CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction, theoretical framework, statement of

the problem, hypothesis, scope and delimitation, conceptual framework,

significance of the study and definition of terms.

Introduction

Sleep is an essential aspect of our lives. It affects our physical and mental

health, and as a student, it has a significant impact on our academic

performance. A good night’s sleep is crucial to our cognitive abilities, including

memory, focus, and attention, all of which are necessary for successful academic

careers.

For all senior high students, the two extra years of senior high school in the

Philippine educational system is a challenging circumstance. They had a lot of

academic responsibilities, including homework, individual projects, practices,

exam preparation, and other tasks which made up for a higher percentage of

their final grade. It follows that the fact that these students are overburdened with

projects is not surprising. Since individual projects take a lot of time, students

often stay up late finishing them and preparing for the examinations the next day.

Thus, these students take the risk of developing health issues later if they don't

improve the quality of their sleep.

1
 For many students, staying awake all night to study is common practice.

According to Medical News Today (2019), around 20 percent of students pull all-

nighters at least once a month, and about 35 percent stay up past three in the

morning once or more weekly. Here In the Philippines, Arceo-Dumlao (2014)

have said that based on the research done by Sun Life Financial Asia, almost

half of the Filipinos sleep less than six hours a day. Poor quality sleep has

significant impacts on daytime behavior and academic performance, as well as

concentration, attention, and mood.

Furthermore, quality of sleep is associated with sleep duration, sleep

latency, sleep efficiency and after sleep on set. The given factors of sleep quality

are the basis in determining students’ quality of sleep which mediates to its

academic performance.

The focus of this study was to assess the student's ability to perform

academically in relation to his or her quality of sleep. Even though a vast amount

of time in adolescence is spent learning and improving education, according to

Shochat et al., (2014) there is a large gap in research examining the relationship

of sleep and academic functioning and performance.

This research is significant as it addresses the pressing issue of

inadequate sleep among students, which has a detrimental impact on their

academic performance and overall engagement in school-related activities. The

2
primary objective of this study was to examine and determine the relationship

between sleep quality and academic performance among senior high school

students at La Patria College.

Theoretical Framework

The proposed study aims to explore the explore the experiences and

relationship between hours of sleep and the academic performance of senior

high school students. To understand the phenomenon, the study will draw upon

three theoretical frameworks:(1) the theory of Sleep Deprivation and Cognitive

Function, (2) Achievement Motivation Theory, and (3) Self-Regulation Theory.

The theory of Sleep Deprivation and Cognitive Function emphasizes how

the lack of sleep disrupts attention, memory, and executive function-all the

building blocks of successful performance at school. Recent work, such as Lo et

al. (2016), has demonstrated that even partial sleep deprivation accrued over

several days leads to cognitive impairments comparable to those after total sleep

deprivation, as with students staying up all night. This means that such students

are bound to show low academic performance because of the declined cognitive

ability. The Two-Process Model of Sleep Regulation, as argued by Borbély

(1982), explains this relationship based on biological reasoning, it describes the

interrelationship between homeostatic sleep drive and circadian rhythms, which

regulates sleep. Some of the disturbances, which are particularly brought about

3
by academic stress, can cause poor quality sleep with subsequent daytime

sleepiness and low concentration, as conceptualized by Roeser et al. (2016).

In addition, The Achievement Motivation Theory suggests that students'

academic achievement motivation influences their sleep patterns. The newer

work of Asarnow et al. (2017) articulates this theory. Some students with high

achievement motivation may sacrifice sleep time to pursue learning when faced

with intensive academic pressures, which is associated negatively with the

quality of their sleep and with daytime cognitive functions. On the other hand,

students who have low levels of academic motivation devalue the importance of

good sleep which can lead to further disturbances in pursuing toward better

achievement in academics. Lastly, Self-Regulation Theory establishes that

students towards regulating their behavior have a direct connected on their

academic success, this extends to sleep habits. Clearly, the student with good

self-regulation can get enough rest since student recognizes the importance of

maintaining their energy through sufficient rest and therefore improved cognitive

functioning.

4
 Conceptual Framework

INPUT PROCESS OUTPUT

1. What is the level of the Data Gathering and

academic performance of Procedure:
 Permission Letter
the respondents?
 Approved  Factors that
2. What are the Research influence the
experiences of senior Instrument experiences of
 Data Collection having inadequate
high school students
through sleep.
regarding low quality of  Relationship
administering
sleep? questionnaire between quality of
 Organization of sleep and academic
1.1 Average Sleeping
students’ response performance.
Hour  Researcher will
 Statistical analysis
1.2 Sleep Habits conduct a seminar
of data
emphasizing of
3. Is there a significant  Interpretation of
having low quality
data of sleep.
relationship between the
quality of sleep and
academic performance?

Feedback

Figure 1: Paradigm of the Study.

This study used the input-process-output model and focusing on the

relationship between students' poor sleep quality and academic

performance. Figure 1 represented the study's conceptual framework, which

consisting of three diagrams. Input-process-output model. The input consisted of

5
the students' sleep quality, which was supported by two sub-variables: duration

and efficiency. On the other side, the method is based on a survey questionnaire

and statistical analysis. The output is an analysis of the relationship between

students' sleep quality and academic performance. This output determined the

relationship of the variable and provided knowledge to students, teachers, and

future researchers.

Statement of the Problem

This study aims to explore the relationship between sleep duration and

academic performance among senior high school students, it also addresses the

growing concern about the negative impact of Quality of sleep on academic

achievement.

Specifically, it aimed to answer the following questions.

1. What is the level of the academic performance of the respondents?

2. What are the experiences of senior high school students regarding low

quality of sleep?

1.1 Average Sleeping Hour

1.2 Sleep Habits

3. Is there a significant relationship between the quality of sleep and

academic performance?

6
Hypotheses

Ho: There is a no significant relationship about the low quality of sleep and

academic performance of Senior High School Student.

Ha: There is a significant relationship about the low quality of sleep and

academic performance of Senior High School Student.

