RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Corelation between stress level and sleep of high school students

Table of Contents

Introduction ................................................................................................................................... 2
Statement of Task......................................................................................................................... 2
Variables: ....................................................................................................................................... 3
Materials: ........................................................................................................................................ 3
Course of action ........................................................................................................................... 3
Chi-square test:......................................................................................................................... 4
Pearson’s correlation coefficient and Regression line ..................................................... 6
Sophisticated mathematical tool ............................................................................................. 13
Chi square test ........................................................................................................................ 13
Observed Frequency table-............................................................................................... 14
Expected Frequency Table- .............................................................................................. 14
Calculation of CHI-SQUARE- ............................................................................................ 14
CHI SQUARE TEST (GDC): ................................................................................................ 16
calculation of degree of freedom-.................................................................................... 16
Calculation of critical value- ............................................................................................. 16
Comparison of results: ...................................................................................................... 17
Result of (chi square) ......................................................................................................... 17
Pearson correlation coefficient and Regression line .......................................................... 17
Linear regression(𝒂𝒙 + 𝒃) and line of best fit: .............................................................. 17
Conclusion ................................................................................................................................... 19
Limitations: .................................................................................................................................. 20
Validity of Data: ........................................................................................................................... 20
Bibliography ................................................................................................................................ 21
Appendix: ..................................................................................................................................... 22

P a g e 1 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Introduction

Stress is widely described as any kind of change causing physical, emotional or

mental pressure. One of the familiar stress victims are students. The stress of the

student is driven by factors like financial pressure, commitment, familial

expectations, time limits and workload. Although stress is helpful and motivating,

excess stress can interfere with daily routine activities.1 Stress can negatively affect

the sleep schedule as when under pressure and anxious it gets difficult to relax and

sleep. Stress and the amount of sleep has been a well-studied subject matter as can

be seen in various theoretical and empirical researches. Regardless of the various

confounding variables affecting results in this field, studies have tested their

relationship. Patients of stress disorders show disturbed sleep schedules as per

various reports which also indicates the relation in stress of daily life and sleep.

However, fine and deeper analysis is required to conclude about this area of

research as the studies are limited by subjective reports. Amount of sleep that an

individual receives depends on various factors such as Age, eating habits, lifestyle of

the person etc. Science has determined the amount of sleep necessary for people of

different age. This research evaluated the amount of sleep received by individuals

with different stress levels.

Statement of Task

Being a high school student, I understand and deal with the pressure of studies,

university, family and social relations. The stress of becoming the best in all the

aspects brings about changes in our daily life routines. Acknowledgement of such

links encouraged me to explore them. I realized a relation between my sleep cycle

1
https://psychcentral.com/blog/stress-management-tips-for-students#1
P a g e 2 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

and stressful days, I slept more when I was under stress to relax and get over It.

However, talking to my peers I discovered that some of them do not sleep at all until

the work is done and the stress is released. Considering my observations, I feel that

stress can lead to drastic imbalance in sleep schedule. The main aim of my

investigation was to explore this area by conducting survey of 100 high school

students and analyse the data to investigate the relation between the stress levels

and amount of sleep of high school students. And how one influences the other.

Leading to the formation of my research question:

“To what extent does the stress level influence the amount of sleep of high school

students?

Variables:

Dependant- Amount of sleep received

Independent- Stress level

Materials:

 Website to make and distribute survey form.

 MS Excel to process, analyse, represent the data.

 Graphic display calculator for calculations.

Course of action

1. Design a survey questionnaire with relevant questions regarding sleep and

stress levels.

2. Carry out the survey online using google forms by sending the forms to high

school students of 16 to 19 years of age in contact via mail and WhatsApp.

3. Receive answers from 100 respondents and move to using the data for

analysis.

4. Assign points to the perceived stress level using 4 pointer scale.

5. Analyse 16 survey questions (8 stress & 8 Sleep related) using frequency

table, mean, median, percentage, probability, and represent using different

types of graph each.

6. Carry out Chi Square test manually and evaluate the data and finding.

7. Calculate the chi-square value using GDC and the tally the value with the

previous results.

8. Calculate the degree of freedom

9. Calculation of critical value.

10. Comparing results of critical value with the chi-square value and -significance

level with the p-value.

11. Perform Pearson Corelation Coefficient test/line of Regression with line of

best fit and find the formula using GDC and analyse the findings.

12. Acknowledge the limitations and conclude the findings and calculation while

accepting or rejecting the hypothesis.

