The Effects of Gum Chewing on Math Scores in Adolescents

Study Overview
=================
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.

Official Title
-----------------
The Effects of Gum Chewing on Standardized Math Scores in Adolescents

Conditions
-----------------
Academic Achievement in Math

Intervention / Treatment
-----------------
* Behavioral: Gum Chewing


Participation Criteria
=================
Eligibility Criteria
-----------------
Inclusion Criteria: Enrollment in eight grade math class Exclusion Criteria: Parents did not consent to participation

Ages Eligible for Study
-----------------
Minimum Age: 13 Years
Maximum Age: 16 Years

Sexes Eligible for Study
-----------------
All

Accepts Healthy Volunteers
-----------------
Accepts Healthy Volunteers

Study Plan
=================
How is the study designed?
-----------------

Design Details

Primary Purpose: Treatment
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Gum Chewing<br> | Behavioral: Gum Chewing<br> <br> |
| No Intervention: Non-gum chewing<br> | |

What is the study measuring?
-----------------
Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Math Scores on the Texas Assessment of Knowledge and Skills (TAKS) | 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. | the beginning of a school semester | 
| Math Grades |  | baseline (the beginning of a school semester ) | 
| Math Scores on the Texas Assessment of Knowledge and Skills (TAKS). | 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. | 14 weeks (end of the semester) | 
| Math Grades |  | 14 week (end of the semester) | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Math Scores on the Woodcock Johnson III Tests of Achievement (WJ-III) | 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. | the beginning of a school semester and 14 weeks later (the end of a school semester) | 
| Scores on the Math Anxiety Rating Scale for Adolescents (MARS-A) | he MARS-A (12) is a 98-item scale that lists various everyday situations in which adolescents may have to use mathematics. | the beginning of a school semester and 14 weeks later (the end of a school semester) | 
| State Anxiety Scores on the State Trait Anxiety Index for Children (STAIC). | The STAIC is a scale that distinguishes between a situationally based anxiety and a general intrinsic inclination towards experiencing feelings of anxiety | the beginning of a school semester and 14 weeks later (the end of a school semester) |