The Effects of Gum Chewing on Math Scores in Adolescents

NCT00792116 | Completed Results

• 1 other identifier: gum and math scores
• Study Type: interventional
• Target: 108
• Locations: 0 countries
• Sites: N/A

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.

Conditions

Academic Achievement in Math

Outcome Measures

Primary Outcomes (4)

• 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 Outcomes (3)

• Math Scores on the Woodcock Johnson III Tests of Achievement (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)

  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 beginning of a school semester and 14 weeks later (the end of a school semester)

Study Arms (2)

Gum Chewing

EXPERIMENTAL

Behavioral: Gum Chewing

Non-gum chewing

NO INTERVENTION

Interventions

Gum Chewing BEHAVIORAL

Gum Chewing

Eligibility Criteria

• Age: 13 Years - 16 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17)

You may qualify if:

• Enrollment in eight grade math class

You may not qualify if:

• Parents did not consent to participation

Sponsors & Collaborators

• Baylor College of Medicine: lead
• The Children's Nutrition Research Center: collaborator

Related Publications (1)

• Johnston CA, Tyler C, Stansberry SA, Moreno JP, Foreyt JP. Brief report: gum chewing affects standardized math scores in adolescents. J Adolesc. 2012 Apr;35(2):455-9. doi: 10.1016/j.adolescence.2011.04.003. Epub 2011 May 26.

  PMID: 21620465 DERIVED

MeSH Terms

Interventions

Chewing Gum

Intervention Hierarchy (Ancestors)

Plant Gums; Biopolymers; Polymers; Macromolecular Substances; Polysaccharides; Carbohydrates; Plant Exudates; Biological Products; Complex Mixtures; Candy; Food; Diet, Food, and Nutrition; Physiological Phenomena; Food and Beverages

Results Point of Contact

• Title: Craig Johnston
• Organization: Baylor

caj@bcm.edu

713-798-2068

Publication Agreements

• PI is Sponsor Employee: Yes

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: SINGLE
• Who Masked: OUTCOMES ASSESSOR
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER

Study Record Dates

• First Submitted: October 24, 2008
• First Posted: November 17, 2008
• Study Start: February 1, 2008
• Primary Completion: May 1, 2008
• Study Completion: May 1, 2008
• Last Updated: November 20, 2008
• Results First Posted: November 17, 2008

Record last verified: 2008-11