The Impact Of Adolescents' Delayed School Start Time On Academic Achievement And Other Co-Related Factors

Abstract

The objective of this study was to look into the impacts of a delayed school start time for high school students at Chongqing B1 Academy in Chongqing, China. The contribution of the study includes a two-way analysis based on gender and another using quasi-experimental analysis. The study was conducted in terms of student academic achievement and other co-relational factors. Perceived health, sleepiness, behavioral problems, depression, anxiety, stress, life satisfaction, sleep efficiency, sleep disturbance, medication use, and daytime dysfunction are among the factors considered. The study included 443 11th-grade students. The students were divided into groups for the experimental analysis. The control group consisted of 220 students chosen at random, while the experimental group consisted of 223 students. Students in the control group started school at 7.30 a.m., while students in the experimental group started school one hour later at 8.30 a.m. Both groups took a pre-test to determine their academic achievement level before the experiment. Data was collected over 12 weeks. Students from both groups took a post-test after 12 weeks to see if there had been any changes. The researcher noticed that both groups had grown, but the experimental group had improved significantly. The findings of the study also revealed that students in the experimental group improved their academic performance. For further analysis, the researcher employed the descriptive, one-sample t-test, and Pearson correlation matrix. They demonstrated improved health perception, life satisfaction, and sleep efficiency. There was also a significant reduction in sleepiness, behavioral problems, depression, anxiety, stress, sleep disturbance, medication use, and daytime dysfunction.