SLEEP DURATION AS PREDICTOR IN LEVEL OF MATHEMATICS ACHIEVEMENT

AMONG GRADE 7 STUDENTS OF ST. MARY’S ACADEMY OF TAGOLOAN

A Research Paper presented to

S. MA. ADELAIDA C. HUISO, RVM

School Principal

St. Mary’s Academy of Tagoloan

Poblacion, Tagoloan, Misamis Oriental

Submitted by

Rochandelyn A. Toylo, LPT

Jose Bonifacio O. Sibayan, LPT

Algae D. Cagalawan, LPT

June 2020

Sleep Duration and Math Achievement 1

 Abstract

A child who is struggling in school may be dealing with the effects of poor or
inadequate sleep, rather than a lack of ability. This study would like to distinguish if
there is significant influence of their sleep duration to their mathematics achievement.
The researchers adapted the Pittsburgh Sleep Quality Index Component 3: Sleep
Duration and utilized the 3 rd quarter grades in Math of the 240 grade 7 students of St.
Mary’s Academy of Tagoloan. Results shows that the influence of the sleep duration to
the mathematics achievement of the grade 7 students is not statistically significant
(p>0.05). We can fully say that the sleep duration that a student has each day will not
influence his/her achievement in Mathematics.

Keywords: sleep duration, math achievement, performance in school

Sleep Duration and Math Achievement 2

 ACKNOWLEDGEMENT

This research study would not be successful without these exceptional

individuals who guided, helped and motivate us to accomplish this one from the start.

To the Almighty Father, for giving us the knowledge and wisdom while making

this research study. For His unceasing guidance and presence, understanding and

active mind that works upon making study. We offer this for His great glory.

To our ever supportive and loving family who give us their moral and financial

support, thank you. For the unending inspiration and motivation, we offer this to you.

To S. Ma. Adelaida C. Huiso, RVM who never fails to give us support, motivation

and a positive outlook in life, thank you sister.

To our co-teachers for their genuine companionship and friendship in times of

distress and challenges, thank you. And to our respondents for making this research

possible, we thank all of you.

Sleep Duration and Math Achievement 3

 CHAPTER 1

THE PROBLEM

Introduction

Adequate sleep optimally impacts mental functioning and therefore impacts

students’ performance on examinations and ultimately grades received (Alhola, 2007).

The pattern of sleep one experiences in a 24-hour period directly correlates with

physical health, mood, and mental functioning (Curcio, 2006). Cognitive performance is

susceptible to inadequate sleep durations, defined as fewer than 7 hours a day for

adults.

Inadequate sleep decreases general alertness and impairs attention, resulting in

slowed cognitive processing. Lack of adequate sleep also interferes with the function of

brain structures critical to cognitive processes. The most notably impacted structure is

the prefrontal cortex, which executes higher brain functions including language, working

memory, logical reasoning, and creativity (Alhola, 2007). Yoo et al (2007) demonstrated

that a single night of shortened sleep duration resulted in decreased memory encoding,

which led to less knowledge retention, an effect suggesting the hippocampus was

affected.

A child who is struggling in school may be dealing with the effects of poor or

inadequate sleep, rather than a lack of ability. Studies suggest that adolescents who get

an optimal amount of sleep report higher grades than their sleepy counterparts

(Edwards, 2008). Research studies concerning sleep deprivation have found that lack of

sleep has strong ties to several factors that could potentially affect academic success.

Sleep Duration and Math Achievement 4

 Mathematics anxiety is one of the common attitudinal and emotional factors that

have attracted attention in recent years, and one of these anxieties is sleeping during

classes especially during Math subject. Over the past thirty years, studies have shown

mathematics anxiety to be a highly prevalent problem for students (Alamolhodaei,

2009). It has been directly or indirectly, affecting all aspects of mathematics education

as one of the most commonly investigated constructs in mathematics education (Birgin,

2009). In fact, math anxiety may be defined as a feeling of tension, apprehension, or

fear that interferes with math performance (Richardson, 1972). A number of studies

have been carried out over the last few decades on math anxiety investigating its effects

upon mathematical activities across all grade levels, kindergarten to college. They all

revealed that math anxiety is often associated with low performance in mathematical

activity and in particular solving math problems (Baloglu, 2006).

