SLEEPING HABITS AND ACADEMIC PERFORMANCE IN DESIGN 2

OF 1ST YEAR CAFAE STUDENTS IN THE

UNIVERSITY OF MINDANAO

In partial fulfillment of the Requirements

in GE 4- Mathematic s in the Modern World
2nd Term, 2nd Semester, SY 2020-2021

Charles Jourdan Polido

Jared Gabriel V. Ortiz
Chun Anthony D. Yee
Cyrus jed Maligang
Bhibie Glen S. Iyana

March 2020
I. Introduction

A. Background of the study

Many students have struggled in the school setting. Some students may have
difficulty with their social skills, others may have learning problems, and others may
just have difficulty adjusting to the high demands that school can place on a student,
making it difficult for them to succeed in any realm of the school setting, socially or
academically. The school system, today, is designed to meet the needs of the student.
There are resources available to assist a student by establishing an environment or
educational program most conducive for his / her optimal learning. In order to achieve
this, the entire network around the student (teachers, parents, counselors, and school
officials) must get to the root of the problem.
The lack of an adequate amount of sleep has been shown to have many effects
on an individual. Diminished alertness and cognitive performance, impaired reaction
time, attention, working memory, and logical reasoning are only a few of the effects
that the lack of an adequate amount of sleep can have on a person; all of which
suggest a decrease in brain activity and function (Hampton, 2015).
Scientists estimate that 80% of Americans are chronically sleep-deprived
(Munson, 2000). With this being the case, some experts are beginning to wonder if
this widespread sleep deprivation is having an unrecognized effect on society's
brainpower and creativity (Boyce & Brink, 2004). In a person who is sleep-deprived,
one part of the brain shuts down while other parts will kick in to help compensate,
leading to the impairment of many skills such as memory, alertness, and attention
span. These are extremely vital skills that a student must possess in order to do well
in school at any grade level. Regardless of the brain's attempt to overcome this sleep
deprivation, a sleep-deprived person cannot perform mental tasks as well as someone
who is well-rested (DeNoon, 2000).
Overlooking the element of sleep during student's evaluation could lead to a
misdiagnosis of some other nonexistent problem. Something as simple as the lack of
sleep can be the solution to many of the problems that a student is having in school
(Hampton, 2005).
B. Statement of the Problem
The main purpose of this study is to know if sleeping habits is related to the
academic performance of first year CAFAE students in the University of Mindanao.
Specifically, this study aims to answer the following questions:
1. What is the level of sleeping habits of the students?
2. What is the level of the student’s academic performance?
3. Is there a significant relationship between sleeping habits and academic
performance of the students?
C. Hypothesis
There is no significant relationship between the sleeping habits and the
academic performance of first year CAFAE students in the University of Mindanao.
D. Theoretical and Conceptual Framework
This study is anchored to a study conducted by Lowry, Dean, & Manders (2010)
examining the relationship between grade-point average (GPA) and sleep, in terms of
quality and quantity. Surveys were administered to college students around the
campus of the University of Minnesota in order to assess the levels of sleep
deprivation and sleep quality of collegiate sleeping behaviors. Six variables were
analyzed from the participants' surveys: sleep quality as assessed by the Groninger
Sleep Quality Questionnaire, academic success, and four different aspects of sleep
quantity. These aspects included number of nights spent with less than five hours of
sleep during the past week as well as during an average week, number of hours of
sleep obtained in an average night, as well as the number of “all-nighter's” the students
had pulled in the past year. Results indicated a significant positive correlation between
amount of sleep per night with GPA, and a significant negative correlation between
average number of days per week that students obtained less than five hours of sleep
and GPA.
There are various confounding variables that relate to the study. Since a large
part of the information obtained for the study is through self-report, we assume that all
of the students will fill out any logs or questionnaires with honesty and integrity. Also,
we 4 are looking at academic performance; therefore, we must assume that the quality
of teaching is the same with all of the students.

Sleeping Habits of 1st Academic Performance of

year CAFAE Students 1st year CAFAE Students

(Independent Variable) (Dependent Variable)

Figure 1. Theoretical and Conceptual Framework of the study.

