Chapter I

The Problem and Its Background

Introduction and Background

Sleep is not only a physiological drive but also a biological necessity. In today's fast-

paced world, though, a good night's sleep is often the first thing to go. The effects of inadequate

sleep are more than mere annoyances: they affect our mood and how we perform at school,

work, and home and behind the wheel. Lost sleep also accumulates over time; the more “sleep

debt” an individual incurs, the greater the negative consequences, according to researchers in the

field (Carskadon and Dement, 1981; Wolfson and Carskadon, 1998). Recent data have suggested

that sleep is important for memory consolidation and learning. Sleep deprivation results in

sleepiness and impaired neurocognitive and psychomotor performance. Research on adolescents

and sleep has been under way for more than two decades, and there is growing evidence that

adolescents are developmentally vulnerable to sleep difficulties.

Sleep loss is one of the common plagues of modern societies (Oginska H and Pokorski J,

2006). Inadequate sleep has been associated with a rainbow of physical and psychosocial health

deficits, including impaired ability to concentrate and retain information, mood

disorders, impaired motor skills, and poorer overall health and body’s natural defense

mechanism. A study by Brigham and Women’s Hospital shows how a regular bed time has a

significant impact on sleep, not just the number of hours slept. The research measured sleep and

circadian rhythms as well as the association to academic performance among college students.

“For the students whose sleep and wake times were inconsistent, classes and exams that were

scheduled for 9am were therefore occurring at 6am according to their body clock, at a time when
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performance is impaired. Ironically, they didn’t save any time because in the end they slept just

as much as those on a more regular schedule” (Charles A. Czeisler, PhD, MD).

The term “sleep hygiene” refers to a series of healthy sleep habits that can improve the

person’s ability to fall asleep and stay asleep. These habits are a cornerstone of cognitive

behavioural therapy, the most effective long-term treatment for people with chronic insomnia.

CBT can help you address the thoughts and behaviours that prevent you from sleeping well. It

also includes techniques for stress reduction, relaxation and sleep schedule management.

A number of behavioral patterns have been linked to academic performance, such as time

allocation (Macan TH, Shahani C, Dipboye RL, Phillips AP, 1990), active social ties (Gašević D,

Zouaq A, Janzen R, 2013), sleep duration and sleep quality (Curcio G, Ferrara M, De Gennaro L,

2006), or participation in sport activity. Most of the existing studies, however, suffer from biases

and limitations often associated with surveys and self-reports, particularly when measuring social

networks.

Statement of the Problem

This study aims to determine the effects of sleeping habits to the academic performance

of Grade 11 STEM students in Lagro High School.

Specially, it sought to determine the following:

1. How do sleeping habits affect the performance of the students?

2. What are the factors that affect the students’ sleeping habits?

3. What are the different sleeping habits that students have?

The research was conducted at Lagro High School. This study limits its coverage on

grade 11 STEM students. The primary data gathering method used was survey to determine the

effects of sleeping habits to the academic performance of the students. The research allows to

determine if proper sleeping habits help them to their studies or it has no effect to them.

This study considers every aspect of students’ sleeping habits that has an impact on their

academic performances such as their sleeping and study hours. This study will help the

researchers and the respondents on how the sleeping habits help us on our studies.

Significance of the Study

This study aims to give benefits to the following:

Students. This study will help students gain more knowledge regarding sleeping habits and how

they affect their academic performance. In addition, this may help them understand the

importance of sleeping habits as they affect their own academic importance.

Teachers. The results of this study are expected to help advisers understand why certain students

feel tardy or sometimes arrive late on their first classes and for the improvement of the students'

academic records. Through this study may LHS may improve and maintain its current image.

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Parents. Parents may be less worried about the grades of their children but they are expected to

encourage their children to have good sleeping habits as they have effects on their academic

performances.

Future researchers. This is to provide them reliable information and data for their studies in the

future and to allow them to further develop the study for more information.

Definition of Terms

To further enhance the knowledge of this study, the following words are interpreted:

Academic Performance. Refers to the overall grade the student attained given by his/ her

teacher in compliance to their learning activities.

Circadian Rhythm. A process that regulates the sleep- wake cycle of an individual.

Chronic Insomnia. Refers to having trouble falling asleep or staying asleep more than three

nights a week for three months or more.