Because of this aforementioned tendency, the researchers have been inspired to

investigate the sleep duration of the grade 7 students of St. Mary’s Academy of

Tagoloan for school year 2019-2020. Furthermore, this study would like to distinguish if

there is significant influence of their sleep duration to their mathematics achievement.

Sleep Duration and Math Achievement 5

 Research Questions

The study would like to answer the following questions:

1. What is the sleep duration of the grade 7 students?

2. What is the level of Mathematics achievement among the Grade 7 students of St.

Mary’s Academy of Tagoloan?

3. Is there a significant influence of their sleep duration to their level of Math

achievement?

Statement of the Hypothesis

Ho: There is no significant influence of the sleep duration to the level of Math

achievement.

Sleep Duration and Math Achievement 6

 Mathematics
Sleep Duration Achievement
Grade 7

Sleep Duration and Math Achievement 7

Figure 1: Schematic diagram showing the relationship between the sleep

duration

and Mathematics achievement of the Grade 7 students.

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related literature to support on the development of this

research. This will also help to understand better the purpose of this study. Research in

the area of sleep problems and children is a relatively new field. There is even less

research when it comes to examining the issue of sleep problems and the effect it has

on academic performance.

According to Daneshamooz et. al (2012), in their study about “The Effects of

Sleep Duration on Predictive Factors of Mathematical Performance”, students with 7-8

hours of sleep duration had better performance in mathematical activity and math score.

In this study in term of sleep duration no significant difference found for predictive

factors of mathematical performance. But some non-significant differences between

predictive factors of mathematical performance and sleep duration were found. They

further recommend that they should encourage other researchers in this field to study

sleep duration of students in terms of predictor factors of mathematical performance in

larger samples and in other levels of mathematics to study the relationship between

mathematical performances, its predictors and sleep duration more deeply.

Sleep Duration and Math Achievement 8

 Similar results were found by Lemola et. al (2011) in their research entitled

“Sleep quantity, quality and optimism in children” and that they concluded that sleep

duration showed a non-linear, reverse J-shaped relationship with optimism such that

children with sleep duration in the middle of the distribution scored higher in optimism

compared to children who slept relatively little. Shorter sleep latency was related to

higher optimism. The associations remained when adjusting for child's age, sex, body

mass index and parental level of education; the effects of sleep on optimism were

neither changed when the parents' own optimism was controlled. In conclusion,

sufficient sleep quantity and good sleep quality are associated with positive

characteristics of the child, further underlining their importance in promoting well-being

in children.

In line with these studies, Laviolette et. al (2010) examine the associations

between habitual sleep duration and intellectual functioning in healthy, well-rested,

school-age children. Results revealed that longer habitual sleep duration in healthy

school-age participants was associated with better performance on measures of

perceptual reasoning and overall IQ, as measured by the WISC-IV, and on reported

measures of competence and academic performance. No association between sleep

duration and the studied behavioral measures was found. These findings support the

hypothesis that sleep duration is differentially related to some components of cognitive

functioning, even in the absence of evidence for sleep deprivation or attention deficits.

Interestingly, Erath et. al (2015) studied sleep problems (long wake episodes, low

sleep efficiency) as moderators of the relation between children's intelligence and

academic achievement. They found out that higher intelligence was strongly associated

Sleep Duration and Math Achievement 9

with higher academic achievement across a wide range of sleep quality. However, the

association between intelligence and academic achievement was slightly attenuated

among children with more long wake episodes or lower sleep efficiency compared with

children with higher-quality sleep.

However, Lin et. al (2020) didn’t agree to the aforementioned results above. In

their study about “Sleep Duration Is Associated with Academic Achievement of

Adolescent Girls in Mathematics”, they found out that girls who obtained on average

less sleep than the recommended amount of 8 to 10 hours per night had significantly

lower grades in mathematics compared to girls who obtained the recommended

amount. Hierarchical regression analyses adjusted for age, pubertal status, and

socioeconomic status revealed that longer average sleep time was significantly

associated with higher grades in mathematics. No significant associations were found

between sleep variables and grades in languages. Longer average weekday sleep

duration is associated with academic achievement of adolescent girls in mathematics.