Chi-square test:

Chi-Square test (𝑥 2 ) is a statistical tool used to test the association between two

categorical variables. It determines the relation between the variables by allowing

to compare their frequency and significant differences.2

The steps stated below will be followed to Calculate the chi-square value (𝑥 2 ):

2
“SPSS Tutorials: Chi-Square Test of Independence.” LibGuides, libguides.library.kent.edu/spss/chisquare.
P a g e 4 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Step-1: State the null hypothesis (𝐻0) and the alternative hypothesis (𝐻1).

Null hypothesis is the statement to be proved or checked.

Alternative hypothesis is the statement negative to the null hypothesis.

 (𝐻0)- The variable1 and variable 2 are independent to each other.

 (𝐻1)- The variable 1 and variable 2 are not independent to each other.

Step-2: Fill the observed frequency table with frequencies of the two variables to

be tested.

Step-3: calculation of expected frequencies by using the formula

(𝑟𝑜𝑤 𝑡𝑜𝑡𝑎𝑙) (𝑐𝑜𝑙𝑢𝑚𝑛 𝑡𝑜𝑡𝑎𝑙)

Step-4: Calculation of chi-square value (𝑥 2 ) using formula:

(𝑓𝑜−𝑓𝑒)2
 𝑥2 = ∑ 𝑓𝑒

 Subtract the corresponding expected value from each observed value

(𝑓𝑜 − 𝑓𝑒).

 Square the difference [(𝑓𝑜 − 𝑓𝑒)2 ] for each cell.

 Divide the values obtained in the table by the expected value for each cell

[(𝑓𝑜 − 𝑓𝑒)2 / 𝑓𝑒 ].

 Add all the values for [(𝑓𝑜 − 𝑓𝑒)2 / 𝑓𝑒 ] to find the chi-square value.3

Step-5: calculation of degree of freedom by using formula

3
“The Chi Square Statistic.” Scribd, Scribd, www.scribd.com/document/209164299/Chi-Square-Statistics.
P a g e 5 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

 Degrees of freedom= (total number of rows-1) × (total number of columns-

1)

Step-6: calculating the critical value (𝑥 2 Critical) which varies from 1%, 5%, 10%

significance level.

Step-7: calculate the chi-square using GDC and tally the result.

Step-8: comparison of chi square value and the critical value

 If the𝑥 2 < 𝑥 2 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 - Accept the null hypothesis (𝐻0)

 If the 𝑥 2 > 𝑥 2 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 – Reject the null hypothesis (𝐻0)

Pearson’s correlation coefficient and Regression line

Regression line is used describe the trend of values in a data set. It helps to

predict the values of dependent variable when given the independent value. That

to estimate the value of 𝑦 when 𝑥′𝑠 value is given.

Along with regression line, correlation analysis is also used as it helps to

measure the strength of the relationship between the variables. The scatter plot is

plotted before a regression analysis is conducted to observe the increasing or

decreasing relation between these two variables. A straight-line or linear

relationship is the shortest relationship between two variables. Simple linear

regression analysis finds the straight line that best fits the data.

The steps to calculate Pearson’s correlation coefficient and find the regression

line are as follows:

1. Press F1 (GRPH) then F1 (GRPH) and then again F1 (CALC).

2. After the Scatter graph is visible press F2 (𝑥) then F1 (𝑎𝑥 + 𝑏)

P a g e 6 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

3. "𝑎" attribute is the slope. " 𝑏 " attribute is the 𝑦 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡. The 𝑟 is the

correlation coefficient value.

4. Push F6 (DRAW) to show the line on the graph.4

Data Analysis:

Graph 1: Age and gender of the respondents to the survey.

Analysis: This 3D bar graph represents the number of males and females who

responded to the survey questionnaire. The graph segregates them according to the

age. It can be observed that highest number of participants of a group were males of

17 years of age. The lowest number of participants were males of 16 years this is 5

students. All in all, males and females were 50 each.

