Chapter I

INTRODUCTION

This chapter of the paper presents the problem and its setting. It includes the

background of the study, the statement of the problem, significance of the study, and scope

and delimitation of the study.

Background of the Study

The essence of sleep is to keep life in balance, ensuring that energy used during day

time will also be replenished by resting at night. However, when sleep is interrupted and

unable to achieve a blissful rest, it may compromise the health and unfolding tasks that

teenagers need to accomplish. Young adults need at least 8 to 10 hours of sleep.

The relationship between sleep and cognitive function has been a topic of interest for

over a century. Well-controlled sleep studies conducted with healthy adults have shown that

better sleep is associated with a superior cognitive functions, including better learning and

memory. These effects have been found to extend beyond the laboratory setting such that it

has also been found to be associated with academic performance.

Sleep is thought to play a crucial and specific role in memory consolidation. Although

the exact mechanisms behind the relationship between sleep, memory, and neuro-plasticity

are yet unknown, the general understanding is that specific synaptic connections that were

active during awake-periods are strengthened during sleep, allowing us to remember what has

been studied, which in turn is critical for successful academic performance.

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Beyond the effects of sleep on memory consolidation, lack of sleep has been linked to

poor attention and cognition. Well-controlled sleep deprivation studies have shown that lack of

sleep not only increases fatigue and sleepiness but also worsens cognitive performance. Peri

(2014) narrates that the brain events known as sharp wave ripples are linked to the

consolidating memory. The ripples often pass acquired data from the hippocampus to the

brain's neocortex, where long-term memories are processed. Mostly during the deepest stages

of sleep, sharp wave ripples occur. Consequently, interpretation of events and judgements is

affected. It is said that sleep-deprived individuals are prone to poor judgments.

The lack of sleep negatively impacts the day activities, particularly performance in

school. This includes off-task behavior, drowsiness, irritability, and lack of focus (Edwards,

2017). This is further verified in a study by Stanford that the consequences of sleep deprivation

include lack of concentration, poor grades, anxiety, and depression (Richter, 2015).

The addition of two years of senior high school in the Philippine education system

becomes an overwhelming situation for grade 12 students. They are bombarded with an

overload of academic tasks such as assignments, product making, practices, and other

activities that comprise a larger portion of their grade. That is why it is no surprise that these

students with STEM as their academic tracks are drowned with academic undertakings.

Project making alone consumes many hours and thus, students stay up late at night to work on

their projects and study for their exams the next day. Consequently, if these students continue

to be sleep-deprived, they may face health risks in the future. There are so many negative

outcomes when teenagers do not get the required amount of sleep. Thus, they must be aware

of the consequences and understand the dangers they are facing (Anna S. Urrila et al., 2017;

Ahmed S BaHammam et al., 2012).

2
Our aim in these study is to determine sleeping schedule, and to investigate its

relationship to the academic performance of students through objective measures.

Statement of the Problem

This study aims to determine if the Sleeping Schedule and Academic Performance of

STEM Students have significant relationship. The study sought to answer the following

question:

1. What is the usual sleeping schedule of the majority of STEM students?

2. What is the level of academic performance of STEM students?

3. Is there a significant relationship between sleeping schedule and the academic

performance of STEM students?

Significance of the Study

The result of this study will show how sleeping schedule affects the academic

performance of students and will be of great benefit to the following:

1. Students

This study benefits Senior High STEM students enrolled at Marinduque National High

School who are experiencing difficulty in managing their sleeping schedules. This research will

change the students' perspective so that both academic performance and their health will not

be affected. This study will detail the effect of sleeplessness on how it takes a toll on their

health, day-to-day activities, and school performance.

3
2. Teachers

This research study will also help teachers to understand the difficulty of their students

in terms of sleeping schedules and the reasons why it affects their daily performance and

participation on classes. Additionally, this research will enumerate the negative impacts of

sleeping schedule on daily life of an individual that they can use to acquire reliable knowledge

to conquer same situations happening on school.

3. Parents

This research study will help the parents to understand that there is a great impact of

sleeping schedule on the academic performance of their children. Through these research

parents can be able to provide intervention to their children and enhance the guidance they are

providing them.

4. Future Researchers

This will serve as a reference for the future researchers who might wanted to conduct

research related to this topic.

Scope and Delimitation

The scope of this study was chosen to focus only on the relationship of sleeping

schedule and academic performance of STEM students. This covers only STEM academic

strand at Marinduque National High School and does not include other grade levels and other

schools. The data gathering will be conducted to the MNHS Campus and the researchers are

4
not allowed to have off-campus field visits. The data gathering method will be done through

survey questionnaires and analysis will take two weeks and the entire research paper will take

approximately 1-2 months to be finished.