Sleep Deprivation. An occurrence where an individual fail to get enough sleep.

Sleeping Habits. Refers to the behaviour pertaining to the duration of night sleep, time to go to

bed and time to rise of an individual.

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 Chapter II

Review of Related Literature

The reviews of related literature for this study focuses on the synthesis of ideas and

completed research relevant that helped the researcher to fully understand the whole concept of

the present study.

Review of Related Foreign Study

High school students attribute their poor sleep to anxiety, stress, and conflicting social

and work demands. The “stress associated with balancing multiple responsibilities” is the

principal reason given by High school students for inadequate sleep (Knowlden & Sharma, 2014,

p. 276). High school students’ perceptions of the causes and effects of their poor sleep determine

whether they take action to improve their sleep. Knowlden and Sharma used the health belief

model in their study at the University of Alabama to assess students’ sleep perceptions and to

recommend interventions to improve sleep. Knowlden and Sharma (2014) surveyed 188 students

about their health beliefs related to sleep behaviors. The researchers asked questions that

evaluated the students’ perceived susceptibility, perceived severity, perceived benefits, perceived

barriers, self-efficacy, sleep behavior, and cues to action for adequate sleep. The study indicated

that the short-term consequences of stress and concentration were the main motivators for

students to improve their sleep, rather than the long-term consequences of morbidity and

mortality. Other cues that motivated Highschool students to obtain an adequate sleep were

physical and mental fatigue. Additionally, self-efficacy for adequate sleep led to more sleep.

Self-efficacy behaviors for adequate sleep include “a bedroom environment conducive to

sleep schedule” (Knowlden & Sharma, 2014, p. 276). Therefore, short-term consequences,

physical and mental fatigue, and self-efficacy behaviors were identified as the key motivators for

high school students to improve their sleep behaviors.

Sleep deprivation would result in sleepiness during learning activities, with impairment

of cognitive abilities and psychological wellbeing. Medical training, with its immense workload

in a highly stressful environment, makes students especially vulnerable to poor sleep. This study

evaluated the impact of sleep quality and related factors on academic performance in medical

students of first academic year. (Thomas, P., Sundar, B.,2019). Sleep Quality, Day Time

Sleepiness and Academic Performance in First Year Medical Students. Adolescents today sleep

less and experience more daytime sleepiness symptoms as compared to previous generations.

During adolescence, sleep undergoes major changes: sleep duration and depth decrease, and

sleep Shifts towards evening hours. A tendency towards eveningness becomes evident during the

adolescent years as a result of internal and external influences on brain mechanisms regulating

sleep and circadian rhythm. Staying up late combined with early morning awakenings for school

easily lead to insufficient sleep and accumulation of sleep debt during the school week.

Adolescents typically attempt to pay back their sleep debt during weekends, especially by

sleeping in on weekend mornings. Since the combination of delayed bedtimes and early school

start times results in sleep debt for a large portion of the adolescent population, there is an

ongoing public debate on how to arrange school starting times that would be suitable, applicable,

and beneficial to adolescents’ health.

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 This study explored the relationship between academic performance, sleep deprivation,

and daytime sleepiness among Sudanese medical students. This cross-sectional study was

conducted on 108 medical students from Omdurman University during the period from June to

August 2014. Male and female students with excellent (A) and average (C) grades in the clinical

phases of their studies were chosen. A self-administered questionnaire was used to collect data.

The questionnaire contained questions about the following: subjective feelings of insufficient

sleep, feelings of sleepiness during class time, sleeping less than 6 h for six nights in a row,

smoking status, medical or neurological diseases, and daytime sleepiness as assessed by the

Epworth sleepiness scale. A significant difference (p < 0.001) was found between the A

(excellent) and C (average) groups regarding daytime sleepiness, insufficient sleep, sleeping less

than 6 h per night, and falling asleep while reading (p < 0.005). No significant difference was

reported regarding snoring or the subjective feeling of sleepiness during study hours. The study

underscores the enormous effects of sleep deprivation and daytime sleepiness on academic

performance among medical students. Larger multicenter studies are needed to examine the

causes and to implement preventive measures for the serious effects of these significant health

problems (Mirghani et al., 2015).