Table 1: T-TEST Q1-How often do you feel upset because of something on

average?5

H0: µ = 2

H1: µ ≠ 2

𝑆𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑙𝑒𝑣𝑒𝑙 = 0.05

4
“ Linear Regression.” Regression Lines, math.hws.edu/javamath/ryan/Regression.html.
5
Appendix 2- Table 1:

P a g e 7 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

𝑑𝑓 = 3 , 𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒 = ±3.824, 𝑠𝑥 = 0.74427102

𝑇 𝑇𝑒𝑠𝑡 = 33.0524747

𝑃 𝑣𝑎𝑙𝑢𝑒 = 0.00003

𝐴𝑠, 𝑃 𝑣𝑎𝑙𝑢𝑒 < 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑡 𝑙𝑒𝑣𝑒𝑙 𝑎𝑛𝑑 𝑡 𝑡𝑒𝑠𝑡 > 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒

, 𝑖𝑡 𝑟𝑒𝑗𝑒𝑐𝑡𝑠 𝐻0 𝑎𝑛𝑑 𝑎𝑐𝑐𝑒𝑝𝑡𝑠 𝐻1

∴ 𝑤𝑒 𝑐𝑎𝑛 𝑐𝑜𝑛𝑐𝑙𝑢𝑑𝑒 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑚𝑒𝑎𝑛 𝑓𝑟𝑒𝑞𝑢𝑒𝑛𝑐𝑦 𝑜𝑓 𝑓𝑒𝑒𝑙𝑖𝑛𝑔 𝑢𝑝𝑠𝑒𝑡 𝑜𝑛 𝑠𝑐𝑎𝑙𝑒 𝑜𝑓 1 𝑡𝑜 4 𝑖𝑠 𝑛𝑜𝑡 2

𝑊ℎ𝑖𝑐ℎ 𝑚𝑒𝑎𝑛𝑠 𝑜𝑛 𝑎𝑛 𝑎𝑣𝑒𝑟𝑎𝑔𝑒 𝑡ℎ𝑒 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑑𝑜 𝑛𝑜𝑡 𝑓𝑒𝑒𝑙 𝑢𝑝𝑠𝑒𝑡 𝑠𝑜𝑚𝑒𝑡𝑖𝑚𝑒𝑠.

Table 2: SPEARMAN’S CORRELATION COEFFICIENT Q2,13-Relationship

between the frequency of feeling stressed and the quality of sleep. 6

Spearman’s rank = -0.3684681941

Analysis: The spearman’s rank correlation coefficient indicates a weak and negative

relation between the frequency of feeling stressed and quality of sleep which means

that students with high frequency of feeling stressed have a low quality of sleep.

However, the relation between these variables is weak.

Table 3: Chi squared Goodness test Q3- How confident are you about handling

personal problems? 7

𝐻𝑜: 𝑃1 = 0.25, 𝑃2 = 0.25, 𝑃3 = 0.25, 𝑃4 = 0.25

𝐻1: 𝑎𝑡 𝑙𝑒𝑎𝑠𝑡 𝑜𝑛𝑒 𝑜𝑓 𝑃1 ≠ 0.25, 𝑃2 ≠ 0.25, 𝑃3 ≠ 0.25, 𝑃4 ≠ 0.25

(2 − 25)2 (37 − 25)2 (44 − 25)2 (17 − 25)2

ꭕ2 = 43.92

𝑃 𝑣𝑎𝑙𝑢𝑒 = 0.00001

6
Appendix 3- table 2:
7
Appendix 4 – Table 3:
P a g e 8 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

𝑑. 𝑓 = 3, 𝑆𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑐𝑒 𝑙𝑒𝑣𝑒𝑙 = 5% (0.05)

𝑆𝑖𝑛𝑐𝑒, 𝑝 𝑣𝑎𝑙𝑢𝑒 < 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑐𝑒 𝑙𝑒𝑣𝑒𝑙, 𝑖𝑡 𝑟𝑒𝑗𝑒𝑐𝑡𝑠 𝐻𝑜 𝑎𝑛𝑑 𝑎𝑐𝑐𝑒𝑝𝑡𝑠 𝐻1,

∴ 𝑤𝑒 𝑐𝑎𝑛 𝑐𝑜𝑛𝑐𝑙𝑢𝑑𝑒 𝑡ℎ𝑎𝑡 𝑡ℎ𝑒 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 ℎ𝑎𝑣𝑒 𝑎 𝑣𝑎𝑟𝑖𝑒𝑑 𝑐𝑜𝑛𝑓𝑖𝑑𝑒𝑛𝑐𝑒 𝑙𝑒𝑣𝑒𝑙.