Scope and Delimitations

This study seeks to find out the relationship of the sleep quality and the

grade of academic performance of grade 11 and grade 12 students at La Patria

College, during their first semester. The researcher used total enumeration and

equal allocation sampling in allocating respondents.

However, there are some limitations to the study. First, the study excluded

participants based on their educational level and skipped students from other

schools and other institutions, rendering the study as focused on senior high

school students. Second, is that this study has a sample size of only 195

respondents. This limits the scope of experiences and variables that may be

influencing quality sleep overall and, by extension, academic performance. Other

psychological conditions or disorder which may affect sleep were not included,

nor would it consider other factors such as physical performance that could have

an indirect impact upon sleep quality. Those exclusions narrowed down the

7
scope of study and, therefore, could only be associated with relevance in more

limited contexts or a different population.

Significance of the Study

This study provided significant insights into the role of quality of sleep in

the academic performance of senior high school students at La Patria College. It

offered significant benefits to the following:

Students. This study can assist students in avoiding sleep deprivation and

minimizing the negative effects of insufficient sleep.

Parents. This study will help parents to make sure that their children have

sufficient sleep to make a better academic performance.

Teachers. This research will recommend that teachers reduce activities and

projects and communicate to their students two days before the deadline to avoid

rushing and insufficient sleep.

Future Researcher. This study serves as a valuable guide for future researchers

that have interest in exploring the effect and relationship of quality of sleep on the

academic performance of students.

Definition of Terms

To give more information of this study, the following words were hereby

defined operationally on how they are connected and related to the study.

8
Academic performance. 𝖳𝗁e extent to which a student, teacher, or institution

has attained their short or long-term educational goals and is measured either by

continuous assessment or (𝖦𝖶𝖠) general weighted average.

Relationship. It is defined as how two or more concepts, objects, or people are

connected, or the state of being connected. In this study, it refers to the

association or connection between sleep deprivation and academic performance

among La Patria College students.

Sleep duration. The quantity of time that a person sleeps. Sleep duration may

be measured for just one sleep period or over the course of a 24-hour day.

Sleep quality. is defined as an individual's self-satisfaction with all aspects of the

sleep experience.

Students. An individual who is actively engaged in learning, typically within an

educational institution such as a school or university. These individuals serve as

the designated respondents for the research conducted in this study, providing

valuable insights and data to contribute to the investigation's objectives and

outcomes. In this study, it refers to the Senior High School Students of La Patria

College.

9
 CHAPTER II

RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies on the

different variables from local and foreign sources. This also includes the

synthesis of the study.

Related Literature

Foreign Literature

Quality sleep is essential for effective learning, memory consolidation, and

maintaining focus during classes. Sleep is one of the most important parts of our

day, re-energizing the body’s cells, clearing waste from the brain, and supporting

learning and memory (Lab Change, 2021). Insufficient sleep can lead to

decreased focus and memory, which can compound one another. A lack of focus

results in incomplete information retention, and inadequate neural connections

are made while learning. Additionally, sleep deprivation can lead to irritability,

anxiety, and difficulty concentrating (Cusack, 2024). These effects are especially

prevalent in students, affecting both their emotional stability and academic

10
performance. Sleep deprivation is also linked to increased stress and depression,

further complicating day-to-day life and study abilities (Cusack, 2024).

While the relationship between sleep and academic success has been

explored in medical literature for a long time, the results have been mixed. A

meta-analysis by Jalali et al. (2021) found that while there is a positive

relationship between sleep quality and duration, and a negative relationship with

sleepiness, the association with academic achievement was found to be trivial.

Neuroscience studies have shown that sleep deprivation negatively affects

working memory and cognitive function (Neurosci, 2020), which in turn affects

academic performance (Worley, 2018). Vyas (2023) emphasized the importance

of adequate sleep for children and teenagers, with sleep deprivation associated

with various academic performance and memory issues. Similarly, Feld et al.

(2016) suggested that sleep disruption, such as staying up late to study,

negatively impacts memory and academic performance. The National Sleep

Foundation (2019) recommends that students get 6 to 8 hours of sleep to

perform well academically. Suni and Singh (2023) further stressed the

importance of a consistent sleep pattern to ensure quality rest and optimal

performance, highlighting the role of the body clock and circadian rhythm.

Some studies contradict this, suggesting sleep deprivation may not

always harm academic performance. Muro et al. (2023) found that during exam

periods, students who slept poorly had higher performance than those who slept

well, suggesting that sleep deprivation could have a temporary boost for some

students. However, a significant body of literature, including Zeek (2015), has

11
shown that longer sleep duration is correlated with better academic performance,

particularly during exams.

Conversely, some studies emphasize the detrimental effects of sleep

deprivation. Hershner and Chervin (2014) concluded that students with sleep

disorders are unlikely to perform optimally academically. Similarly, Ain (2020)

pointed out the strong positive relationship between stress levels, sources of

stress, and sleep deprivation, which is associated with poor academic

performance. Garcia et al. (2023) found no significant influence of sleep duration

on academic performance, suggesting that other factors may play a more

prominent role in academic achievement.

Local Literature

In the Philippines, sleep deprivation is a growing issue, with 46% of

Filipinos not getting enough sleep, and 32% sleeping less than 6 hours (Healthy

Living Index Survey, 2016). This sleep deprivation is often exacerbated by

academic responsibilities, social media, and other life pressures (Velasco, 2015).

Bill Velasco (2015) highlighted the negative impact of sleep deprivation on

students' academic performance, particularly in subjects that require high

cognitive engagement, like mathematics. Students who sleep longer tend to have

higher grade point averages (GPAs) compared to those who sleep for shorter

periods. Owens (2017) and Dujarte (2014) noted that insufficient sleep impairs

learning capacity, academic performance, and neurobehavioral functions.

12
 The lack of sleep, particularly among adolescents, is a result of natural

circadian timing shifts during puberty, which affect their ability to synchronize

sleep patterns with school schedules (Crowley et al., 2007; Alfonsi et al., 2020).