Inadequate sleep has detrimental effects on both students’ health and academic

performance. While college students may know this information, they often do not prioritize

sleep above other responsibilities of college life nor perceive their own health as being

threatened. The purpose of this quantitative, descriptive study was to determine the sleeping

habits and perception of its health effects among college students. In this study, 116 college

students in the Midwestern United States were surveyed. Participants completed a demographic

and a 19-item Likert-type survey about their sleep habits and their perception of its health
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effects. In this study, 61% of participants reported obtaining at least an average of 7 hours of

sleep per night. In addition, 77% of the participants reported taking naps during the day, with

51% of the naps lasting at least an hour. By comparing the participants’ sleeping habits with the

review of the literature, it was concluded that overall, participants did not have beneficial

sleeping habits. The majority of the participants (M=3.49; SD=0.57 on a 4- point Likert-type

scale), agreed that academics are affected because of the lack of sleep. In conclusion, college

students do not have beneficial sleeping habits (Adriansen, et al., 2017).

In 2005 a study had done by Hansen, Illinois, USA. Was initiated to examine the impact

of starting school on adolescent sleep, to compare weekday and weekend sleep times, and to

attempt to normalize the timing of the circadian sleep/wake cycle by administering bright light in

the morning. A survey among 2500 high-school students. Adolescents lost as much as 120

minutes of sleep per night during the week after the start of school, and weekend sleep time was

also significantly longer (approximately 30 minutes) than that seen before the start of school

(August). No significant differences were found between weekday sleep in the summer and

weekend sleep during the school year. Early-morning light treatments did not modify total

minutes of sleep per night, mood, or computer-administered vigilance test results. All students

performed better in the afternoon than in the morning. Students in early morning classes reported

being wearier, being less alert, and having to expend greater effort (Hansen M, Janssen I, et al).

Review of Related Local Study

The National Sleep Foundation recommends that adolescents (age 14–17 years) sleep 8 to

10 hours per night. Sleep loss is associated with cognitive dysfunction, decreased reaction time,

and poorer athletic performance. This study evaluated the effects of sleep on sports injury rate

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and academic and cognitive performance. Seventeen high school track and field athletes (7

males, 10 females, mean age 15.9 years) wore an actigraph device for 10 weeks and performed a

computerized neurocognitive assessment. Overall, 900 nights of nocturnal sleep data were

analysed. Total minutes in bed averaged 501 minutes (8 hours and 21 minutes) and total sleep

time averaged 378 minutes (6 hours and 18 minutes). Statistically significant correlations were

observed between mean total sleep time and age-adjusted scores for the neurocognitive domains

of episodic memory (p = .03) and fluid cognition (p = .03). Sleep loss in student-athletes may

result in greater cognitive difficulties and impair academic abilities in the classroom (Patel, A.

R., et. al).

Being sleepy in class can have a vital impact on the academic performance of a student.

Lack of sufficient and adequate sleep can be harmful and even deadly. It is a basic necessity of

life and important part of learning. This study utilized descriptive and correlational design to

examine 119 senior high Electrical Installation and Maintenance (EIM) students who were

selected through simple random sampling. Findings revealed that 88 percent of the students were

sleep deprived and they usually sleep for less than 6 hours only. Two of the reasons of sleeping

late were using of Facebook and Messenger account and playing mobile games. The third reason

was making assignments and homeworks. The most prevalent classroom behaviours were:

students were sleepy during class discussions and they slept in class during vacant periods and

the third prevalent behavior was they felt tired during classes. Sixty-one percent of the students

have a general average of 75-79 which is only fairly satisfactory and 29 percent have 80-84

grade which is only satisfactory in the K-12 grading system. There was a significant negative

relationship (cc=-0.420 and p= 0.000) between number of hours of night sleep and sleepiness

classroom behavior. This suggested that the less number of hours of night sleep is correlated to
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high occurrence of sleepiness classroom behavior. There was a significant positive relationship

(cc= 0.627 and p= 0.000) between number of hours of night sleep and academic performance.