Table 4: Conditional probability Q4,11- relationship between the frequency of

difficulties and poor sleep.8

𝑓𝑎𝑣𝑜𝑢𝑟𝑎𝑏𝑙𝑒 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
Conditional Probability =
𝑡𝑜𝑡𝑎𝑙 𝑜𝑢𝑡𝑐𝑜𝑚𝑒𝑠
Example:
Probability that student who always face difficulties will have poor sleep for 1-2
nights of the week:
𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑓𝑎𝑐𝑒 𝑑𝑖𝑓𝑓𝑖𝑐𝑢𝑙𝑡𝑖𝑒𝑠 𝑎𝑙𝑤𝑎𝑦𝑠 𝑎𝑛𝑑 ℎ𝑎𝑣𝑒 𝑝𝑜𝑜𝑟 𝑠𝑙𝑒𝑒𝑝 𝑓𝑜𝑟 1 − 2 𝑛𝑖𝑔ℎ𝑡𝑠 𝑖𝑛 𝑎 𝑤𝑒𝑒𝑘
=
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 𝑎𝑙𝑤𝑎𝑦𝑠 𝑓𝑎𝑐𝑒 𝑑𝑖𝑓𝑓𝑖𝑐𝑢𝑙𝑡𝑖𝑒𝑠
5
=
9
= 0.56

Analysis: We can infer from the conditional probability above that the probability of

students who face difficulties always to have poor sleep for 1-2 nights in a week is

0.56 which is quite high.

Table 5: Percentage Q5- How often do you feel that things are going well for

you?9
Formula:

𝑪𝒉𝒐𝒔𝒆𝒏 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚
𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 = × 𝟏𝟎𝟎
𝑻𝒐𝒕𝒂𝒍 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚

Analysis: From this table, we can conclude that high school students mostly feel

that things are going well for them which is contrasting to their response to their

8
Appendix 5- table 4:
9
Appendix 6- table 5:
P a g e 9 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

perceived stress level and faced difficulties. The chart shows that the majority of 46

% students feel that things go well for them sometimes, followed by 41% students

who feel often, while only 9 students never feel that things are going well for them.

Table 6: Average Q6- How often are you able to manage your stress? 10
∑𝑓𝑥
Mean value =
∑𝑓

260
= = 2.6
100

𝑀𝑜𝑑𝑒 = 3 (𝑂𝑓𝑡𝑒𝑛)

Analysis: From the mean calculated it can be observed that on an average,

students feel that they are able to manage their stress sometimes or often. The

mode calculated is 3 that is most students believe that they can manage their stress

often.

Table 7: Box whisker Q7- Have you taken help from anyone for stress

management till now?11

Graph 2: Box whisker

𝑄1 = 13.75

𝑄3 = 32.25

𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑣𝑎𝑙𝑢𝑒 = 51

10
Appendix 7- table 6:
11
Appendix 8- table 7:
P a g e 10 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Analysis: The Box whisker displayed above is for the help taken for stress

management by the students the minimum value is 7 of those who needed

help but couldn’t receive. The maximum is 51 of those who have taken help.

Table 8: Spearman’s correlation Q8,14- relation between stress level and time

taken to fall asleep.12

Spearman’s rank 0.2751091874

Analysis: The spearman’s rank correlation coefficient indicates a weak and positive

relation between the stress level and time taken to fall asleep which means that

students with high stress level will also take more time to sleep. However, the

relation between these variables is weak.

Table 9: Cumulative frequency Q9-What amount of sleep do you get on a daily

basis?13

Graph 3: What amount of sleep do you get on a daily basis?

Analysis: The above 2D cumulative frequency curve and calculations are about the

amount of sleep received by students on daily basis. Where we can see only 3

students sleep for 10 to12 hours whereas, 45 students sleep for 6 to 8 hours daily

12
Appendix 9- table 8:
13
Appendix 10- table 9:
P a g e 11 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

followed by 26 students for 4 to 6 hrs. we can infer that 77 students sleep less than 8

hours of required sleep.

Table 10: Percentage Q10-How often do you feel rested after sleep?14

Formula:

𝑪𝒉𝒐𝒔𝒆𝒏 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚
𝑷𝒆𝒓𝒄𝒆𝒏𝒕𝒂𝒈𝒆 = × 𝟏𝟎𝟎
𝑻𝒐𝒕𝒂𝒍 𝑭𝒓𝒆𝒒𝒖𝒆𝒏𝒄𝒚

Analysis: The percentage table demonstrates the frequency for feeling rested after

sleeping of the high school students. we can observe that maximum of 47% students

claim to feel rested sometimes, with 13 students who never, 26 who often and, 14

students who always feel rested out of 100. we can analyse that approximately half

of the students feel rested sometimes only.

Table 11: Box whisker Q12- How often do you feel sleepy during day time while

working?15

Graph 4: How often do you feel sleepy during day time while working?

