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Relationship between breakfast habits and sleep duration and academic

achievement of elementary school children

Conference Paper · January 2019

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 1

Relationship between breakfast habits and sleep duration and academic achievement
of elementary school children

Megah Stefani1 and Lilik Kustiyah 2

1
Nutrition Study Program, Faculty of Food Technology and Health, Sahid University Jakarta, Jl. Soepomo No.84,
Indonesia, 12870
2
Community Nutrition Department, Faculty of Human Ecology, IPB University, Bogor, Indonesia, 16680

Abstract
Summary Skipping breakfast and unqualified of daytime sleep has been associated with an adverse effect on the academic
performance of elementary school children (ESC). The objective of this study was to analyze relationship between breakfast
habits and sleep duration with academic achievement of ESC. The design of this study was the cross-sectional. The study was
conducted in South Jakarta in two elementary schools (SD), namely SDN Pesanggrahan 02 Pagi and SDN Pesanggrahan 08
Petang. Subject of this study were the fifth grade of ESC. Numbers of the subject were 105. Data collection was applied by using
a questionnaire. The result showed that the frequency of skipping breakfast was 0% at SDN Pesanggrahan 02 Pagi and 1.96% at
SDN Pesanggrahan 08 Petang. The average sleep duration at afternoon was 0.99 hours ± 1.04, for sleep duration at night was
8.79 hours ± 0.83, and the average total sleep duration, for subject, is 9.62 hours ± 0.92. Elementary school children, who spent
9 hours/day at night in SDN Pesanggrahan 02 Pagi as much as 9.26%, while SDN Pesanggrahan 08 Petang, 9 students 31.37%.
Elementary school children achievement is measured from the real grade 1-semester standardized score for three subjects, namely
mathematics, science, and English. The overall score of the three subjects is 71.82 ± 10.06 and when compared to elementary
school, the academic achievement of SDN Pesanggrahan 08 Petang students was better than SDN Pesanggrahan 02 Pagi. If
distinguished by the school, the value of mathematics subjects is significant (p <0.05) higher for SDN Pesanggrahan 08 Petang
students than SDN Pesanggrahan 02 Pagi. Whereas, for science and English subjects there were no significant differences (p>
0.05) between the two schools. The relationship result showed positive correlation between daytime sleep duration and a score
of Math (p-value < 0.05, r=0.302).

