William C. Baldwin and Dr. Julie Hite, EDLF Department, College of Education
Following the traditional British system of schooling, the school system of Uganda is set up under a format that compels students to learn, study, and prepare themselves for advancement to the next respective level by way of national examination. The system is divided into three primary and secondary levels before advancement to the university level. These three levels include the primary level, the secondary ordinary level (“O” level), and the secondary advanced level (“A” level). To advance from one level to the next, national examinations are administered at the conclusion of each level and students who pass the examinations are qualified for the next level of schooling. Performance in school, most especially on these examinations, is crucial for the academic and social progress of a student and citizen of Uganda.
With so much focus placed on the students to prepare and perform well on these few significant examinations, the factors that contribute to academic performance, learning, and memory development must be carefully considered in understanding what should be done to aid in the students’ success. School administrations and teachers must work to encourage those actions and habits that will best prepare their students for advancement examinations. Research has been done, mainly in North America and Europe, and researchers have found multiple factors that influence these areas of educating and learning, which will be discussed later in this report. Several of these influencing factors entail the sleep habits of students, including the amount of sleep a student receives, the quality of that sleep, and their specific sleep patterns. When a student obtains sufficient sleep each night, his performance improves, while when a student experiences sleep deprivation, his academic performance declines. The problem for the apparent majority of secondary students in Mukono, Uganda who achieve sub-par sleep each night is that they will likely underachieve in their potential for academic performance, specifically learning and memory skills, in their secondary schooling. Consequently these students will likely experience lower (if any) post-secondary education opportunities, leading to fewer significant job opportunities, lower lifetime income potential, less stable home and family conditions, and other unnecessary sub-optimal life conditions. This problematic, and relatively easily avoidable, loss of individual human and social potential could be averted if those responsible for their living and studying conditions, such as directors and teachers at secondary schools, understood the no-cost, high leverage potential of achieving sufficient sleep time to maximize the learning opportunities available to their students.
The purpose of this study was to understand the adverse effects of poor sleep habits on the academic performance of students in Mukono, Uganda’s secondary schools. At this stage in the research, poor sleep habits, or specifically sleep deprivation, are generally defined as detrimental to the student’s academic performance as it leads to daytime drowsiness and inability to concentrate and participate in class, daily. If this relationship between sleep habits and academic performance is understood, suggestions can be made that will enable modification and improvement in secondary school programs and scheduling, as deemed necessary.
This research project utilized a pre-determined set of questions that enabled the researcher to find out information relevant to the sleep habits of students and the influence of their school/school work on those habits.
Subjects for this study were chosen using a stratified random sampling technique. All of the secondary schools in Mukono District, Uganda were stratified on the basis of the following criteria: 1) urban or rural, 2) government or private, and 3) large (over 500 students) or small (less than 500 students). When the sample was selected, sleep habit surveys were administered to students (n=198). Interviews were also carried out with selected students and teachers where additional questions were asked regarding student sleep habits (n=25).
The data collected over the course of this project indicates that the average candidate class secondary school student experiences sleep deprivation during their term when school is in session. Interviews held with both students and teachers provided significant statements and common themes that demonstrated this phenomenon being experienced by the students as they endeavor to achieve and excel in their studies.
Specifically, according to the students that were interviewed, it is clear that a majority of the students are sleep deprived, according to their self-reported total sleep hours. This lack of sleep has multiple adverse effects on the students’ abilities to concentrate and take in material during the day – as well as consolidate that material effectively so to reproduce it at a later point in time. Other common expressions included that of sleeping more when not having school work to do, school work being the reason for sleeping less, and not feeling like they are getting enough sleep. In as much as such responses are honest and accurate, these are clear indicators that students forego sleep, whether by force or by choice, to spend time on their studies so to better prepare, or so they think, for their upcoming examinations.
The teachers of these students and each of the participating schools also reported largely to the effect that students were not getting enough sleep – and that it showed in their class participation. Common opinions expressed by the teachers included how students were lacking sleep, evident by daily drowsiness, and the belief that improvements could be made. These indicate an area of concern, yet to be properly addressed by all those in authority to make modifications and adjustments where appropriate.
In a country where the “professional” status is rare, illiteracy is high, and poverty abounds – education is the key. It is clear that when a Ugandan obtains an education and the knowledge that coincides with it, his opportunities for success in life, in many aspects, are dramatically increased. Therefore, the process of helping each Uganda obtain that education and perform well academically should be a focus of all those concerned. The factors that influence the process, both in aiding and in hampering, must be considered and adjusted accordingly.
As has been discussed, one of the major factors that can either aid or hamper in one’s academic performance are their sleep habits. As S4 and S6 students learn and study the material that may be necessary for recollection on their exit exams, one may assume that only with the proper amount of sleep will a student optimally learn and recall that information. It is important for school officials and teachers in schools in Uganda to understand how they can better help students obtain the sleep they need each night, thereby helping them to perform well in their classes and on their advancement examinations that are required for their progress in the education system. This research project has been set up to assess the sleep habits of secondary school students in Mukono, Uganda and to see if they are within the recommended ranges of the leading sleep specialists. When the current situation is understood, those concerned will be able to make important decisions and take the necessary actions to help their students continue on their path towards academic success.