The independent variables in this study will be the amount of sleep by first year
CAFAE students. The dependent variable being studied is in turn the students'
academic performance.
E. Literature Review
Academic Performance and Sleep
In a study conducted by Trockel, Barnes, & Egget (2000) evaluating health-
related variables on academic performance, sleep had the largest effect on semester
GPA than the other health-related variables of exercise, nutrition, mental health, stress
management, and time management (Jensen, 2003). It was found out that the
relationship between sleep habits and higher GPA had the most significant
relationship with a significance level of p<0.001.
 The total population of students within the sample had an average of seven or
eight hours of sleep a night. There were only two participants that reported obtaining
less than five hours of sleep a night. The study may have been more thorough if they
possibly had a larger sleep-deprived sample than just two students.
Another aspect of sleep and its effects on academic performance was
evaluated in a study that was performed to determine the relationship between sleep
length and GPA among college students (Kelly, Kelly, & Clanton, 2001). The study
categorized a group of 148 students into three groups: short sleepers, average
sleepers, and long sleepers. Short sleepers obtained less than six hours of sleep a
night, average sleepers slept from seven to eight hours a night, and long sleepers
slept more than nine hours a night.
Participants were asked to fill out a questionnaire based on their average sleep
length and then they were asked to self-report their GPA. The study failed to find a
significant difference between average sleepers and short sleepers, and also a
significant difference between average sleepers and long sleepers.
Knowlden and Sharman (2014) stated, "Individuals with inadequate sleep are
more likely to report absenteeism, unintentional sleep during work hours, as well as
work-related accidents" (p. 271). Along with performance at work and in everyday
activities, students' sleep can have a negative result mentally and emotionally. "Sleep
restriction increases human error rate, diminishes drive and motivation, and curtails
emotional coping and stress-managing capacities" (Knowlden & Sharman, 2014). For
employed students, Knowlden and Sharman (2014) suggested that stress related to
multiple responsibilities restricted them from receiving the appropriate amount of sleep
at night. Melton, Bigham, Bland, Bird, & Fairman (2014) found that "the presence of
media devices in the bedroom has been associated with a delayed bedtime and a
significant loss in sleep" (Melton et al., 2014). A decrease in the use of technology had
the capability to help improve sleep habits (Melton et al., 2014).
The demands of academic performance can add high levels of stress and sleep
deprivation in students. Insufficient sleep can produce negative effects (Hirshkowitz
et al., 2015) poor academic performance (Orzech et al., 2011); produce daytime
sleepiness, and irritableness, (Orzech et al., 2011). Good sleep hygiene (Hershner &
Chervin, 2014) such as a routine schedule, restriction of caffeine and the effects of
napping are identified. The relationship of sleeplessness to weight (Vargas et al.,
2014) and the use of technology in bed (Melton et al., 2014) are also discussed. This
data identified a need to investigate the college students sleeping habits and
perceptions to identify if further intervention is needed.

II. METHODS
This chapter presents the research steps and procedures that were applied by
the researchers in the study. It provides information about how the study was
conducted. Presented are the research design, research instrument, and data
analysis.
 A. Research Design
This study employs the descriptive correlational deisgn in gathering data
and information necessary to solve the problems stated at the previous chapter.
Using survey questionnaires to selected individuals and the method of
comparison and contrast to sort out, asses and site out relevant information
needed in this research.

B. Research Respondents
This research utilizes the twenty (20) students of the CAFAE 1st year college
of the University of Mindanao. There are ten (10) survey questionnaires thatr
were handed to the two gender types, the male and female. Ten (10) male
respondents and ten (10) female respondents answered the survey
questionnaires.

C. Research Instrument
The instrument used in the study are adapted questionnaires from
Herrmann, Palmer, Sechrist, & Abraham (2018). The questionnaires were
designed in a way that it shall meet the main objective of the study which is to
determine the sleeping habits and academic performance of the selected
students to be tallied and assessed accordingly.