Research from Finland (Merenheimo, 2018) mirrored findings in the Philippines,

suggesting that inadequate sleep leads to increased tiredness and poor

academic outcomes. Meanwhile, Dujarte (2014) confirmed that insufficient sleep

is detrimental to students’ critical thinking abilities, which directly influences their

academic performance.

While some studies indicate that sleep deprivation may not negatively

impact academic performance, as seen in the research by Arzadon et al. (2021)

and Nacino & Serafines (2019), other studies indicate a strong negative effect of

sleep deprivation on both cognitive function and emotional stability (Bermundo,

2019). learning capacity, academic performance, and neurobehavioral

functions.

Related Study

Foreign Studies

Several studies have explored the impact of sleep quality on academic

performance, showing a range of findings. A study by Menati (2020) examined

whether sleep disorders influence academic achievement, revealing that

impaired sleep quality did not significantly affect academic outcomes between

the two groups studied. Although the relationship between sleep and academic

13
success has been recognized for some time, no conclusive evidence has been

reached. A meta-analysis by Owens (2017) found that sleep quality, sleep

duration, and sleepiness were all related to academic performance, with a

positive relationship between sleep quality and sleep duration, and a negative

relationship with sleepiness. However, the impact of these variables was found to

be minimal. Yaghmour (2023) highlighted that poor sleep quality affects both

mental health and academic performance, with high prevalence rates of sleep

issues among college students in the Middle East, particularly in Lebanon and

Egypt. Okano et al. (2019) found that longer and more consistent sleep was

associated with better academic performance, noting that sleep measures

accounted for nearly 25% of academic performance variance, although sleep

quality the night before a test did not correlate with test results. Additionally,

Maheshwari and Shaukat (2019) found that adequate and efficient sleep is

crucial for learning and memory, underscoring the role of sleep in academic

success.

Despite these general findings, some studies have suggested that sleep

deprivation does not always negatively impact academic performance. For

instance, Muro et al. (2023) noted that sleep deprivation during periods of high

academic demand, such as final exams, could negatively affect academic

performance. However, many students in the study believed their performance

would improve with better sleep. Similarly, Garcia et al. (2023) found no

correlation between sleep hours and classroom participation, suggesting that

other factors may contribute more significantly to academic performance.

14
Alhusseini et al. (2022) found that students who slept well performed better

academically, while a study by Johnson et al. (2010) revealed that inadequate

sleep in nurses led to poor performance, though improved sleep duration was

associated with better grades.

Local Studies

In the Philippines, the relationship between sleep and academic

performance is also evident. Toyong (2020) observed that students who slept

less than six hours due to distractions such as social media showed reduced

academic performance, experiencing sleepiness during classes and lower overall

grades. Similarly, Embang (2021) found that students who slept more hours

performed better academically. On the other hand, Muro et al. (2023) found that

sleep deprivation during periods of intense academic demand, such as exams,

negatively affected students' academic performance, although some students

believed they would perform better with more sleep. Arboleda (2022) highlighted

that sleep quality was significantly negatively correlated with academic strand,

suggesting that each academic strand has its own unique set of challenges that

contribute to sleep deprivation. While some studies, such as that of Garcia et al.

(2023), found no significant relationship between sleep and academic

performance, the overall evidence strongly suggests that insufficient sleep

negatively impacts students' cognitive functions and academic outcomes.

Synthesis

15
 Research on sleep quality and academic performance consistently

highlights the vital role sleep plays in cognitive functions such as memory, focus,

and emotional regulation, which directly impact academic success. Many studies

emphasize that insufficient sleep leads to poor concentration, memory issues,

and increased anxiety, all of which hinder learning. Low Quality of sleep also

impairs mood regulation, making it difficult for students to engage with academic

material. Most studies show a positive correlation between quality sleep and

academic achievement, with sufficient rest leading to better performance,

especially in demanding subjects like mathematics. However, some studies,

suggest that sleep quality might not always negatively affect academic outcomes

during specific periods like exams, though this is a minority view.

Low quality of sleep remains a significant issue among Filipino students,

with many failing to get adequate rest due to academic stress, social media, and

other life demands. It had been reports high rates of insufficient sleep in the

Philippines, leading to detrimental effects on both physical and academic well-

being. Despite some debate on the severity of its impact, the consensus is that

poor sleep negatively affects learning capacity, critical thinking, and academic

performance. Overall, research supports the need for consistent, quality sleep to

optimize cognitive function and academic achievement, suggesting that sleep

management is crucial for student success.

16
 CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the research design, research locale, research

respondents, research instrument, data gathering procedure, and treatment of

data.

Research Design

The researchers used the concurrent triangulation design under mixed

method research. The goal of the concurrent triangulation design is to explore

both qualitative and quantitative data about the relationship between the quality

of sleep and academic performance of Senior High School Students at La Patria

College. In this design both qualitative and quantitative data are either compared,

compliment, of determined of both data are in contrast.

Research Locale

17
 The study was conducted at the La Patria College formerly known as

Patria Sable Corpus College, is a private school in Santiago City, Isabela. It was

founded in 1947 as the Sable Fashion School (SFS) by Patria Sable Corpus and

Dominador R. Corpus. The SFS had short courses in Dressmaking and Tailoring,

both of which are administered by Ms. Corpus; it offered more short and

vocational courses later. In 1964, the school received government recognition

and was renamed the Sable Vocational Academy (SVA), Inc. Twenty-nine years

later, SVA opened computer courses through a partnership with the Nueva

Vizcaya Computer Center (NVCC). That same year, SVA earned its college

status and became the Patria Sable Corpus College. The college was renamed

to La Patria College (LPC) just in 2018.

At present, the college has undergraduate courses in the fields of

Accountancy, Marketing Management, Hospitality Management, Electrical

Engineering, Computer Science, Industrial Technology, Elementary Education,

Secondary Education, Criminology, and Teacher Education. Additionally, LPC

has a Senior High School (SHS) department providing the Academic and the

Technical-Vocational Livelihood (TVL) tracks.

