張哲維Hung, Jo-YunJo-YunHung蔡明昌2026-07-162026-07-162026-02-130252-2667https://doi.org/10.47974/JIOS-2148https://ir.ntus.edu.tw/handle/123456789/131461This study investigates the impact of “Zero-Time Physical Education” on lower-grade students’ mathematics learning outcomes. Taiwanese students face high academic pressure, reducing motivation and concentration. Research shows that moderate exercise promotes neurotransmitter secretion, enhancing concentration and memory, thus improving learning performance. An eight-week “Zero-Time Physical Education” intervention was designed, involving 44 lower-grade students randomly divided into an experimental group (22) and a control group (22). During the baseline period, both groups maintained the same routine; during the intervention, the experimental group engaged in “Zero-Time Physical Education” activities thrice weekly, while the control group continued static learning. Midterm math scores were pre-tests, and final exam scores were post-tests, analyzed using paired sample t-tests. Results showed the experimental group improved by 4.27 points, outperforming the control group’s 3.77 points, with the experimental group’s standard deviation decreasing from 13.87 to 10.30. The study concludes that “Zero-Time Physical Education” significantly enhances lower-grade students’ math learning performance and improves learning stability and consistency.Zero-time physical educationLower-grade studentsMathematics learning outcomesExercise interventionEducational researchjournal article