D. Data Analysis
The statistical tools to be used in this study are the mean and the Pearson-
r correlation coefficient. The mean will be used to determine the levels of the
sleeping habit and academic performance of the 1st year CAFAE students of
the University of Mindanao, respectively.
Meanwhile, the Pearson-r correlation coefficient will be used to determine if
the is a significant relationship between the sleeping habits and the academic
performance of the 1st year CAFAE students of the University of Mindanao.

III. Results and Discussion

A. Results and Discussion

From the data gathered and analyzed, the following results were obtained:

1. The level of sleeping habits of 1st year CAFAE students of the University of
Mindanao.
Report
SH_MEAN
Mean N Std. Deviation
2.920 20 .2441

Table 1. Mean of the sleeping habits of 1st year CAFAE students of the University of
Mindanao.

From Table 1, the mean generated from the data gathered is equivalent to
2.920 which can be interpreted that the sleeping habits of the students are
 on average. Which implies that sometimes their sleep environment is calm
and quiet. It also implies that they sometimes have a consistent bedtime
routine and time of sleep. In addition, it also implies that sometimes it takes
them more than 30 minutes to sleep at night.

2. The level of academic performance of 1st year CAFAE students of the

University of Mindanao.

Report
AP_MEAN
Mean N Std. Deviation
3.315 20 .2207

Table 2. Mean of the academic performance of 1st year CAFAE students of the University
of Mindanao.

From Table 2, the mean generated from the data gathered is equivalent to
3.315 which can be interpreted that the academic performance of the
students is slightly above average which implies that students sometimes
concentrate better in class and pay attention and listen during every
discussion. Also, the result implies that the students sometimes make their
selves ready in all their subjects and make just enough efforts in doing
difficult assignments.

3. Relationship of the sleeping habits and the academic performance of the

students.
Correlations
SH_MEAN AP_MEAN
SH_MEAN Pearson Correlation 1 .082
Sig. (2-tailed) .731
N 20 20
AP_MEAN Pearson Correlation .082 1
Sig. (2-tailed) .731
N 20 20
Table 3. Pearson-r Correlation of the Sleeping Habits and Academic Performance of 1st
year CAFAE students of the University of Mindanao

As shown in Table 3, we can see that there is no significant relationship

between the sleeping habits and the academic performance of 1 st year CAFAE
students of the University of Mindanao. The result can mean that a student’s
sleeping habits does not significantly affect his/her academic performance. Thus,
if a student has a poor sleeping habit, it does not mean that they will automatically
have a low or failing academic performance. Similarly, the result may also imply
that even if a student has a good sleeping habit, it does not mean that they will
automatically have a high or passing grade.
 B. Conclusion

From the results of the study, we can draw the following conclusions:

1. The level of sleeping habit that the 1st year CAFAE students of the
University of Mindanao have is average which implies that their sleep
environment is sometimes calm and quiet. It also implies that they
sometimes have a consistent bedtime routine and time of sleep. In addition,
it also implies that sometimes it takes them more than 30 minutes to sleep
at night;
2. The level of academic performance that the 1st year CAFAE students of the
University of Mindanao have is slightly above average which implies that
students sometimes concentrate better in class and pay attention and listen
during every discussion. Also, the result implies that the students
sometimes make their selves ready in all their subjects and make just
enough efforts in doing difficult assignments; and
3. From the results of the Pearson-r correlation, we can conclude that the
hypothesis is true. There is no significant relationship between the sleeping
habits and academic performance of the 1st year CAFAE students of the
University of Mindanao. Thus, if a student has a poor sleeping habit, it does
not mean that they will automatically have a low or failing academic
performance. Similarly, the result may also imply that even if a student has
a good sleeping habit, it does not mean that they will automatically have a
high or passing grade.

IV. REFERENCES

Boyce, N. & Brink, S. (2004). The secrets of sleep. U.S. News and World
Report, 136(17), 58-66.

DeNoon, D. (2000). Lack of Sleep Takes Toll on Brain Power. WebMD Medical
News Article. Retrieved from the world wide web:
http://my.webmd.com/content/article/21/1728 54980.