18
 Figure 2. Visual Presentation of the Location of the study

Research Respondents

For the quantitative part of the research, total enumeration was adopted to

ensure that all individuals within the defined population were included. Total

enumeration, also known as a census approach, involves the collection of data

from every Senior High School Students of La Patria College. This methodology

was chosen to enhance the reliability and validity of the quantitative findings.

For the qualitative part, the researchers used an equal allocation

technique to determine the respondents for the study. They intentionally selected

16 respondents based on specific criteria relevant to the research objectives. The

respondents of this study were students from La Patria College, specifically from

the Senior High School department in Santiago City. The respondents were

Grade 11 and Grade 12 students from the departments of Accountancy,

Business and Management; Science, Technology, Engineering and

Mathematics; and Humanities and Social Sciences. The research participants

were selected using equal allocation within stratified sampling, ensuring that

each section received an equal number of participants from the groups.

Strand Population
ABM11 24
HUMSS11 21
STEM11A 36
STEM11B 37
ABM12 22
HUMSS12 14 19
STEM12 41

Total 195
 Table 1. Presents the Distribution of Respondents per section. In the

Accountancy, Business, and Management strand, both ABM 11A and ABM 12A

have 18 respondents out of 28 students. In the Humanities and Social Sciences

strand, HUMSS 11A has 21 respondents out of 34 students, while HUMSS 12A

has 14 respondents out of 23. For the Science, Technology, Engineering, and

Mathematics strand, STEM 11A has 25 respondents out of 39, STEM 11B has 24

out of 38, and STEM 12A has 27 respondents out of 43 students.

Research Instrument

In this study, the researchers gathered data using survey questionnaires

to the grade 11 and grade 12 students at La Patria College. The instrument used

to collect the data from the students is a modified adaptation questionnaire. The

questionnaire is a Philippines questionnaire that was developed by the

researcher and validated by the expert.

The research questionnaires were adapted from the study of Andalao, et

al., (2023). The questionnaire consists of 15 Likert Scale questions with four

options: strongly agree, agree, disagree, and strongly disagree. There are four

sections in the questionnaire: the first section is about demographic profile of the

students (name, sex, strand and year level), the second section are the

20
questions about sleep patterns and sleep habits, the third section is related to the

experiences and relationship of quality of sleep on the academic performance,

and the third section is 15 Likert Scale questions. Furthermore, the questionnaire

includes three categories.

Data Gathering Procedure

A permission letter was made by the researchers for approval to conduct

the study at La Patria College. Once it is approved, the researchers will

disseminate the questionnaires to the SHS students at La Patria College. The

gathered data were transcribed, analyzed, and interpreted by the researchers in

order to answer the questions posted by the study.

Statistical Treatment of Data

To interpret the data effectively, the researchers used Statistical Package for

the Social Sciences (SPSS) for faster, easier, and more accurate computations of

the data that were collected and employed the following statistical treatment:

1. Frequency and Percentage. These were used to describe the demographic

profile of the senior high school students; this includes the strand, year level, sex

and general weighted average (GWA).

2. Mean. This was used to determine the academic performance of the

respondents. The level and the corresponding rating are reflected in Table 1.

Table 2. K to 12 Grading Scale and Grading System Descriptors

21
 Grading Scale Academic Description

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did Not Meet Expectations

3. Median. This was used to determine the level of agreement of each

respondent towards the statements about the effects of sleep deprivation.

4. Pearson Correlation. This was used to test the hypothesis of significant

correlation between the independent and dependent variable, Pearson

correlation was used. Pearson Product- Moment Correlation is a measure of the

strength of linear association/relationship between two variables. This test was

used to determine the significant relationship between students' sleep quality and

their academic performance.

The statistical test procedure was run along with the use of the level of

marginal statistical significance, p-value, for the rejection of the null hypothesis.

The decision rule states that if p-value is less than or equal to the level of

significance a, the null hypothesis will be rejected yielding a significant result.

Otherwise, the null hypothesis is accepted. Furthermore, the hypothesis will be

tested at 0.05 level of significance.

Also, to analyze and interpret the qualitative data, researchers applied

thematic analysis. According to Braun and Clarke (2006), this method involved

22
identifying, analyzing, and reporting patterns or themes within the qualitative

data. Thus, the researchers used thematic analysis to convey the meaning of the

data and uncovered meaningful patterns and themes. In analyzing the data, the

researchers need to:

Step 1: Transcribe the data that has been collected from the participants.

Step 2: Organizing the gathered data.

Step 3: Coding of the data

Step 4: Validation of the data.

Step 5: Conclude the data.

23
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the research results as gathered by the

researchers. Moreover, the analysis is also presented in this section, as in the
interpretation of the study.

I. The Demographic Profile of the Respondents in terms of Sex.

Table 3. Demographic Profile of the Respondents in terms of Sex.

Sex Frequency Percentage%

Female 138 71
Male 57 29

Total 195 100

Table 3 shows the distribution of respondents by sex. Out of 195

respondents, 138 are females (70.61%), while 57 are males (29.38%). This

indicates that most respondents are female.

Table 4. Demographic profile of the respondents in terms of Strand.

Strand Frequency Percentage%

ABM11A 24 12

24
 HUMSS11A 21 10
STEM11A 36 19
STEM11B 37 20
ABM12A 22 11
HUMSS12A 14 7
STEM12A 41 21
Total 195 100
Table 4 presents the demographic profile of respondents in terms of their

academic strand. Among the 194 respondents, 41 (21.13%) are from STEM12A,

followed by 38 (19.59%) in STEM11B and 36 (18.56%) in STEM11A). The ABM

strand includes 24 (12.37%) from ABM11A and 22 (11.34%) from ABM12A.

Meanwhile, HUMSS has 20 (10.31%) from HUMSS11A and 13 (6.70%)

fromHUMSS12A. This shows that the STEM strand has the highest

representation among respondents.