𝑀𝑖𝑛𝑖𝑚𝑢𝑛 𝑣𝑎𝑙𝑢𝑒 = 10

𝑄1 = 16.75

𝑄3 = 28.75

𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑣𝑎𝑙𝑢𝑒 = 49

14
Appendix 11- table 10:
15
Appendix 12- table 11:

P a g e 12 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Analysis: The Box whisker displayed above is for the frequency of feeling sleepy

during day time and the minimum value is 10 of those who never feel sleepy.

The maximum is 49 of those who sometimes feel sleepy.

Table 12: Chi Squared Goodness Test Q15 How many times does your sleep

get disturbed at night?16

𝐻𝑜: 𝑃1 = 0.2, 𝑃2 = 0.2, 𝑃3 = 0.2, 𝑃4 = 0.2, 𝑃5 = 0.2

𝐻1: 𝑎𝑡 𝑙𝑒𝑎𝑠𝑡 𝑜𝑛𝑒 𝑜𝑓 𝑃1 ≠ 0.2, 𝑃2 ≠ 0.2, 𝑃3 ≠ 0.2, 𝑃4 ≠ 0.2, 𝑃5 ≠ 0.2

2
(39 − 20)2 (35 − 20)2 (22 − 20)2 (2 − 20)2 (2 − 20)2
ꭕ = + + + +
20 20 20 20 20

ꭕ2 = 61.9

𝑃 𝑣𝑎𝑙𝑢𝑒 = 0.00001, 𝑑. 𝑓 = 4

𝑆𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑐𝑒 𝑙𝑒𝑣𝑒𝑙 = 5% (0.05)

𝐴𝑠, 𝑝 𝑣𝑎𝑙𝑢𝑒 < 𝑠𝑖𝑔𝑛𝑖𝑓𝑖𝑐𝑎𝑛𝑐𝑒 𝑙𝑒𝑣𝑒𝑙 ,𝑖𝑡 𝑟𝑒𝑗𝑒𝑐𝑡𝑠 𝐻𝑜 𝑎𝑛𝑑 𝑎𝑐𝑐𝑒𝑝𝑡𝑠 𝐻1.

∴ 𝑤𝑒 𝑐𝑎𝑛 𝑐𝑜𝑛𝑐𝑙𝑢𝑑𝑒 𝑡ℎ𝑎𝑡 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑖𝑚𝑒𝑠 𝑡ℎ𝑎𝑡 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑔𝑒𝑡 𝑑𝑖𝑠𝑡𝑢𝑟𝑏𝑒𝑑 𝑖𝑠 𝑣𝑎𝑟𝑖𝑒𝑑.

Table 13: Probability Q16- Does a stressful day affect your sleep?17

Analysis: The table above indicates that the probability that a student feels, a
stressful day affect their sleep is only 0.23 whereas that for a student being not sure
about it is the highest of 0.39.

Sophisticated mathematical tool

Chi square test

(𝐻0)- The perceived stress level and amount of sleep is independent of each other.

16
Appendix 13- table 12:
17
Appendix 14- table 13:
P a g e 13 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

(𝐻1)- The perceived stress level and amount of sleep is not independent of each

other.

