Physiological Needs: Maslow's Hierarchy
Maslow as a highly influential person within the school of humanistic psychology categorized human needs in different levels in the form of a hierarchy which should be fulfilled for stimulating, directing, and sustaining the behavior of the individuals. The basic level to be attained in the hierarchy contains the physiological needs (Maslow, as cited in Coon, 2000). Every individual has a need to stay alive which requires the environment to fulfill the basic necessities of life to grow physically. For example, food is an essential commodity that is a source of energy for the human body to function properly, and clean water is an important element that reduces stomach problems thus improving the health conditions of individuals. 

Physiological Needs: Maslow's Hierarchy

Chapman (2004) included survival needs such as food, drink, shelter, warmth, sex, and sleep in the category of physiological needs for motivation which if satisfied, then the student concentrate on their academic achievements in the classroom. A lack of balance diet, clean water, shelter, and sleep which Alderfer (as cited in Boree, 2006) called survival needs increases the chances for the students to suffer from various diseases, due to which they are unable to concentrate on academic activities or tasks. In an evaluative study on the impacts of a school nutrition program under the direction of the world food program, Cueto and Chinen (2007) found that dropout rates in the schools were significantly reduced. 

Two groups of students were compared in different schools; one treatment group in which students benefited from the school program and another group, in which students did not take nutrition in the program was named the contrast group. Results showed that the nutrition program helped to reduce the dropout rates among the poorest and lowest-performing students in the treatment group than the similar type of students in the contrast group. An analysis of reading and memory test scores of the students in multiple grade schools showed the positive impact of the food program on their academic achievements. 

The high achievement of the students in the treatment group in performing learning activities was due to the time spent accomplishing academic tasks after receiving the food which was a longer period of time in the treatment group than the time spent by the students in the contrast group. Evaluation of the program revealed that it significantly impacted the situation in educational institutions, particularly in rural areas but it needed to monitor the implementation of the food programs. In research regarding the relationships between students’ sleep and their grade-point average Kelly, Kelly, and Clanton (2001) found that the students who had a routine of nine hours of sleep out of twenty-four hours reported higher GPAs than those who sleep six hours a day. 
Physiological Needs: Maslow's Hierarchy

The results supported the overall higher functioning of long sleepers as compared to short sleepers and the lower GPAs of the short sleepers pointed to a decreased ability to concentrate on education-related activities. Wade and Tavris (1996) argued that a student cannot worry about achievements when she/he is feeling hungry, or cold and have no access to medicine when sick. Students’ physiological needs such as food, sleep, water, shelter, and warmth must be fulfilled to maximize their potential for academic achievements.

References 


Boree, C. G. (2006). Abraham Maslow. Personality Theories. Shippensburg University. Retrieved May              13,2009 from http://www.webspace.ship.ed/cgboer/maslow.html

Ceuto, S., & Chinen, M. (2007). The educational impact of a school breakfast program in rural Peru.
International journal of educational development. 28, 132-148.

Chapman, A. (2004). Abraham Maslow’s hierarchy of needs motivational model. Businessballs.     
           England.Retrieved May 20, 2009, from http://www.businessballs.com/maslow.html

Coon, D. (2000). Essentials of psychology: Exploration and application (8th ed.). Australia: 
            Wardsworth.

Kelly, W. E., Kelly, K. E., & Clanton, R. C. (2001). The relationship between sleep length and grade-
            point average among college students – statistical data included. College student journal.                      Find Articles. Com. Retrieved September 20, 2009, from  
           
http://www.findarticles.com/p/articles/mi_m0FCR/is_1_35/ai_74221510/

Wade, C., & Tavris, C. (1996). Psychology (4th ed.). New York: HarperCollins