Impact of Physical Activity on Academic Achievement of Secondary Level Students in Kathmandu
Bibliographic record
Abstract
This study aims at exploring the impact of physical activity on the academic achievement of secondary-level students in Kathmandu District, Nepal. Cross-sectional research design was used, and data were collected from 31 students of grade nine and ten studying at Pushpa Kunja High School through structured questionnaires. The results reveal an inverse relationship between physical activity and academic performance. Solo activities like running and walking positively affected academic achievement, while team sports and yoga showed inconsistent trends. A statistically significant negative correlation was also found between the intensity of physical activity and academic performance (r = −0.392, p = 0.029). It means; higher the students' achievement level, lesser the participation in vigorous activities. This would challenge the assumption of a universally positive relationship between physical activity and academic achievement and also highlights the importance of balancing them for good academic achievement. This study, therefore, calls for specific school-based interventions to ensure optimal physical activities for holistic development, considering the unique cultural and infrastructural factors related to Nepal's education system.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".