Observed Frequency table-

Stress↓/Sleep→ less than 4 to 6 hrs 6 to 8 hrs 8 to 10 10 to 12 Total

4 hrs hrs hrs

Very high 0 2 4 1 0 7

High 1 7 11 4 0 23

Low 4 12 19 15 3 53

very low 1 5 11 0 0 17

Total 6 26 45 20 3 100

Expected Frequency Table-

Stress↓/Sleep→ less than 4 4 to 6 6 to 8 8 to 10 10 to 12 Total

hours hours hours hours hours

Very high 0.42 1.82 3.15 1.4 0.21 7

High 1.38 5.98 10.35 4.6 0.69 23

Low 3.18 13.78 23.85 10.6 1.59 53

Very low 1.02 4.42 7.65 3.4 0.51 17

Total 6 26 45 20 3 100

Calculation of CHI-SQUARE-

𝑓𝑜 𝑓𝑒 (𝑓𝑜 − 𝑓𝑒) (𝑓𝑜 − 𝑓𝑒)2 (𝑓𝑜 − 𝑓𝑒)2 /𝑓𝑒

P a g e 14 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

0 0.42 -0.42 0.1764 0.4200000

1 1.38 -0.82 0.6724 0.1046377

4 3.18 0.85 0.7225 0.2114465

1 1.02 -0.40 0.1600 0.0003922

2 1.82 1.79 3.2041 0.0178022

7 5.98 5.62 31.5844 0.1739799

12 13.78 6.02 36.2404 0.2299274

5 4.42 -5.35 28.6225 0.0761086

4 3.15 -0.60 0.3600 0.2293651

11 10.35 10.31 106.2961 0.0408213

19 23.85 15.82 250.2724 0.9862683

11 7.65 -2.78 7.7284 1.4669935

1 1.40 -22.85 522.1225 0.1142857

4 4.60 -6.60 43.5600 0.0782609

15 10.60 13.41 179.8281 1.8264151

0 3.40 1.98 3.9204 3.4000000

0 0.21 -3.42 11.6964 0.2100000

0 0.69 -2.65 7.0225 0.6900000

3 1.59 7.60 57.7600 1.2503774

0 0.51 -0.51 0.2601 0.5100000

TOTAL 12.0370817

P a g e 15 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

2
(𝑓𝑜 − 𝑓𝑒)2
ꭕ = ∑
𝑓𝑒

= 12.0370817

CHI SQUARE TEST (GDC):

ꭕ2 = 12.0370817

𝑃 𝑉𝑎𝑙𝑢𝑒 = 0.44270617

𝑑. 𝑓 = 12

calculation of degree of freedom-

Degree of freedom = (Total number of rows − 1) × (Total number of coloun − 1)

= (4 − 1 ) × (5 − 1)

= 3×4

= 12

Calculation of critical value-

Significance Level 1%=0.01 5% = 0.05 10% = 0.10

Critical Value 26.217 21.026 18.594

Considering the significance level of 5% for our value of degree of freedom that is 12

we get 21.026 as our critical value.

P a g e 16 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Comparison of results:

1. Chi-Square (𝑥2calc) with Critical (𝑥2 critical) Value-

The chi Square value is less than the Critical Value for both 5% and 10%

significance level that is (12.04< 21.026) and (12.04<18.594) respectively as

our degree of freedom is 12. Since the 𝑥2calc < 𝑥2 critical we accept the Null

Hypothesis (𝐻0)and reject the alternative hypothesis (𝐻1).

2. P-Value with significance level-

As the P-value generated in the GDC (0.443) for our data is greater than the

significance level (0.05) we accept the null hypothesis (𝐻0) and reject the

alternative hypothesis (𝐻1).

Result of (chi square)

The results of chi-square test indicate that no significant relation exists between the

two variables stress level and amount of sleep of high school students. The null

hypothesis is accepted as the chi-square value is less than the critical value at the

significance level of 5 and 10 percent of the degree of freedom value 12, for our

data. To support this finding, we can consider the P-value which is less than the

significance level of 0.05%. So, we can accept Null hypothesis (𝐻0) and reject the

Alternative hypothesis (𝐻1). Therefore, we conclude that perceived stress level and

amount of sleep is independent of each other.

Pearson correlation coefficient and Regression line

Linear regression(𝒂𝒙 + 𝒃) and line of best fit:

Table of values:

Stress level reported Stress level 4 pointer scale Frequency

P a g e 17 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Very High 4 7

High 3 23

Low 2 53

Very low 1 17

TOTAL 100

Hours of sleep as per Mid- value for hours of Frequency

question sleep

Less than 4 hrs (0 to 4) 2 6

4 to 6 hrs 5 26

6 to 8 hrs 7 45

8 to 10 hrs 9 20

10 to 12 hrs 11 3

TOTAL 100

Calculation on GDC:

𝑎 = −0.775

𝑏 = 8.385

𝑟 = −0.3233027

𝑟 2 = 0.1.452469

𝑦 = 𝑎𝑥 + 𝑏

𝑦 = −0.775𝑥 + 8.385

P a g e 18 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Result of regression

The value of 𝒓 = − 0.3233027 which is very close to 0 indicating that the correlation

between 𝑎 and 𝑏 is very weak and negative. so, the Alternative Hypothesis (𝐻1) has

to be rejected and Null hypothesis (H0) be accepted. Hence, according to this tool,

the perceived stress level and amount of sleep is independent of each other in case

of high school students.

Conclusion

As expressed through the mathematical tools used, it is quite evident that the

perceived stress level and amount of sleep of students is independent of each other.