Table 5. Level of Student’s Academic Performance

Grading Scale Academic Description Frequency Percentage%

90-100 Outstanding 74 38
85-89 Very Satisfactory 79 41
80-84 Satisfactory 36 18
75-79 Fairly Satisfactory 6 3
Below 75 Did Not Meet Expectations 0 0
Total 195 100

Variable Mean Score SD Descriptive Equivalent

Academic 87.96 4.58 Very Satisfactory
Performance

25
 The table above shows that the academic performance of students is

assessed using a grading scale where each range corresponds to an academic

description. Out of the total 195 students had answered, 38% (74 students)

achieved an outstanding performance with grades between 90-100. The largest

group next is 41% (79 students), received a very satisfactory rating with grades

between 85-89. Satisfactory performance, represented by grades between 80-

84, was observed in 18% (36 students). A smaller percentage, 3% (6 students),

had fairly satisfactory performance with grades ranging from 75-79. Notably, no

students fell into the category of did not meet expectations, as none scored

below 75. The mean academic performance score was 87.96 with a standard

deviation of 4.58, indicating that the overall academic performance was very

satisfactory. This response suggest that most students are performing well, with

a significant portion excelling in their studies.

Table 6. Average Sleeping Hours

26
 Frequency(n=195 Percentage%
)
1. On average, how many
hours of sleep do you get
on school nights?

Less than 4 hours 30 15

4-6 hours 90 46
6-8 hours 60 31
More than 8 hours 15 8

2. On average, how many

hours do you sleep on
weekends?

Less than 4 hours 19 10

4-6 hours 29 15
6-8 hours 60 31
More than 8 hours 87 45

The table above shows the respondents sleeping pattern on school nights.

Most students, 90 in number, get between 4-6 hours of sleep. A significant

portion, 60 students, manage to sleep for 6-8 hours. There are 30 students who

get less than 4 hours of sleep, meanwhile only 15 students get more than 8

hours of sleep on school nights. While on weekends, sleep patterns had

27
significantly changed. Most students, 87 in total, sleep more than 8 hours.

Another is group of 60 students sleep for 6-8 hours. Fewer students, 29, get 4-6

hours of sleep, and the least number of students, 19, get less than 4 hours of

sleep on weekends. The responses shows that the students get more sleep on

weekends compared to school nights.

Table 7. Benefits of Sufficient Sleep

Items Median Qualitative Interpretation

1. Getting enough sleep
positively impacts my 3 Agree
academic performance.
2. I concentrate better in 3 Agree
class when I sleep at least 8
hours.
3. Regular sleep helps me 3 Agree
stay focused and engaged in
school activities. 3 Agree
4. I manage academic stress
better with a good night’s
sleep. 3 Agree
5. I feel less irritable and
more focused with enough 3 Agree
sleep.
6. I can participate better in
class after a restful night.

Total 3
The data shows that respondents agree that getting enough sleep

positively impacts their academic performance, improves their concentration in

class, helps them stay focused and engaged in school activities, aids in

managing academic stress, reduces irritability while enhancing focus, and allows

better participation in class after a restful night.

28
 Table 8. Poor Sleep Instances that affect Academic Performance

Domain Responses Codes Themes

1. Describe any Whenever we were in a Unable to Lack of focus
instances when poor middle of class listen
sleep affects your discussion, I was not
academic performance. able to focus listening.
During discussion it Unable to
makes me feel sleepy focus
because of that I could
not really listen well in
the discussion.
There have been times Want to Sleepiness in class
when poor sleep caused sleep
me struggle with
concentration during
exams, leading to low
grades
I lose focus when I lack Low grades Poor academic
sleep. It makes me want performance
to sleep during class.
There is this one time Low grades
that I felt sleepy in class,
during discussion and
after the discussion
there is a surprise quiz
and I got a low score
I think when I cannot Memory Trouble memorizing
memorize my speech issues
because I’m lack of
sleep
Feel sleepy in class so I Sleepiness in Poor
can’t understand the class comprehension
lesson, when I can’t
sleep.
I cannot concentrate, I Difficulty
can’t really comprehend understanding
what is the teacher
saying in front I always
zone out every time
when I don’t have
enough sleep
Poor sleep affects my Low energy Physical effect
academic performance

29
 by feeling sluggish
throughout the day
sometimes it also affects
my focus
It’s when performance Sleepiness in Limited retention
tasks by each subject class
started to pile up and I
barely got asleep. Then,
when it’s time for class
hours I can’t control
myself to fall asleep, and
I end up not getting
enough knowledge
regarding the topic
I can’t focus on the Can’t focus Difficulty
lesson concentrating
Can’t focus Can’t focus
When I failed one of my Poor Lack of focus
subjects and quiz academic
because I lack performance
concentration because I
also lack of sleep
I can’t focus and I can’t Difficulty
understand the lesson understanding
I feel sleepy during Sleepiness in
discussion lack of class
concentration

The respondents suggest that poor sleep negatively affects students’

academic performance in several ways. It causes a lack of focus, making it

difficult to concentrate and engage in class discussions. It also leads to

sleepiness during lessons, which hinders participation and retention of

information. Insufficient sleep impairs comprehension and processing of lessons

resulting in low quiz scores, poor task performance, and even subject failures.

Additionally, some students struggled with memory tasks, such as memorizing

speeches, due to inadequate rest. These effects emphasize the importance of

proper sleep for effective learning and academic success.

