Premium
Gum chewing affects academic performance in adolescents
Author(s) -
Johnston Craig,
Tyler Chermaine,
Stansberry Sandra A,
Palcic Jennette L.,
Foreyt John P
Publication year - 2009
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.23.1_supplement.lb487
Subject(s) - chewing gum , class (philosophy) , mathematics education , test (biology) , academic achievement , standardized test , achievement test , psychology , mathematics , computer science , food science , chemistry , paleontology , artificial intelligence , biology
Chewing gum may have an impact on improved memory during specific tasks of recognition and sustained attention. Research objective was to determine the effect of gum chewing on standardized test scores and math class grades of eighth grade students. Four math classes, 108 students, were randomized into two treatments ‐ gum chewing condition (GC) that provided Wrigley's sugar‐free gum to chew during class, during homework and during test taking situations or a control condition with no gum (NGC). Math sections of Texas Assessment of Knowledge and Skills (TAKS), the Woodcock Johnson III Tests of Achievement and math class grades were used to assess academic performance. An increase in TAKS math test scores was found for all students, but students in GC had a significantly greater increase in TAKS math test scores compared to NGC (F (1, 103) = 4.25, p < .05). Although math class grades for both GC and NGC conditions declined over time, math grades for students in GC declined less in comparison to NGC (F (1, 103) = 4.35, p < .05). These results show chewing gum may be a cost‐effective and easily implemented method to increase student performance. Today's high‐stakes testing environment underscores the need for novel approaches to facilitate improved academic performance as standardized test scores have become a mandatory requirement for assessing academic achievement. This project was supported by The Wrigley Science Institute.