Exploring students' study time, sleep duration, and perceptions of course difficulty on final examination results: A cross-sectional study.

Abstract

Objective: To evaluate the possible association between student final exam scores and student-reported measures of study time, sleep duration, perception of course difficulty, and grade satisfaction.

Methods: A 4-item questionnaire was administered to 354 3rd-quarter students during finals week. Students were asked to report their study time, sleep duration the night prior to the exam, and perception of course difficulty as well as grade satisfaction using a 5-point Likert scale response prior to taking the exam. The relationship between exam scores from the immunology and endocrinology courses and those 4 items were analyzed.

Results: We found the grade satisfaction and total scores before the final exam and sleep duration had a positive relationship with final exam scores (immunology: r = .29, r = .56, and r = .22, p < .01; endocrinology: r = .41, r = .42, and r = .26, p < .01). In contrast, a negative relationship between the perceptions of course difficulty and the final exam score was found (immunology: p < .01, r = -.15; endocrinology: p < .01, r = -.32). Surprisingly, study time did have a significant correlation with final exam scores (p > .05).

Conclusion: Adequate sleep the night prior to an examination was positively associated with the exam scores. Study time for the final exam did not correlate with final exam scores. There may be a need for schools to consider the potential impact student sleep habits have on academic performance and to distribute this information to students.