30
 Table 9. Challenges that Impact Sleep

Domain Responses Codes Themes

2. What specific My pending school Pending school Overthinking
challenges impact works that cause works
your sleep? me to think for it to
much at night
Stress from Academic stress Screen time
schoolwork, late
night study
sessions, and
screen time before
bed often impact
my sleep
I sometimes can’t Sleep disorders Sleep challenges
sleep even if I try. I
don’t know what
specific reason
R06. When I can’t Sleep disorders
sleep
I think one of the Stress and anxiety Mental breakdown
challenges is
stress and anxiety
or depressed
Overthinking Overthinking
tomorrow class and
having mental
breakdown
Watching k-dramas Screen time Academic stress
and playing online
games.
Assignments also
and review for
some quizzes
Overload of school Overloaded
activities requires a activities
few hours to be
finish lessening my
time for sleep
Over schedule in Over-scheduled
activities and tasks
performance tasks
Lots of activities Deadlines
and deadline need

31
 to pass for a day
When I have a lot Pending
of school works schoolwork
Too much Overloaded
activities, deadlines activities
and so on I always
prioritize finishing
those things rather
that sleeping
Cramming my Cramming Time Management
activities
One is my Insomnia Insomnia
insomnia and other
is coffee
Home works, body
clocks Homework Body clock issues
Can’t focus Environmental Internet use
because I feel noise
sleepy it affects me
because of the
internet and the
noise of the
environment

The respondents suggest that several factors negatively impact their

sleep, affecting their academic performance. Academic stress is a major issue,

with many students mentioning that pending schoolwork, deadlines, and

assignments cause them to overthink and worry, making it difficult to relax at

night. Some students also report that staying up late to study or using screens

before bed affects their ability to fall asleep. Sleep disorders, such as insomnia,

are common, with some students unsure of the reasons for their sleep

challenges. Mental health issues, like stress, anxiety, and mental breakdowns,

also contribute to sleep problems. Overloaded activities and an over scheduled

routine often force students to prioritize schoolwork oversleep, leaving them with

less time to rest. Time management issues, like cramming activities or having too

32
many tasks to complete, also interfere with sleep. Finally, environmental factors

like noise and internet use, especially from watching shows or playing games,

disrupt sleep and make it harder for students to focus during the day.

Table 10. Influence of Sleep Quality on the Academic Performance

Domain Responses Codes Themes

3. In your opinion, I think not having Lack of sleep Pre-occupied mind
how does your sleep enough sleep has
quality influence your really a big impact
academic in my academic as
performance? my mind was pre-
occupied because
of the lack of sleep
I think it affect my Can’t think straight
academic
performance
because I can’t
think straight
When I lack sleep, I Feel sleepy
often feel sleepy or
sometimes will fell
asleep at class,
when my sleep is
just right, I become
more active at
class and when I
overslept, I also will
feel sleepy at class
It affects me Sleepy in class
depending on how
good my sleep is. If
I didn’t get enough
sleep, I tend to
sleep in class.
Conversely, if I did
get enough sleep, I
tend to be more
active and
participate in class.
Getting good sleep Unfocused Helps focus
can help me focus

33
more, while when I
lack sleep, I lose
focus
Having not enough Forgot lessons
sleep is make
unfocused on our
lessons and makes
me forgot our
lessons
When you have a Poor sleep quality
poor sleep quality
you can’t focus on
class
If I sleep early, I Perform better. Focus on class
can focus on the
class and if my
sleep is not
enough, I feel tired
and can’t focus
Sleep quality Positive and
affects me negative impact
positively and
negatively when I
have enough sleep,
I perform better it
influences me
negatively when I
lack sleep
It affects me Active Sleepy in class
depending on how participation
good my sleep is. If
I didn’t get enough
sleep, I tend to
sleep in class.
Conversely, if I did
get enough sleep, I
tend to be more
active and
participate in class.
If my sleep quality Can’t understand Poor sleep quality
is poor, it lessons
influences my
academic
performance by
making me feel
sleepy during

34
 discussion making
me not understand
the lesson
Base on my Lack of Concentration and
experience it can comprehension comprehension
affect me affected.
negatively just like
what I said in the
question number 1
due to the lack of
sleepy
concentration and
comprehension is
affected negatively
I can’t understand Can’t understand
the topic easily lessons
It helps me Avoid Proper sleep
concentrate with distractions
my school activities
proper and quality
sleep helps me
avoid getting
distracted and
irritated
Getting enough Brain works Productive
time of sleep faster
makes me
productive and my
brain works faster
I am more attentive Enough sleep Attentive and focus
and focus when I
have enough
sleep

The respondents suggest that sleep quality significantly impacts students'

academic performance. Poor sleep leads to challenges such as a preoccupied

mind, difficulty focusing, and reduced comprehension, making it harder to retain

information and stay attentive during lessons. Many students report feeling

sleepy in class, which affects their ability to actively participate and understand

topics. Conversely, getting enough sleep positively influences performance,

35
improving focus, productivity, and active participation in class. Proper and quality

sleep also helps students avoid distractions and boosts their cognitive abilities,

enabling them to process lessons effectively and perform better academically.

This highlights the critical role of sleep in ensuring both mental clarity and

academic achievement.

Table 11. Strategies that Improve Sleep Quality

Domain Responses Codes Themes

There is none No Strategies No Strategies
4. What strategiesbut do try
have you tried tofinishing
improve your sleep
immediately my
quality? Which ones
have been mostschoolworks but
effective? didn’t work
Getting good
sleep can help
me focus more
while when I
lack sleep, I lose
focus
I never tried any
strategies to
improve my
sleep quality
None, I did not
have a strategy
Time Dividing tasks Time management
management, I
divide my time
for school
activities, game
and house
chores
I’m walking to Distractions Walking
the park so I
can’t sleep

36
early
The strategies I Sleeping early till Sleeping early till
tried to improve dawn dawn
my sleep quality
are numerous.
One of the
strategies are
sleeping early
then waking up
in dawn to do
my school
works. This has
been the most
effective I have
done.
I distributed my Effective Task distribution by
task, according multitasking priority
to its deadline,
in my priority. Its
effective
because I can
manage my time
and schedule,
and therefore I
can multitask.
Having a Using planner Using a planner
planner and
managing my
time helps me
improve my
sleep quality.
The most
effective is
having a
planner
Since my sleep
quality is
affected
impacted the
schoolworks, I
usually try to list
my to do’s and
put deadlines in
my to do lists, I
think it is the
most effective