This suggested that the high number of hours of night sleep is associated to high academic

performance. On the other hand, students with less sleep had low academic performance. There

was a significant negative relationship (cc=-0.544 and p= 0.000) between sleepiness classroom

behavior and the academic performance. This implied that high occurrence of sleepiness

classroom behavior is associated to low academic performance. The implications may serve as

basis for policy makers, school administrators and teachers to educate students including the

parents on the proper use of mobile phones and other gadgets. The parents need to set sleeping

time or lights-off rules and regulate the use of mobile phones. Sleeping time or routine shall be

imposed. School administrators and teachers need to craft a well-planned and well-designed

policy on giving assignments and homeworks to attain high scholastic achievement (Catenza, G.

NHS, Tunga, L.,2020).

Review of Related Foreign Literature

Many teenagers do not believe they are getting enough sleep to remain alert at school and

stay healthy, research suggests. It reveals girls are more concerned about their sleeping habits

than boys, and that youngsters are more likely to say they are not getting enough as they get

older. More than one in four 14 and 15-year-old girls (28%), and just over a fifth of boys of the

same age (22%) do not think they sleep enough to concentrate on their studies, according to the

Schools Health Education Unit. Their findings, drawn from surveys of thousands of

schoolchildren aged from 10 to 15, show that fewer 12 and 13-year-olds are concerned about

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lack of sleep affecting their classwork. A fifth (20%) of Year 8 girls, and 16% of boys said that

the amount of sleep they normally get is not enough for them to stay alert and concentrate on

lessons. The research shows the proportions of youngsters who are concerned about the impact

lack of sleep has on their health, with 17% of 12 and 13-year-old boys and the same number of

girls saying they don't think get enough to stay healthy. This rose to 22% among 14 and 15-year-

old boys (Year 10) and 27% of girls of the same age. Overall, 80% of Year 8 boys and 78% of

Year 8 girls said that they get eight hours or more sleep a night, this fell 65% for Year 10 boys

and girls (McGeorge D., 2018).

Sleep habits and problems play a vital role in determining sleep quality. We describe

sleep habits and problems among medical students and assess their possible effect on self-

reported academic performance. Methods. We conducted a cross-sectional study among medical

students at the University of Ghana during the 2014/2015 academic year. Data was collected

using the Pittsburgh Sleep Quality Index (PSQI), a self-report questionnaire that assesses sleep

quality over a 1-month time interval. Results. 153 medical students were recruited comprising 83

(54.2%) females and 70 (45.8%) males with a mean age of 23.1 ± 2.4 years. The mean duration

of night sleep was 5.7 ± 1.2 hours; 88 (57.5%) students had sleep latency of 10-30 minutes while

18 (11.8%) woke up nightly. 23 (15%) students experienced nightmares, 13 (8.5%) snored at

night, and only one student reported coffee intake of 2-3 times daily. Sleep quality was poor in

86 (56.2%) and was significantly associated with sleep latency, morning tiredness, daytime

sleepiness during lectures, academic performance, living conditions, leisure time, frequency of

nocturnal awakenings, waking up due to noise, sleep walking, and nocturnal awakening to use

washroom. There was also a significant positive relation between sleep quality and academic

performance.
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 The field of memory and sleep is controversial and extremely interesting, and the

relationships between thought processes, i.e. cognition and sleep, have recently been examined in

a variety of clinical and basic research settings, as well as being the object of intense interest by

the general public. For example, there are data which demonstrate that insomnia, as well as

specific sleep disorders, can have a negative impact on sleep cognition as well as affect daytime

patterns of cognitive functioning. Thus, sleep, disturbed sleep and the lack of sleep appear to

affect cognitive and memory functions. An International Workshop dealing with Sleep and

Cognitive Function: Research and Clinical Perspectives was convened in Cancún, Mexico, 1–4

March 2015 under the auspices of the World Health Organization Worldwide Project on Sleep

and Health and the World Federation of Sleep Research Societies. A great number of areas of

intersection between sleep and cognitive function were examined during, the course of the

Workshop, such as aging, cognition and sleep and the dream process and sleep. The results of

these discussions are included in a WHO publication. In the present report we concentrate on

presenting a summary of a coherent set of data which examine memory consolidation during

sleep and the impact of insomnia on cognitive functions (Roth T, Silva J, A., Chase M, H.,

2016).