Key Words : Breakfast habits, sleep duration, academic achievement

Summary Skipping breakfast and unqualified of daytime sleep has been associated with an adverse
effect on the academic performance of elementary school children (ESC). The objective of this study
was to analyze relationship between breakfast habits and sleep duration with academic achievement
of ESC. Methods: This study used a cross-sectional design study conducted in two schools namely
SDN 02 Pesanggrahan Pagi and SDN 08 Pesanggrahan Petang. Determining the location of the two
schools was due to differences in the time to enter teaching and learning activities at 6:30 at SDN 02
Pesanggrahan Pagi and at 12:30 at SDN 08 Pesanggrahan Petang. The research data was took for 1
month. The number of subjects in this study was 105 elementary school children with a proportion of
57 male students and 48 female students. Data collected in the form of primary and secondary data.
Primary data includes: characteristics of the subject, socio-economic characteristics of the family,
breakfast habits, food consumption, and length of sleep, nutritional status, and learning achievement.
Primary data was obtained through interviews and questionnaires. Secondary data is obtained from
school administration data. Results: Total subjects who always breakfast (56.19%); SDN
Pesanggrahan 02 Pagi were 48.15% and SDN Pesanggrahan 08 Petang were 64.71%. Breakfast time
for SDN Pesanggrahan 02 Pagi students at 5:30-6:00 a.m., as much as 79.63%. While, students at
SDN Pesanggrahan 08 Petang breakfast at 07.00-08: 00 a.m., as much as 58.82%. The type of
breakfast that is often consumed by the subject is rice with side dishes, bread, and milk. A duration of
2 hours / day sleep at afternoon is 68.52% for SDN Pesanggrahan 02 Pagi students and SDN
Pesanggrahan 08 Petang students is 90.20% who had never sleep at afternoon. The duration of night
sleep for 8 hours / day at SDN Pesanggrahan 02 Pagi was 55.56%; and students of SDN Pesanggrahan
08 Petang as much as 29.41%. Satisfied sleep as much as 74.07% for SDN Pesanggrahan 02 Pagi and;
as much as 92.16% for SDN Pesanggrahan 08 Petang. The learning achievements of the subjects were
measured from the grades of the final school examinations, three subjects namely mathematics,
science, and English which were 71.85 ± 11.54, 80.40 ± 10.35, and 63.19 ± 13.53 respectively. If
distinguished by school, the value of mathematics subjects is significant (p <0.05) higher for SDN 08
Petang students than SDN 02 Pagi. Whereas for science and English subjects there were no significant
differences (p> 0.05) between the two schools. Conclusions: The relationship result showed positive
correlation between daytime sleep duration and a score of Math (p-value < 0.05, r=0.302).
Key Words Breakfast habits, sleep duration, academic achievement
2
Effort to achieve satisfying learning achievement in
school can be done by changing patterns of eating habits
and activities. Not delaying breakfast is one effort to
improve changes in pattern of eating habits so that nutrient
intake is met. The habit of delaying breakfast turned out to
have a negative impact on cognitive abilities (including
memory), academic achievement, school attendance,
psychological functions and feelings of children or
adolescents (Murchu et al.(2010).
Breakfast has a positive impact on good school
attendance, academic achievement, nutritional intake,
fitness and healthy weight. Hungry children will experience
a lack of energy and motivation to engage in temporary
class activities, malnutrition and lack of micronutrients
have an impact on physical, mental, health, and cognitive
function (Murchu et al. (2010).
Sleep deprivation, poor quality sleep and drowsiness are
important problems in children because they are related to
learning, memory, and school performance. Thoha (2006)
study showed that learning activities and sleep activities
affect learning achievement. The quantity of sleep activity
that is less a major cause of fatigue. As a result, there is no
balance between physical and mental conditions so learning
activities are not optimal.
Based on the research of Thoha (2006) which states a
positive relationship between sleep activities that affect
learning achievement, researchers feel interested in
learning more about the influence of sleep duration on
learning achievement, as well as other factors, namely
breakfast habits on learning achievement among
elementary school children.
MATERIALS AND METHODS
Design, Place, and Time: The design of this study was
a cross-sectional study. The research was conducted at
South Jakarta in two elementary schools, namely SD
Pesanggrahan 02 Pagi and SD Pesanggrahan 08 Petang.
The two schools were selected purposively on the grounds
that children in both schools each had different rules for
entering school hours. Based on this, two schools were
chosen, namely SD Pesanggrahan 02 Pagi, which began
hours of teaching and learning activites at 6:30 am, while
SD Pesanggrahan 08 Petang at 12.30 am. This research was
conducted from February to March 2012.
Technique Sampling: The number of subjects of the
study was all 5th grade students in elementary schools who
were selected as the study locations as many as 105
students. The consideration of choosing class 5th students is
that students have been able to fill out questionnaires and
communicate well
Types and Data Collection Techniques: The type of
data taken consists of primary data and secondary data.
Primary school student data is obtained through direct
observation and interview with a questionnaire tool filled in
by elementary school children after getting an explanation
and guided by the researcher. Family socio-economic data
will be obtained from a questionnaire filled out by the
mother (parents) sent through students.
Primary data consists of: (a) Characteristics of elementary
school children including age, gender, and allowance
menstruation status for girls, consumption of worm
medicine and weight and height, (b) Data on socio-
economic characteristics of primary school students
families include parent education, family income, parent
job, and number of family members, (c) Breakfast habits
data include: frequency, meal time, type of food, portion
(URT), and price of food (if purchased), (d) Consumption
data food for elementary school children is collected by a
combination of 2x24 hour record and recall methods, one
day on school days and one day on school holidays (weeks),
(e) Student weight and height data measured using
weighing and microtoise, (f) Longtime sleep data for
elementary school children includes sleep at afternoon and
nights
Secondary data were obtained from school administration
data which included: (a) Learning achievement data
referenced from the standardized semester final exam
(PKM) by the PKG (Teacher Activity Center) in
Pesanggrahan district, South Jakarta under direction of the
Ministry of National Education, (b) Data on general
conditions, family income, and school facilities, (c) Data on
the number of students, teachers, and employees also the
school community
Stastistical Analysis: Data was processed and analyzed
using SPSS 17.0 for windows. The results of processing the
data are then analyzed descriptively and statistically. Data
on the characteristic of elementary school children and the
family socio-economic primary school students were
analyzed descriptively such as the range and mean ±
standard deviation. To find out the relationship between the
variables of breakfast habits, and the length of sleep, with
learning achievement the correlation test was used. Tests
for the existence were also analyzed on several variables
between the two categories of schools (SDN Pesanggrahan
02 Pagi and SDN Pesanggrahan 08 Petang using different
tests.
RESULTS
Breakfast frequency: The breakfast frequency of
elementary school children are divided into 4 categories,
namely never having breakfast, rarely breakfast (<4
times/week), frequent breakfast (≥4-6 times/week), and
always having breakfast (7 times/week). More than half
(56.19%) of the frequency of always having breakfast
between the two schools became the highest percentage,
namely SDN Pesanggrahan 02 Pagi at 48.15% dan SDN
Pesanggrahan 08 Petang at 64.71%. Whereas, the frequency

