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Abstract

This meta-analysis investigates the relationship between recreational physical activity and academic performance in STEM subjects-specifically math and science- among children aged 7 to 18. Despite inconsistent findings across individual studies, the analysis synthesizes data from 24 eligible studies involving 2,505 participants. Using a random-effects model, the results show a statistically significant positive effect (SMD = 0.379, p = .023) of recreational physical activity on children's STEM achievement. These findings underscore the potential cognitive and psychosocial benefits of incorporating physical activity into educational settings. Practical recommendations for educators include integrating activity breaks, outdoor learning, and interdisciplinary approaches such as STREAM. This study highlights an important, evidence-based opportunity to enhance STEM education by leveraging the developmental benefits of physical movement.

Introduction

Strong Science, Technology, Engineering, and Mathematics (STEM) education is increasingly recognized as a vital driver of opportunity, with data indicating there is a growing and enduring demand for STEM knowledge and skills (U.S. Department of Education, Office of Innovation and Improvement, 2016). In the United States, the significance of STEM fields is underscored by research from the U.S. Bureau of Labor Statistics (2023), revealing that in 2023, there were over 10.3 million jobs in the STEM sectors. Projections indicate that this number is expected to rise to approximately 11.5 million jobs, a notable 10.8% increase, while jobs in non-STEM fields are projected to grow Бу а mere 2.3%.

Despite the recurring emphasis on the importance of STEM education, statistics reveal that the STEM education system in the United States faces significant challenges. According to the National Center for Education Statistics (2023), in 2022, only 36% of the nation's fourth-graders performed at or above the "proficient" level in mathematics, as assessed by the National Assessment of Educational Progress (NAEP). This is a 5-percentage decline compared to the results in 2019. Additionally, the performance of eighth-grade students and twelfth-grade students in mathematics was similarly concerning, with only 26% and 24% performing at or above the NAEP proficient levels, respectively.

The public perception of the U.S. STEM education system in higher education is equally sobering. A survey by the Pew Research Center (2017) found that 63% of U.S. adults rated the quality of U.S. STEM education as average or below average. Furthermore, 60% of respondents rated U.S. STEM...

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