Review of Related Local Literature

The students whose GPA was lower were associated with lesser sleep duration had sleep

deprivation. The cognitive functions of college students like memory, attention, concentration

was also impaired. Academic performance and cognitive functions of the students who were

sleep deprived was poor. Hence, appropriate sleep is integral part of better academic

performance and cognitive function (Rose, S. R, 2018).

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 There is increasing concern for sleeplessness-related risks in modern society. Some

recent epidemiological data seem to support the view that many segments of the adult population

have chronically inadequate sleep. On the other hand, some experts claimed that our core, basic

amount of sleep is around 6 h per night, and that the rest of our sleep can be easily curtailed,

being unnecessary to fulfil any sleep need. However, experimental data on the effects of both

acute and cumulative partial sleep deprivation (PSD) consistently point out that sleep restriction

has substantial negative effects on sleepiness, motor and cognitive performance and mood, as

well as on some metabolic, hormonal and immunological variables. As chronic PSD may have

serious long-term adverse health effects, it should be avoided in the general population. In the

short-term, the effects of sleep curtailment seem to accumulate linearly, while the effects of long-

term PSD should be further investigated, as the few available studies are flawed by

methodological weaknesses. On the other hand, there is evidence that extending sleep by 2–3h

beyond the norm produces only marginal benefits for an average individual. Finally, it is

underlined that, as large individual differences do exist in the need for sleep, the search for the

sleep need may be vain. A somatotypology, taking into account age, gender and the position in

both the slept-alert and the morningness- eveningness continuum, should help in the search for

the actual individual sleep need (Ferrara M., De Gennaro L., 2017).

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 Chapter III
Methodology

This chapter will explain the method adopted by this research. This will mention every

component involved in conducting this research from population, population frame and sampling

techniques used for the interview. Finally, this chapter provides a detail explanation of the

selected mode of analysis used and data collection method.

Research Design

The researchers used case study as the research design of the thesis paper. According to

Yin (2006), case study research is best applied when the research addresses descriptive or

explanatory questions: what happened, how, and why? It is also good for describing a situation

or phenomenon occurring in the present, where in-depth description is useful and where the

researcher does not need to manipulate events. Also, based from Woodside (2010, pp. 2-3) the

usefulness of case study research lies in the fact that it encourages research methods that help

measure thinking over an ongoing period, for example by multiple interviews. The researchers

aim to identify the effects of sleeping habits to the academic performance of the students. The

Case study will be used in identifying different sleeping habits the students have and how it

affects their academic performance in school.

The researchers used Purposive or Judgement sampling, which can be also called

selective or subjective sampling. According to Arikunto (2010:183), purposive sampling is the

process of selecting sample by taking subject that is not based on the level or area, but it is taken

based on the specific purpose. It is a form of non-probability sampling in which researchers rely

on their own judgment when choosing members of the population to participate in their study.

This method of sampling is of great use for pilot testing. It will limit the researchers on the

number of their respondents. The respondents will come from STEM 11 students of Lagro High

School S.Y. ’19- ’20 who are reachable and convenient to the researchers.

Research Locale

This study will be conducted at Lagro Senior High School STEM Building, 3 rd floor. It is

located at Ascencion Ave., Cor. Misa de Gallo St. Lagro Subd., Quezon City.

Research Instrument

The researchers will use interview and open- ended survey as research instruments. An

audio- visual type of interview is conduced to allow the convenience of the interviewee and the

interviewer. It allows the interviewee to concentrate on asking and observing the interviewee’s

answer and body language than concentrate on taking notes. The interview is in a semi-

structured, in which the interviewer does not strictly follow a formalized list of questions.

According to Gary Dessler, an interview is a procedure designed to obtain information from a

person’s oral response to oral inquiries. The open- ended survey is for the variant of the answer

which help the respondents to give their insights without covering their answers.

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Data Gathering Procedure

The researchers used two methods of gathering procedures to collect relevant and

important data to achieve the research objectives of the study. The researchers aim to identify the

kind of sleeping habits and its effects to the academic performance of the STEM Grade 11

students of Lagro High School. The first method that the researchers used is gathering data from

the internet and library materials such as articles, blogs, textbooks and journals. This research

also used the used the method of interviewing. The interview questions were written in the

English language but to ensure proper responses from the participants, the interview questions

were also conducted using Filipino language. The responses were translated to English.

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