Furthermore, Gruber et. al (2014) found out in their study about “Sleep Efficiency

(But Not Sleep Duration) of Healthy School-Age Children Is Associated with Grades in

Math and Languages” that Higher sleep efficiency (but not sleep duration) was

associated with better grades in math, English language, and French as a second

language, above and beyond the contributions of age, gender, and SES. Sleep

efficiency, but not sleep duration, is associated with academic performance as

measured by report-card grades in typically developing school-aged children. The

integration of strategies to improve sleep efficiency might represent a successful

approach for improving children's readiness and/or performance in math and languages.

Sleep Duration and Math Achievement 10

 Geiger, Achermann and Jenni (2010) examined the association between sleep

behavior and cognitive functioning in 60 healthy children between 7 and 11 years of age

under non experimental conditions. Results shows that attention measures did not

correlate with cognitive or sleep variables. Daytime sleepiness as a potential moderator

of the relationship between sleep duration and cognitive performance was not related to

cognitive or sleep variables. We conclude that children with higher daytime cognitive

efficiency (reflected by higher intelligence scores) show increased nighttime efficiency

(reflected by shorter sleep duration). In the light of the neural efficiency hypothesis, the

current results argue for an extension of the original theory-referring not only to daytime

but also to nighttime behavior.

Moreover, Berger et. al (2018) determine whether sleep duration moderated the

relations of two dimensions of children's temperament, shyness and negative emotion,

to academic achievement. Interactions between temperament and sleep duration

predicting academic achievement were computed. Interactions of sleep duration with

parent-reported shyness, teacher-reported negative emotion, and observed negative

emotion indicated that the negative relations of shyness or negative emotion to

academic achievement were strongest when children slept less. Results suggest that

sleep duration may be an important bio-regulatory factor to consider in young children's

early academic achievement.

Keller et. al (2008) investigated the amount and quality of children's sleep as a

moderator of relations between attachment to parents and child academic functioning.

Attachment insecurity was associated with lower math achievement for children with

objective sleep problems (lower quantity and efficiency). Findings suggest that better

Sleep Duration and Math Achievement 11

sleep ameliorates the risk for academic performance difficulties associated with

insecure attachments to parents, and functions as a protective factor in this context.

Mathematical performance can be predicted by some psychological factors like

WMC, GEFT score, math anxiety, attitude and attention (Saeed Daneshamooz et. al

2012).

Despite the drawbacks in the literature on sleep deprivation among teenage

populations, the preponderance of literature that recognizes the detrimental effects of

sleep disorders is astounding and perhaps not fully appreciated among many primary

care providers, school health professionals, and educators (Taras & Datema, 2016).

Professionals faced with school aged children with learning or attention disorders have

enough scientific justification to suspect that poor sleep may be a contributing factor.

Clearly many factors influence the academic performance, moods, and sleeping

of high school students (Eliasson et. Al, 2002). Before embarking on plans to implement

later school start times, it would be useful to determine the impact of such changes on

the targeted elements to be improved.

These studies from the previous researchers were made as reference in getting insights

and information fundamental to the construct of concepts in making the study.

Sleep Duration and Math Achievement 12

 CHAPTER 3

RESEARCH METHODOLOGY

Research Setting

The study was conducted at St. Mary’s Academy of Tagoloan, Poblacion,

Tagoloan, Misamis Oriental.

Respondents

The research respondents were the grade 7 junior high school students of St.

Mary’s Academy of Tagoloan. There are a total of 240 students who were used as

respondents. There was no demographic information used for this study.

Research Design

The researchers will utilize the mixed method: quantitative primary,

quantitative first. It begins with a quantitative approach as the primary method, using

qualitative follow-up to evaluate and interpret the quantitative results. It will also utilize a

correlational study of the sleep duration and the mathematics achievement to predict

the influence of each variable.

Sleep Duration and Math Achievement 13

Research Instrument

The researchers adapted the Pittsburgh Sleep Quality Index Component 3: Sleep

Duration in order to know the students’ sleep duration. Also, we have utilized their 3 rd

quarter grades in Mathematics as basis for their Mathematics Achievement.

Data Gathering Procedure

After building rapport with students, and giving reassurance of their anonymity

and ensuring their willingness to provide the data, a survey questionnaire is given to the

students to identify their sleep duration. The researchers then ask the grade for the third

quarter grade for math from the registrar’s office. The researchers then interpreted the

results.

