The Effectiveness of Physical Education Games on Mathematics Achievement in a Sample of Students with Intellectual Disabilities (Preprint)
Bibliographic record
Abstract
UNSTRUCTURED: Background: Innovative techniques for teaching to students with intellectual disabilities are applied across the world, since conventional methods may work less efficaciously for them. In this investigation, an innovative method was applied to teach simple mathematics problems to students with intellectual disability. Objective: The purpose of the study was to determine the effectiveness of physical education (PE) games on mathematics achievements in a sample of students with intellectual disabilities in Riyadh, Kingdom of Saudi Arabia. Method: Participants of this study were 34 students with intellectual disabilities from inclusive middle school in Riyadh city. Participants were randomly recruited and, based on severity of their intellectual disability, allocated to an experimental and a control group. The former studied mathematics in PE classes, whereas the control group studied mathematics in pure mathematics classrooms. Results: Results showed significant improvements in post- versus pre-test in both groups. However, participants in the experimental group reported higher improvements compared to the participants in the control group. Conclusions: The present investigation seems to recommend the importance of using PE games during classes to improve learning skills, especially mathematics ones.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".