37
 strategies
Manage my Creating a Managing stress
stress and schedule
create my time
and schedule in
sleeping
Probably sleep Completing Short naps
after I got home activities
and woke up afterwards
after an hour to
do my activities
Finishing school Enough sleep Finishing school works
works early to early
get enough
sleep
Time Reducing screen Time management
management time
about school
home works and
reduce screen
time
No, I try to male Sleep Taking sleep
myself full and supplement gummies
also takes a
gummy that will
make me
sleepy, the most
effective one is
taking the
gummy

The respondents suggest various strategies they have tried to improve

their sleep quality. Some have attempted time management techniques, such as

dividing their time between schoolwork, games, and household chores, or using

a planner to organize their tasks and set deadlines. Others have tried creating a

consistent sleep schedule, reducing screen time, or using relaxation techniques

to ease into sleep. Some students reported that sleeping early or taking short

naps helped them manage their sleep quality. Strategies like task distribution by

38
priority and multitasking have also been mentioned as effective for balancing

schoolwork and sleep. A few respondents found that managing stress and

creating a schedule to allocate time for sleep was beneficial. Others resorted to

sleep supplements, such as gummy supplements, to help them sleep better.

However, some students mentioned that they had not tried any specific

strategies or found none to be effective.

Table 12. Experiences of having Inadequate Sleep.

Domain Responses Codes Themes

I do not have an energy Fatigue Exhausted
5. How do you and feel exhausted
feel during classes When I haven’t had Tired
when you haven’t enough sleep, I feel
had enough sleep? tired
Sleepy Sleepy
Sleepy Sleepy
I feel sleepy and tired Sleepy
I feel so dizzy and so Dizziness
much irritated about my
environment
I feel like I am in the Mental fog
sky, my mind is flying I
can’t think right because
my eyes so dry, yes, I’m
tired
I feel tired and unable to Difficulty Unable to focus
focus on class concentrating
I feel drowsy and I can’t Drowsy
focus to what does the
teacher is teaching
Can’t concentrate Can’t concentrate
I feel so sleepy during Sleepy
class discussion
I feel dizzy when I have Dizziness and
not enough sleep and, I headache
feel headache I
experience having
difficulty understanding
the lesson

39
 I’m sleepy and I cannot Can’t focus
focus
I feel sluggish and Sleepy Sluggish
sleepy
Unproductive Dizziness Unproductive
sometimes and feel
dizzy and irritated

The respondents describe various physical and mental effects of poor

sleep. Many reported feelings tired or sleepy, which led to fatigue and an inability

to concentrate in class. Some respondents mentioned feeling sluggish, drowsy,

or experiencing mental fog, making it hard to focus on lessons. Several noted

difficulties concentrating during class discussions due to tiredness. A few

students described more intense symptoms, such as dizziness, headaches, or

irritability caused by lack of sleep, which further impacted their ability to engage

with the lessons. Additionally, some students expressed feeling unproductive or

unable to think clearly when they had insufficient sleep. These responses

highlight the significant impact of sleep deprivation on students' physical and

cognitive functioning.

40
 IV. Sleep Habits and Their Impact on Academic Performance

Table 13. Factors that Affect Academic Performance.

Items Median Qualitative Interpretation

1. It took me over 20 minutes to 3 Agree

fall asleep after turning off the
lights because I was preoccupied
responsibilities. with my
academic.
2. I have difficulty both falling 3 Agree
asleep and staying asleep.
3. If I fall asleep quickly at night, 3 Agree
I wake up feeling that my mind is
eager and ready to learn in the
morning.
4. My unfinished tasks cause me 3 Agree
anxiety, making it more difficult
for me to fall asleep.
5. My mind tends to overthink 3 Agree
tomorrow's class activities, which
caused me to take a long time
(30 minutes above) to fall asleep.

Total 3

The data highlights the relationship between sleep patterns and academic-

related stress among respondents. The median score of 3, interpreted as

"Agree," was consistent across all items, indicating that academic responsibilities

significantly impact sleep quality. Respondents agreed that it often takes them

over 20 minutes to fall asleep due to preoccupation with academic tasks.

Similarly, they acknowledged having difficulty both falling and staying asleep.

Additionally, while falling asleep quickly leads to feeling mentally prepared for

learning in the morning, unfinished tasks and anxiety about class activities were

41
commonly reported to delay sleep. Overall, the findings suggest that academic-

related stress plays a substantial role in disrupting respondents' sleep patterns.

Table 15. Impact of Sleep on Classroom Engagement

Items Median Qualitative Interpretation

1. If I get 8 hours of sleep, I 3 Agree

can participate effectively in
our class. I have difficulty
both falling asleep and
staying asleep.
2. Maintaining my regular 3 Agree
hours of sleep keeps my
mind stable in class. My Agree
unfinished tasks cause me
anxiety, making it more
difficult for me to fall asleep.
3. Getting enough sleep 3 Agree
makes it easier for me to
concentrate in class.
4. The number of hours I sleep Agree
positively affects my 3
performance in school.
5. Getting more than enough
sleep keeps my 3
performance consistent.

Total 3
The data reflects how sleep quality influences academic performance and

classroom engagement. With a median score of 3, interpreted as "Agree,"

respondents consistently affirmed that adequate sleep contributes positively to

their academic success. They agreed that getting 8 hours of sleep helps them

participate effectively in class and that maintaining a regular sleep schedule

keeps their mind stable during lessons. Additionally, respondents noted that

42
enough sleep improves their concentration and enhances school performance.

Even though they agreed that unfinished tasks cause anxiety and disrupt sleep,

they also recognized that sufficient sleep leads to more consistent performance,

indicating the importance of balancing sleep and academic responsibilities.

Table 16. The Relationship Between Sleep and Academic Performance

Items Median Qualitative Interpretation

1. Getting enough sleep 3 Agree

positively affects my scores.
2. When I get enough sleep, I 3 Agree
can actively participate in
class. 3 Agree
3. After getting enough sleep, I
feel energized and ready for
the day. 3 Agree
4. I achieve high scores in my
quizzes when I get enough
sleep. 3 Agree
5. When I get enough sleep, I
stay alert and engaged
during free time.
Total 3
The data shows that adequate sleep is strongly linked to academic

performance and overall engagement. With a median score of 3, interpreted as

"Agree," respondents affirmed that getting enough sleep has a positive effect on

their academic outcomes. They agreed that sufficient sleep helps them achieve

higher scores, stay alert during class, and actively participate in lessons.