Scoring Procedure

For the sleep duration, the researchers modified the Pittsburgh Sleep Quality

Index Component 3: Sleep Duration question 4 interpretation:

Sleep Duration Scale Description

More than 8 hours Long Sleep

5 hours to 8 hours Normal Sleep
Less than 5 hours Short Sleep

For the academic achievement in mathematics, the researchers also adapted the

grading scale of St. Marys’s Academy of Tagoloan as stipulated in the student’s

handbook.
Sleep Duration and Math Achievement 14
 Descriptor Grading Scale

Outstanding 95 – 100
Very Satisfactory 90 – 94
Slightly Above Satisfactory 85 – 89
Satisfactory 80 – 84
Fairly Satisfactory 75 – 79
Did Not Meet Expectations Below 75

Data Analysis

Percentage analysis and measures of central tendency will be used to know the

sleep duration and academic achievement of the students. Regression analysis will be

used to test the significant influence, if any, the sleep duration to the mathematics

achievement of the Grade 7 students in Mathematics.

Sleep Duration and Math Achievement 15

 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data with their analysis and interpretation. It discusses

the grade 7 students’ length of sleep and performance in mathematics. The results are

presented according to the outlined research questions in chapter 1.

1. What is the sleep duration of the grade 7 students?

Table 1. Sleep Duration

Sleep Duration Frequency Percentage

Long Sleep (more than 8 hours) 49 20.40%
Normal Sleep (5 to 8 hours) 180 75.00%
Short Sleep (less than 5 hours) 11 4.60%
TOTAL 240 100.00%
Mean 7.22
Standard Deviation 1.50

Table 1 shows that mostly, with a mean of 7.22, the sleep duration of the

students of St. Mary’s Academy of Tagoloan is at normal level. This implies that most of

the students sleeps normally on an average basis.

Sleep Duration and Math Achievement 16

 2. What is the level of Mathematics achievement among the Grade 7 students of St.

Mary’s Academy of Tagoloan?

Table 2. Rating Scale for Mastery Level in Mathematics

RATING SCALE (Score) Frequency Percentage

Outstanding ( 95 – 100 ) 10 4.20%
Very Satisfactory ( 90 – 94 ) 41 17.10%
Slightly Above Satisfactory ( 85 – 89 ) 76 31.70%
Satisfactory ( 80 – 84 ) 68 28.30%
Fairly Satisfactory ( 75 – 79 ) 36 15.60%
Did Not Meet Expectations ( Below 75 ) 9 3.80%
TOTAL 240 100.00%
Mean 84.32
Standard Deviation 7.53

Table 2 displays that predominantly, with mean of 84.32%, the students are at

satisfactory level of mastery in mathematics. This means that students’ performance in

Math is somewhat acceptable, but they still need to exert more effort.

Sleep Duration and Math Achievement 17

 3. Is there a significant influence of their sleep duration and their level of Math

achievement?

Table 3. Model Summary

Model Summary

Model R R Square Adjusted R Std. Error of the

Square Estimate

1 .126 a
.016 .012 7.48096

a. Predictors: (Constant), SleepDuration

Table 3 provides the R and R2 values. The R value represents the simple

correlation and is 0.126, which indicates a low degree of correlation. The R2 value

indicates how much of the total variation in the dependent variable, mathematics

achievement, can be explained by the independent variable, sleep duration. In this

case, 1.6% can be explained, which is very small.

Table 4. ANOVA

ANOVAa

Model Sum of Squares df Mean Square F Sig.

Regression 214.317 1 214.317 3.829 .052b

1 Residual 13319.617 238 55.965

Total 13533.933 239

a. Dependent Variable: Grades

Sleep Duration and Math Achievement 18

 b. Predictors: (Constant), Sleep Duration

Table 4 indicates that the regression model predicts the dependent variable

significantly well. This indicates the statistical significance of the regression model that

was run. Here, the p value is equal to .052b, which is more than 0.05, and indicates that,

overall, the regression model statistically and significantly does not predict the outcome

variable.

Table 5. Coefficients

Coefficientsa

Model Unstandardized Coefficients Standardized t Sig.

