Ignite Creation Date:
2025-12-26 @ 11:47 AM
Ignite Modification Date:
2026-03-07 @ 11:03 PM
Study NCT ID:
NCT00792116
Status:
COMPLETED
Last Update Posted:
2008-11-20
First Post:
2008-10-24
Is Gene Therapy:
True
Has Adverse Events:
False
Brief Title:
The Effects of Gum Chewing on Math Scores in Adolescents
Sponsor:
Baylor College of Medicine
Organization:
Study Overview
Official Title:
The Effects of Gum Chewing on Standardized Math Scores in Adolescents
Status:
COMPLETED
Status Verified Date:
2008-11
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
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.
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.
Detailed Description:
None
Study Oversight
Has Oversight DMC:
Is a FDA Regulated Drug?:
Is a FDA Regulated Device?:
Is an Unapproved Device?:
Is a PPSD?:
Is a US Export?:
Is an FDA AA801 Violation?: