A. Diamond, I. Ericsson, J. L. Etnier, A. L. Fedewa, C. H. Hillman, T. McMorris, C. Pesce, U. Puhse, P. D. Tomporowski, and M. J. M. Chinapaw, “Effects of physical activity interventions on cognitive and academic performance in children and adolescents: A novel combination of a systematic review and recommendations from an expert panel,” British Journal of Sports Medicine, vol. 53, no. 10, pp. 640-647 (2019).
[10] B. F. Haverkamp, R. Wiersma, K. Vertessen, H. van Ewijk, J. Oosterlaan, and E. Hartman, “Effects of physical activity interventions on cognitive outcomes and academic performance in adolescents and young adults: A meta-analysis,” Journal of Sports Sciences, vol. 38, no. 23, pp. 2637–2660 (2020).
[11] A. Barbosa, S. Whiting, P. Simmonds, R. Scotini Moreno, R. Mendes, and J. Breda, “Physical activity and academic achievement: An umbrella review,” International Journal of Environmental Research and Public Health, vol. 17, no. 16, p. 5972 (2020).
[12] S. M. Hussain and S. Saleem, “Level of attention of secondary school students and its relationship with their academic achievement,” Journal of Arts and Humanities, vol. 4, no. 5, pp. 92–106 (2015).
[13] S. Resett, “Relation between attention and achievement at school in children and adolescents,” Revista Costarricense de Psicología, vol. 40, no. 1, pp. 3–22 (2021).
[14] M. Çali, L. Lazimi, and B. M. Ippoliti, “Relationship between student engagement and academic performance,” International Journal of Evaluation and Research in Education, vol. 13, no. 4, Art. no. 28710 (2024).
[15] J. C. Kim, “The longitudinal mediating relationship between attention problems, grit, and academic performance of middle school students,” Advances in Psychology, vol. 11, no. 2, pp. 462–468 (2023).
[16] J. J. Walsh, C. Dunlap, J. Miranda, D. B. Thorp, D. S. Kimmerly, M. Tschakovsky, and B. J. Gurd, “Brief, high-intensity interval exercise improves selective attention in university students,” International Journal of Exercise Science, vol. 11, no. 5, pp. 152–167 (2018).
[17] O. R. Contreras-Jordán, R. Sánchez-Reolid, Á. Infantes-Paniagua, A. Fernández-Caballero, and F. T. González-Fernández, “Physical exercise effects on university students’ attention: An EEG analysis approach,” *Electronics*, vol. 11, no. 5, p. 770 (2022).
[18] I. M. J. van der Fels, J. Smith, J. Roel, M. Königs, J. Oosterlaan, C. Visscher, and E. Hartman, “The acute effects of two types of physical activity in physical education on response inhibition and lapses of attention in children aged 8-10 years: A cluster randomized controlled trial,” International Journal of Sport Psychology, vol. 51, no. 2, pp. 158–182 (2020).
[19] P. Miksza, J. T. Shaw, L. K. Richerme, P. M. Hash, D. A. Hodges, and E. C. Parker, “Experimental research,” Music Education Research: An Introduction, Oxford Academic (2023). 
[20] L. Lizasoain Hernández, “El análisis estadístico de datos en la investigación educativa,” Interuniversity Electronic Journal of Teacher Formation, vol. 27, no. 2, pp. 217–232 (2024).
[21] M. E. Puelles Bulnes, “Experimental implementation of the content in the subject of Design of Experiments for the training of the Industrial Engineer,” LACCEI 2023, vol. 1, no. 8 (Apr. 2024).
[22] K. K. Strunk and M. Mwavita, Design and analysis in educational research: ANOVA designs in SPSS®. Routledge (2020).
[23] C. W. Chang, “Virtual and real integration and online learning course learning effect difference analysis during COVID-19,” Journal of Information and Optimization Sciences, vol. 46, no. 3, pp. 601–623 (2025).

Views: 197Downloads: 136Citations: 0