Additionally, respondents noted feeling energized and ready for the day after a

good night's sleep, which also helps them stay engaged during free time. This

43
highlights the importance of sleep in maintaining both academic performance

and general well-being.

Table 17. Correlation Between Students' Quality of Sleep and Academic

…………………...Performance

Variables Pearson p-value Interpretatio

“r” n
Students’ Quality of 0.398 8.646 With
Sleep and significant The
Academic relationship
table Performance

shows the Pearson correlation coefficient (r) of 0.398 and a p-value of 8.646,

indicating a significant relationship between students' quality of sleep and their

academic performance. The positive correlation suggests that as the quality of

sleep improves, academic performance tends to increase as well. The significant

p-value confirms that this relationship is statistically meaningful.

44
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS.

This chapter presents the summary of findings, conclusions, and

recommendations.

Summary of Findings

Based upon the findings discussed in the previous chapters, the following
important factors were hereby emphasized.

1. Out of 195 respondents, 138 are female (70.61%) and 57 are male
(29.38%), indicating a higher proportion of female participants in the study.
2. Out of 194 respondents, the majority are from the STEM strand, with 41
(21.13%) from STEM12A, followed by 38 (19.59%) from STEM11B, and
36 (18.56%) from STEM11A. The ABM strand includes 46 respondents,
and the HUMSS strand has 33 respondents in total.
3. Out of 195 students, 38% (74 students) achieved outstanding
performance (90-100), while 41% (79 students) received a very
satisfactory rating (85-89). 18% (36 students) had satisfactory
performance (80-84), and 3% (6 students) performed fairly satisfactorily
(75-79). No students scored below 75. The mean academic performance
score was 87.96, with a standard deviation of 4.58, indicating very
satisfactory performance overall.
4. On school nights, most students (90) sleep for 4-6 hours, with 60 sleeping
for 6-8 hours. A smaller group (30) gets less than 4 hours, and 15 sleep for
more than 8 hours. On weekends, sleep patterns change significantly, with
87 students sleeping for more than 8 hours, 60 sleeping for 6-8 hours, 29
getting 4-6 hours, and 19 getting less than 4 hours.
5. The respondents agree that sufficient sleep enhances academic
performance by improving concentration, focus, engagement, stress
management, and class participation, while reducing irritability.
6. Respondents highlight that poor sleep negatively impacts academic
performance by reducing focus, engagement, and comprehension, leading
to low quiz scores, poor task performance, and memory difficulties.
7. Respondents identify several factors negatively impacting sleep and
academic performance, including academic stress, poor time
management, sleep disorders, mental health challenges, and
environmental disturbances like noise and screen use. Overloaded
schedules and prioritizing schoolwork over rest also contribute to
insufficient sleep.
8. Respondents emphasize that sleep quality greatly affects academic
performance. Poor sleep results in reduced focus, comprehension, and
class participation, while adequate sleep enhances productivity, focus, and

45
 cognitive abilities. Proper sleep enables better information retention and
academic success.
9. The analysis reveals a positive correlation (r = 0.398) between sleep
quality and academic performance, with a significant p-value (8.646). This
indicates that better sleep quality is associated with improved academic
performance, and the relationship is statistically significant.

Conclusions
Based on the findings of the study, it can be concluded the following:

1. The study shows a gender imbalance, with females comprising the majority
of respondents. Further research may explore the reasons behind this
disparity.
2. The STEM strand has the highest representation among the respondents,
suggesting its prominence in the study.
3. Most students are performing well academically, with a significant portion
excelling. The overall academic performance is very satisfactory, as
reflected by the mean score.
4. Students tend to get more sleep on weekends compared to school nights,
with most students sleeping more than 8 hours on weekends.
5. Students tend to get more sleep on weekends compared to school nights,
with many students sleeping more than 8 hours on weekends.
6. Proper sleep is crucial for effective learning and academic success, as
inadequate rest hinders students' cognitive and academic abilities.
7. Addressing the factors that disrupt sleep, such as stress management,
better time allocation, and minimizing environmental distractions, is
essential to improving students' sleep quality and, consequently, their
academic performance.
8. Ensuring quality sleep is crucial for students' academic achievement and
mental clarity. Schools and students should prioritize healthy sleep habits
to optimize learning and performance.
9. The findings confirm that quality sleep plays a vital role in enhancing
academic performance. Students and educators should prioritize strategies
to improve sleep habits, recognizing its importance for academic success.
10.

Recommendations

Recommendations Based on the findings and conclusions drawn from this

research, the researchers made the following recommendations:

1. Students should prioritize sleep by aiming for 8-10 hours of sleep each
night. Practicing good time management can help reduce the need for last-
minute cramming, leading to better sleep quality and academic success.

46
2. Students must balance their time between school and personal life, while
also prioritizing the value of sleep and maintaining a regular wake and
sleep time schedule, especially amidst chaotic school schedules.

3. Schools and educators should focus on promoting healthy sleep habits and
addressing sleep deprivation issues among all SHS students, regardless of
their grade level and academic strand. Adequate sleep is essential for
optimal academic performance and overall well-being.

4. Students, parents, and teachers should work hand in hand in developing

effective study habits, enhancing time management skills, fostering a
supportive learning environment, promoting well-rounded development,
providing academic support resources, encouraging healthy lifestyle
choices, and fostering effective communication. By taking a holistic
approach to academic success and addressing these various factors,
students can maximize their potential and achieve their goals. It is crucial to
recognize that academic performance is influenced by a combination of
factors and addressing them collectively can lead to improved outcomes.

5. Further studies must be conducted with the inclusion on some other factors
and coverage in this present study.

47
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