However, this being a vast topic with numerous confounding variables it is difficult to

reach a conclusion. The chi-square value is less than the critical value at the

significance level of 5 and 10 percent of the degree of freedom value 12, for our

data. Which shows that the null hypothesis (𝐻0) is to be accepted stating that the

perceived stress level and amount of sleep is independent of each other To support

this finding, we can consider the P-value which is less than the significance level of

0.05%. Further, we used linear regression to eliminate the limitation of using only

one mathematical tool. We found that the value of Pearson's product moment

correlation coefficient, r, lies between 0 and -0.5, which again tells us that the

correlation is very weak and thus the alternative hypothesis is rejected. Hence, the

null hypothesis is true that the perceived stress level and amount of sleep is

independent of each other. Therefore, stress level does not affect the hours of sleep

of high school students. Apart from these 2 tools other statistical analysis tools were

used to interpret the data and it was observed that overall the relationship between

P a g e 19 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

the sleep and stress level in high school students is quite weak according to our

experiment.

Limitations:

1. The number of subjects should have been higher in terms of achieving a

distinct result.

2. Age limit was kept (16-19)

3. There may have been a few false answers from few of the respondents.

4. The stress level is subjective and self-reported.

Validity of Data:

It should be taken into account that I collected the data from 107 people from age

group of 16 to 19 years from which 100 responses were chosen. Maximum data was

from 17 years old students who would be going through major life changes and

perceive stress more intensely than any other age. The gender of the selected

respondents was also balanced to 50% each. However, if the research was done by

experts and had a wider range of response, it could produce significantly different

outcomes. Therefore, we can state that the findings of the research are valid to the

data that has been used and calculated in this study only.

P a g e 20 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Bibliography

“18 Student Stress Survey Questions for Questionnaire + Template.” QuestionPro,

www.questionpro.com/survey-templates/student-stress/.

“Chi-Square Test of Independence.” Statistics Solutions, 10 Mar. 2020,

www.statisticssolutions.com/non-parametric-analysis-chi-

square/#:~:text=The%20critical%20value%20for%20the,the%20level%20of%2

0significance%20(typically%20.&text=If%20the%20observed%20chi%2Dsquar

e,null%20hypothesis%20can%20be%20rejected.

“Sleep Survey Questions for Questionnaires.” QuestionPro, 31 Aug. 2020,

www.questionpro.com/blog/sleep-survey-questions/.

“Stress Survey Template & Questions.” SurveyMonkey,

www.surveymonkey.com/mp/stress-survey-template/.

Zach. “How to Read the Chi-Square Distribution Table.” Statology, 6 Jan. 2020,

www.statology.org/how-to-read-chi-square-distribution-table/.

“The Chi Square Statistic.” Chi Square Statistics,

math.hws.edu/javamath/ryan/ChiSquare.html.

“Linear Regression.” Regression Lines,

math.hws.edu/javamath/ryan/Regression.html.

Malik, Sam. “Stress Management Tips for Students.” Psych Central, Psych Central,

3 Feb. 2016, psychcentral.com/blog/stress-management-tips-for-students#1.

P a g e 21 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Wazir, Ibrahim, et al. Mathematics: Applications and Interpretation for the IB

Diploma. Pearson Education Limited, 2020.

Hease, Michael, et al. Mathematics: Core Topics SL: for Use with Analysis and

Approaches SL, Applications and Interpretation SL. Hease Mathematics, 2019.

Hease, Michael, et al. Mathematics: Applications and Interpretation SL. Hease

Mathematics, 2019.

Appendix:

Appendix 1- Questionnaire:
Name:

Age (in years):

a. 16

b. 17

c. 18

d. 19

Gender:

A. Male

B. Female

C. Other

Stress Measurement:

1. How often do you feel upset because of something on average?

a. never

b. sometimes

c. often

P a g e 22 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

d. always

2. How often do you feel nervous and stressed?

a. never

b. sometimes

c. often

d. always

3. How confident are you about handling personal problems?

a. not confident

b. less confident

c. very confident

d. fully confident

4. How often do you feel that there are too many difficulties for you to

overcome?

a. never

b. sometimes

c. often

d. always

5. How often do you feel that things are going well for you?

a. never

b. sometimes

c. often

d. always

6. How often are you able to manage your stress?

a. never

b. sometimes
P a g e 23 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

c. often

d. always

7. Have you taken help from anyone for stress management till now?

a. yes

b. no

c. you need but couldn't

d. you never needed

8. In general, how would you describe your Stress level?

a. very high

b. high

c. low

d. very low

Sleep Schedule:

9. What amount of sleep do you get on a daily basis?

a. less than 4 hrs

b. 4 to 6 hrs

c. 6 to 8 hrs

d. 8 to 10 hrs

e. 10 to 12 hrs

10. How often do you feel rested after sleep?

a. never

b. sometimes

c. often

d. always

11. In a week how often do you get poor sleep at night?

a. never

b. 1-2 nights

c. 3-4 nights

d. 5-6 nights

e. whole week

12. How often do you feel sleepy during day time while working?

a. never

b. Sometimes

c. Often

d. Always

13. In your opinion, how would you rate your quality of sleep?

a. very bad

b. bad

c. average

d. good

e. very good

14. How long do you take to fall asleep?

a. doesn't take time

b. less than 15 mins

c. 15-30 mins

d. 30-45 mins

e. 45-60 mins

f. more than 1 hr

15. How many times does your sleep get disturbed at night?

a. never
P a g e 25 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

b. once

c. twice

d. thrice

e. more than thrice

16. Does a stressful day affect your sleep?

a. no

b. maybe

c. sometimes

d. yes

Appendix 2- Table 1:

Frequency of feeling upset Scale pointer Number of students

Never 1 6

Sometimes 2 51

Often 3 34

Always 4 9

Total 100

P a g e 26 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Appendix 3- table 2:
Frequency of feeling 4 pointer scale Spearman’s rank Frequency

stressed or nervous

Never 1 2.5 4

Sometimes 2 26.5 44

Often 3 70.5 44

Always 4 96.5 8

TOTAL 100

Quality of sleep 5 Pointer scale Frequency

Very bad 1 1.5 2

Bad 2 9 13

Average 3 35 39

Good 4 70.5 31

Very good 5 93 15

TOTAL 100

Appendix 4 – Table 3:

Confidence level of handling problems Number of students Expected frequency

Not Confident 2 25

Less Confident 37 25

Very Confident 44 25

Fully Confident 17 25

Total 100 100

P a g e 27 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Appendix 5- table 4:

Frequency of

difficulties↓/Frequency of poor 1-2 3-4 5-6 Whole

sleep→ Never Nights Nights Nights week TOTAL

Never 4 3 1 1 1 10

Sometimes 9 33 9 3 3 57

Often 0 12 3 5 4 24

Always 0 5 3 0 1 9

Total 13 53 16 9 9 100

Appendix 6- table 5:

Frequency of things going well No. of students Percentage

Never 9 9%

Sometimes 46 46%

Often 41 41%

Always 4 4%

Total 100 100%

P a g e 28 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Appendix 7- table 6:

Frequency of being able to 4 pointer scale (x) Number of (fx)

manage stress students (f)

Never 1 9 9

Sometimes 2 37 74

Often 3 39 117

Always 4 15 60

∑𝑓 = 100 ∑𝑓𝑥 = 260

Appendix 8- table 7:

Help for stress management Number of students

Yes 51

No 26

You need but couldn’t 7

You never needed 16

Total 100

P a g e 29 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Appendix 9- table 8:

Level of perceived stress 4 pointer scale Spearman’s rank Number of students

Very low 1 9 17

Low 2 44 53

High 3 82 23

Very high 4 97 7

Total 100

Time taken to fall asleep (x) mins Spearman’s rank Number of students

Doesn’t take time 0 6.5 12

Less than 15 mins 7.5 23.5 22

15-30 mins 22.5 50.5 32

30-45 mins 37.5 72.5 12

45-60 mins 52.5 82 7

More than 1 hr >60 93 15

Total 100

P a g e 30 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Appendix 10- table 9:

Amount of sleep received Frequency (f) Upper Class Cumulative

(Class Interval) frequency (Cf)

0-4 hrs 6 4 6

4-6 hrs 26 6 32

6-8 hrs 45 8 77

8-10 hrs 20 10 97

10-12 hrs 3 12 100

Total 100

Appendix 11- table 10:

Frequency of feeling rested after sleep Number of students Percentage

Never 13 13%

Sometimes 47 47%

Often 26 26%

Always 14 14%

Total 100 100%

P a g e 31 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Appendix 12- table 11:

Frequency of feeling sleepy during the day Number of students

Never 10

Sometimes 49

Often 19

Always 22

Total 100

Appendix 13- table 12:

Number of times that sleep gets Number of Expected frequency

disturbed students

Never 39 20

Once 35 20

Twice 22 20

Thrice 2 20

More than thrice 2 20

Total 100 100

P a g e 32 | 33
RQ- DOES STRESS LEVEL EFFECT THE HOURS OF SLEEP IN HIGH SCHOOL STUDENTS?

Appendix 14- table 13:

Stress affect sleep Number of students Probability

No 18 0.18

Maybe 39 0.39

Sometimes 20 0.2

Yes 23 0.23

Total 100

P a g e 33 | 33