Coefficients

B Std. Error Beta

(Constant) 79.772 2.372 33.628 .000

1
Sleep Duration .630 .322 .126 1.957 .052

a. Dependent Variable: Grades

Table 5 provides us with the necessary information to predict mathematics

achievement from sleep duration. Results shows that the p-value is more than 0.05 and

we therefore do not reject the null hypothesis. There is a statistically insignificant

influence of the sleep duration to the mathematics achievement. This results coincides

to Geiger, Achermann and Jenni (2010) study that attention measures did not correlate

with cognitive or sleep variables. Daytime sleepiness as a potential moderator of the

relationship between sleep duration and cognitive performance was not related to

cognitive or sleep variables. Furthermore, Gruber et. al (2014) has the same idea that

higher sleep efficiency (but not sleep duration) was associated with better grades in

math, Sleep efficiency, but not sleep duration, is associated with academic performance

as measured by report-card grades in typically developing school-aged children.

Sleep Duration and Math Achievement 19

 Given only the scores on our predictors, we can predict achievement in

mathematics by computing:

Achievement in Mathematics = 79.772 + 0.63(Sleep Duration)

Chapter 5

RESULTS, CONCLUSION AND RECOMMENDATIONS

Discussion of the Results

Mathematics anxiety is one of the common attitudinal and emotional factors that

have attracted attention in recent years, and one of these anxieties is sleeping during

classes especially during Math subject. It has been directly or indirectly, affecting all

aspects of mathematics education as one of the most commonly investigated constructs

in mathematics education (Birgin, 2009).

The sleep duration of the students of the grade 7 students of St. Mary’s Academy

of Tagoloan is at normal level. This implies that most of the students sleeps normally on

an average basis.

Sleep Duration and Math Achievement 20

 The students are at satisfactory level of mastery in mathematics. This means that

students’ performance in Math is somewhat acceptable, but they still need to exert more

effort.

Results shows that the influence of sleep duration to the mathematics

achievement is statistically insignificant. Given only the scores on our predictors, we can

predict achievement in mathematics by computing: Achievement in Mathematics =

79.772 + 0.63(Sleep Duration).

Conclusion

The purpose of this study is to determine if there is a significant influence of

sleep duration to the mathematics achievement of the grade 7 students in St. Mary’s

Academy of Tagoloan. We hypothesize that there is no significant influence of the sleep

duration to the mathematics achievement of the grade 7 students. Over-all, the results

show that student sleep normally, having 5-8 hours of sleep every day, but mostly also,

the students have a satisfactory level of math achievement during the 3 rd quarter period.

After performing the regression analysis, the researchers did not reject the null

hypothesis and conclude that there is an insignificant influence of the sleep duration to

the mathematics achievement of the grade 7 students. We can fully say that the sleep

duration that a student has each day will not influence his/her performance in

Mathematics.

Recommendation

Based on the results, the researchers recommend that:

Sleep Duration and Math Achievement 21

 1. Students shall continue to sleep adequately and normally every day. They must

not engage themselves in late night activities like gaming and using cellphones.

2. Teachers must give ample time of ice-breakers or activities to awaken and

energize their students. They must be aware of the students feeling anxious.

3. For Mathematics teachers, aid the students by having dynamic and different

activities and carefully convey the message of what the problem is asking. Use

vernacular language for accuracy if needed so that students will not be bored or

sleepy.

Chapter 6

DISSEMINATION AND ADVOCACY PLANS

To ensure that the outputs from the research informs practice and thereby

maximize the benefit to SMAT students, the following dissemination strategy has been

developed using evidence for translating knowledge into practice through:

1. maximizing the use of quarterly Parents-Teachers conference to give way for

feedbacks and constructive criticisms into student’s mathematics

performance.

2. making the most of seminar-workshops and conferences in improving

teaching strategies to yield and help students understand math more in a

meaningful and easy way.

3. presenting this study to the school’s Academic Coordinator for future

reference.

Sleep Duration and Math Achievement 22

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APPENDIX A

ADAPTED SLEEP DURATION QUESTION (NO.4)

FROM PITTSBURGH SLEEP QUALITY INDEX

Sleep Duration and Math Achievement 25

Sleep Duration and Math Achievement 26