Active Bodies, Active Minds: The Influence of Physical Activity on Science Learning Cognition in Elementary Students
DOI:
https://doi.org/10.53905/inspiree.v7i03.188Keywords:
active learning, embodied cognition, elementary education, physical activity integration, science achievement, science learningAbstract
The purpose of the study. Growing evidence suggests that physical activity can enhance cognitive functioning and academic performance; however, empirical research examining movement-integrated science instruction in elementary education remains limited, particularly in developing-country contexts. This study investigated the effect of physically active science learning on science achievement among fifth-grade elementary school students.
Materials and methods. A quasi-experimental study employing a posttest-only control group design was conducted with 60 Grade 5 students from an elementary school in Denpasar, Indonesia. Participants were assigned to either an experimental group (n = 30), which received physically active science instruction, or a control group (n = 30), which received conventional classroom instruction. Science achievement was assessed using a validated 20-item multiple-choice test (Content Validity Ratio = 1.00; KR-20 = 0.84). Data were analyzed using descriptive statistics, Kolmogorov–Smirnov and Levene’s tests, independent-samples t-tests, and Cohen’s d effect size analysis.
Results. The experimental group achieved significantly higher science achievement scores (M = 86.07, SD = 6.19) than the control group (M = 75.60, SD = 6.39). Assumption testing confirmed normality and homogeneity of variance. Independent-samples t-test results indicated a significant difference between groups, t(58) = 6.447, p < .001. The intervention produced a very large effect size (Cohen’s d = 1.667), demonstrating a substantial educational impact.
Conclusions. Physically active science learning significantly improved elementary students’ science achievement compared with conventional instruction. The findings support embodied cognition theory and highlight the potential of movement-integrated pedagogical approaches to enhance science learning outcomes in primary education. Future research should examine the long-term effectiveness of such interventions across diverse educational settings.
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