Hampton, T. (2005). Impact of The Lack of Sleep on Academic Performance in

College Students. Retrieved from the world wide web:
https://rdw.rowan.edu/cgi/viewcontent.cgi?article=2009&context=etd.

Herrmann, M., Palmer, A., Sechrist, M., & Abraham, S. (2018). College
Students’ Sleep Habits and Their Perceptions Regarding Its Effects on
Quality of Life. International Journal of Studies in Nursing, 3(2). Retrieved
from the world wide web:
https://www.researchgate.net/publication/322761770.
Hershner, S., & Chervin, R. (2014). Causes and consequences of sleepiness
among college students. Nature and Science of Sleep, 6, 73-84. Retrieved
from the world wide web: https://doi.org/10.2147/NSS.S62907.

Hirshkowitz, M., Whiton, K., Albert, S. M., Alessi, C., Bruni, O., Doncarlos, L., .
. . Adams Hillard, P. J. (2015). National Sleep Foundation's sleep time
duration recommendations: Methodology and results summary. Sleep
Health, 40-43. Retrieved from the world wide web:
https://doi.org/10.1016/j.sleh.2014.12.010.

Jensen, D. (2003). Understanding Sleep Disorders in a College Student

Population. Journal of College Counseling, 6, 25-32.

Kelly, W., Kelly, K., & Clanton, R. (2001). The Relationship Between Sleep
Length and Grade-Point Average Among College Students. College
Student Journal, 35(1), 84-88.

Knowlden, A. P., & Sharman, M. (2014). Health belief structural equation model
predicting sleep behavior of employed college students. Family and
Community Health, 37(4), 271-278. Retrieved from the world wide web:
https://doi.org/10.1097/FCH.0000000000000043

Lowry, M., Dean K., & Manders K. (2010). The Link Between Sleep Quantity
and Academic Performance for the College Student. Undergraduate
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Melton, B., Bigham, L., Bland, H., Bird, M., & Fairman, C. (2014). Health-related
behaviors and technology usage among college students. American
Journal of Health Behavior, 38(4), 510-518. Retrieved from the world wide
web: https://doi.org/10.5993/AJHB.38.4.4.

Munson, B. (2000). About Sleep Deprivation. Nursing, 30(7), 77.

Orzech, K. M., Salafsky, D. B., & Hamilton, L. A. (2011). The state of sleep
among college students at a large public university. Journal of American
College Health, 59(7), 612-619. Retrieved from the world wide web:
https://doi.org/10.1080/07448481.2010.520051.

Vargas, P. A., Flores, M., & Robles, E. (2015). Sleep quality and body mass
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 SLEEPING HABITS AND ACADEMIC PERFORMANCE IN DESIGN 2 OF 1ST YEAR
CAFAE STUDENTS OF THE UNIVERSITY OF MINDANAO

Name (Optional): _________________________ GPA: ___________

Sex: _____________
Age: ________________

Instruction: Kindly check the number that corresponds to the statement.

5- Always 4- Often 3- Sometimes 2- Rarely 1- Never
5 4 3 2 1
Sleeping Habits
1. My sleep environment is calm and quiet.
2. I use technology in bed prior to falling asleep (e.g.
cell phone, TV/radio, computer, iPad)

3. I wake up at a consistent time in the morning.

4. Sleep and study spaces are separate.
5. I have a consistent bedtime routine.
6. I go to sleep at a consistent time at night.
7. It takes me more than 30 minutes to fall asleep.
8. I am awake for more than 30 minutes during the
night.
9. I use natural aids to help me sleep. (e.g. teas or
melatonin).
10. I use medication (prescription or OTC) to help me
sleep.

Academic Performance
1. I can concentrate better if I have good quality sleep
the previous night.
2. I get higher scores in my exam if I have good
quality of sleep the previous night.
3. I made myself ready in all my subjects.
4. I pay attention and listen during every discussion.
5. I actively participate in every discussion.
6. I gain focus when I see technical problems.
7. I enjoy homework and activities because they help
me improve my skills in every subject.
8. I exert more effort when I do difficult assignments.
9. Solving problems is useful hobby for me.
10. I want to get good grades in every subject.