of never having breakfast was 0% at SDN Pesanggrahan 02
Pagi and 1.96% at SDN Pesanggrahan 08 Petang. Based on
the results of statistical tests using different t-test, there is
no significant difference between the frequency of
breakfast for SDN Pesanggrahan 02 Pagi and SDN
Pesanggrahan 08 Petang students (p>0.05). This might
happened because the breakfast habits between the two
elementary schools were relatively the same.
Breakfast time: The breakfast habits of each elementary
school student at SDN Pesanggrahan 02 Pagi and SDN
Pesanggrahan 08 Petang are different based on breakfast
time. Breakfast time for students at SDN Pesanggrahan 02
Pagi was significant (p <0.05) earlier (05.30-06.00) than
SDN Pesanggrahan 08 Petang (07.00-08.00). As much as
(79.63%) of SDN Pesanggrahan 02 Pagi students have
more breakfast at 05.30-06.00, while, SDN Pesanggrahan
08 Petang students often have breakfast (58.82%) at 07.00-
08.00. This happened because SDN Pesanggrahan 02 Pagi
began teaching and learning activities at 6:30 while SDN
Pesanggrahan 08 Petang was 12:30
Type of food: The percentage (%) of the food most often
consumed by SDN Pesanggrahan 02 Pagi students
respectively, rice with side dishes of 46.30%, milk 46.30%,
and bread 44.40%. While, the food most often consumed by
students of SDN Pesanggrahan 08 Petang as follows, milk
35.29%, bread 33.33%, and rice with side dishes 27.45%.
Overall the percentage (%) of the type of breakfast that is
often consumed by elementary school children is rice with
side dishes, bread, and milk.
Total sleep time: Sleep deprivation is a result of
insufficient sleep time. According to Millman (2005),
elementary school children need as long as 9.2 hours of
sleep. So if, the length of sleep the child is less than 9.2
hours will look bad at school. The average total sleep
duration for subject is 9.62 hours ± 0.92. This was in line
with Millman's (2005) question that elementary school
children need as long as 9.2 hours of sleep. Based on the
different t- test, there was no significant difference between
the total duration or sleep duration of SDN Pesanggrahan
02 Pagi and SDN Pesanggrahan 08 Petang students (p>
0.05).
Plan
Breakfast habits of elementary school children must be
continuously improved by parents of, especially mothers
because based on research data elementary school children
who have breakfast habits have more brilliant learning
achievements expressed with higher final exam scores.
Do
It is better if elementary school children start the habit of
taking a sleep at afternoon with a long duration of sleep is
sufficient because based on the results of a long sleep study
that adequately shows a significant positive relationship
with mathematical scores
3
Check / Study
Breakfast habits of elementary school children did not
show a significant relationship (p> 0.05) with learning
achievement because half (56.43%) of the subject were
used to breakfast. However, the tendency of final exam
scores in Mathematics, Science and English is better for
elementary school children who always have breakfast
compared to those who do not have breakfast. Time for
sleep at afternoon of elementary school children showed a
significant positive relationship (p <0.05, r = 0.302) with
the score of Mathematics. This means that elementary
school children who have enough sleep at afternoon have
significantly higher mathematical score than those who do
not have enough naps.
Act
Breakfast habits of elementary school children must be
continually improved by parents of students, especially
mothers because based on research data elementary school
children who have breakfast habits have more brilliant
learning achievements expressed by the final test scores of
higher subjects. It is recommended that elementary school
children begin the habit of taking sleep at afternoon with
sufficient duration of sleep because based on the results of
the study nap time shows a significant positive relationship
with mathematical scores.
DISCUSSION
Correlation test results showed that there was no
significant relationship (p> 0.05) between breakfast habits
and student achievement. This means that the breakfast
habits of elementary school children do not necessarily
determine the poor and good achievement of elementary
school children. However, based on research data, the
tendency of the results of the final examination in
Mathematics, Science and English is better for students
who always have breakfast compared to those who do not
have breakfast.
Furthermore, the duration of sleep at afternoon of
elementary school children with learning achievement
showed a significant positive relationship (p <0.05, r =
0.302) with the score of Mathematics. This means that
students who always take a sufficiently sleep at afternoon
have a better mathematical score than students who have
never sleep at afternoon. While the duration of nighttime
sleep for elementary school children with learning
achievement shows a non-significant relationship (p>
0.05). This result was in line with Millman (2005) that
elementary school children need 9.2 hours to sleep, not
necessarily to have an impact on learning achievement.
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