IMPACTS OF EARLY SELF-STUDY ON MATHEMATIC ACHIEVEMENT OF ADOLESCENTS

Abstract

Regular and adequate sleep is an important factor that has impact on performance on cognitive tasks. Investigators assumed that through the evolution process for hundreds of thousands years people sleep when it was dark and woke with sunrise. That is why, our daily rhythm programmed according to sun. Therefore, current study assessed the impact of regular sleep cycle and early self-study on mathematic achievement of high school seniors. Thirteen students six in experimental group and seven in control group completed the study. The experimental group was send to bed at 22.00 pm and they were waked up at 06.00 am. They had self-study time between 06.15-07.45 am. Participants’ mathematic achievements were measured before the intervention and four weeks after the intervention. While control groups did not show any increase, experimental group showed significant increase in mathematic achievement. However, difference between group’s posttest did not reach to statistical significance.

Keywords

• Sleeping cycle
• self-study time
• early study
• mathematic achievement

References

1. Antrop, I., Roeyers, H., and De Baecke, L. (2005). Effects of time of day on classroom behavior in children with ADHD. School Psychology International, 26(1), 29-43.
2. Bodenhausen, V. G. (1990). Stereotypes as judgmental heuristics: Evidence of circadian variations in discrimination. American Psychological Society, 1 (5), 319-322.
3. Dahl, E. R. (1999). The consequences of insufficient sleep for adolescents: Links be-tween sleep and emotional regulation. Phi Delta Kappan, January, 354-359.
4. Davis, T. Z. (1987). Effect of time-of-day of instruction beginning reading achievement. Journal of Educational Research, 80 (3), 138-140.
5. Folkard, S. and Monk, H. T. (1980). Circadian rhythms in human memory. British Journal of Psychology, 71, 295-307.
6. Folkard, S., Monk, H. T., Bradbury, R., and Rosenthall. (1977). Time of day effects in school children’s immediate and delayed recall of meaningful material. British Journal of Psychology, 68, 45-50.
7. Klein, J. (2004). Planning middle school schedules for improved attention and achieve-ment. Scandinavian Journal of Educational Research, 48 (4), 441-450.
8. Klein, J. (2001). Attention, scholastic achievement and timing of lessons. Scandinavian Journal of Educational Research, 45 (3), 301-309.

9. Kubow, P., Wahlstrom, L. K. & Bemis, E. A. (1999). Starting time and school life: Re-flections from educators and students. Phi Delta Kappan, Jaunary, 366-371.
10. Lawrence, B. J., and Stanford, S. M. (1999). Impulsivity and time of day: Effects on performance and cognitive tempo. Personality and Individual Differences, 26, 199-207.
11. Lorenzetti R. and Natale, V. (1996). Time of day and processing strategies in narrative comprehension. British Journal of Psychology, 87, 209-221.
12. Lotze, M., Treutwein, B. and Roenneberg, T. (2000). Daily rhythm of vigilance assessed by temporal resolution of the visual system. Vision Research, 40, 3467-3473.
13. Manly, T., Lewis, H. G., Robertson, H. I., Watson, C. R., and Datta, K. A. (2002). Cof-fee in the cornflakes: Time-of-days as a modular of executive response control. Neuro-psychologia, 40, 1-6.
14. May, P. C., Hasher L., and Stoltzfus, R. E. (1993). Optimal time of day and the magni-tude of age difference in memory. American Psychological Society, 4 (5), 326-330.
15. Natele, V., and Lorenzetti (1997). Influences of moningness-eveningness and time of day on narrative comprehension. Personality and Individual Differences, 23 (4), 685-690.
16. Wolfson R. A. & Carskadon A. M. (1998). Sleep schedule and daytime functioning in adolescents. Child Development, 69 (4), 875-887.