Statistical Analysis of the Impact of Mindfulness Training on Academic Performance of Students with Special Needs
Florence Akua Mensah, Emmanuel Kwame Mensah
The Journal of Applied Technology and Innovation December 1, 2025 DOI: 10.65136/jati.v9i4.36 (opens in new tab) via OpenAlex
Summary
AI-generated from the abstractA randomized controlled trial with university students found that those who underwent mindfulness training showed a statistically significant improvement in academic performance compared to a control group. The study used linear regression and variance analysis to assess the impact, concluding that mindfulness training is an effective intervention for school settings.
Study at a glance
| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Population | University students |
| Intervention | Mindfulness training |
| Topics | Meditation |
| Keywords | Popularity Statistical analysis Intervention counseling Regression analysis |
| Key finding | Mindfulness training leads to a statistically significant improvement in academic performance. |
Abstract
Mindfulness training has gained popularity in institutions of learning in recent years due to perceived benefits, including heightened focus, reduced levels of stress, and improved cognitive functioning. This paper assesses the impact of mindfulness training on academic performance using statistical modeling techniques. It conducts a randomized controlled trial that involves university students who were randomly assigned to either a mindfulness training group or a control group. Data were analysed using various statistical models, including linear regression and variance analysis. The overall results show that there is a statistically significant improvement in the academic performance of students who undergo mindfulness training. Therefore, mindfulness is an effective intervention for school settings.