The study has started on September 13, 2023 and is still on going. The distribution of

questionnaire will be conducted as soon as the questions are approved, and by the 2 nd-3rd

week of October the questionnaires will be gathered for analysis. And as soon as the data has

been analyzed, the researchers will proceed on making the conclusion and recommendation. It

will solely focus on the relationship between sleeping schedule and the academic performance

of STEM students. However, it can be a basis for change if the results of the information

gathered yield significantly negative results from the respondents.

5
Chapter 2

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

This chapter of the paper presents the review of related literature associated and

utilized for a deeper understanding of the study, the conceptual framework, the research

hypotheses, and the definition of terms.

Related Literature

In the study, Sleep and academic performance: considering amount, quality and timing

by Angela Gomez Fonseca and Lisa Genzel (2020), sleep control is a mixture of internal

clocks and external regulators, as well as the general sleep need for homeostatic pressure.

Both forces are in harmony in optimal conditions, allowing the person to do the right thing at

the right time (Fonseca & Genzel, 2020).

The quality of one's sleep is vital for higher academic performance, especially for

university students who aim for academic achievement. They must have greater sleep quality

in order to achieve a higher GPA. Indeed, this study is corroborated by prior research

conducted by Maheshwari and Shaukat (2019), since the study demonstrates that there is a

relationship between sleep quality and student academic progress. This is because students

have poor sleep quality most of the time because they are under a lot of academic stress and

pressure. They force themselves to study under duress in order to perform well in tests.

Furthermore, proper sleep is required to replenish them each day and aid in learning and

memory processing.

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Zhai et al. (2018) investigated the importance of sleep quality on the psychological well-

being of final year undergraduate students, reported that poor sleep quality is associated with

high levels of negative psychological well-being. Similarly, in a study involving subjects of age

18 and above (the majority being students), Freitag et al. (2017) found that sleep disturbances

were related to decreased levels of psychological well-being. In addition, from a large sample

of

university students from 16 countries.

The recommended sleep time for students is often 7 to 9 hours each night. The brain

transitions between phases of awake and unconsciousness during the sleep cycle, resulting in

the natural drifting in and out of consciousness during sleep. In order for the brain to function

correctly, it need undisturbed sleep. Maintaining consistent sleep and wake-up times, which

helps create good sleeping patterns, can improve a student's sleep quality (Broderick, 2021).

Unfortunately, many adolescents, particularly those aged 13 to 18 years, do not get

enough sleep, with some sleeping for less than 8 hours per night. It is recommended that

teenagers should aim for 8 to 10 hours of sleep, but a significant percentage of them fail to

meet this requirement. Studies have shown that the average time high school students fall

asleep is around 2:30 a.m., with many getting less than 6 hours of sleep on average, mostly

due to various activities like social media, video games, and homework (Amenabar, 2023;

Creswell et al., 2023).

Many students struggle to get enough sleep due to reasons such as stress, irregular

schedules, gadget use, and social activities. Several research have been conducted to

evaluate the relationship between students' average sleep duration and academic

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performance (Harvard Summer School, 2021). One study from Carnegie Mellon University

(2023) found a link between sleep length and academic performance, with each lost hour of

sleep resulting in a 0.07 decline in end-of-term GPA for students sleeping fewer than 6 hours.

Furthermore, 80% of college students in the United States reported receiving only 6.5 hours of

sleep each night, falling short of the recommended 8-to-10-hour duration (Breese, 2020).

Teenagers' biological changes in their circadian clock make it difficult for them to sleep

past 11 PM, resulting in an average sleep duration of 7-7.25 hours, which falls short of the 9-

9.5 hours required for sufficient rest (Brooks, 2019). Other studies have explored the

association between sleep duration and academic performance among adolescents,

consistently finding that those with adequate sleep perform better academically (Johnson et

al., 2019). Additionally, Rodriguez et al. (2018) discovered a negative relationship between

sleep disruptions and academic achievement, with students experiencing sleep disruptions

showing lower grades and reduced cognitive functioning.

Segaren (2018) revealed that students sleeping for nine hours or more had significantly

higher GPAs than those getting less than six hours. Similarly, college students with less than

six hours of sleep per night are more likely to have lower GPAs and encounter academic

difficulties compared to those getting seven to nine hours (Bouchrika, 2022; Edubirdie, 2022).

According to Shalini et al. (2021), 47% of participants sleep 6 to 7 hours per day, which

improves their class attendance. According to research, a lack of sleep can lead to decreased

concentration, poor memory, and degraded physical performance, all of which can have a

negative impact on academic achievement (Chen, 2022).

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Sleep deprivation can have a variety of negative health consequences, including a

reduced immune system, an increased risk of anxiety, depression, vehicle accidents, and poor

academic performance (Gregoire, 2018). It highlights the significance of sleep for teenagers

and offers helpful advices for improving sleep hygiene, such as minimizing screen time before

bed and sticking to a regular sleep schedule.

Molina et al. (2020) discovered that sleep deprivation substantially impacted

respondents' optimistic thoughts but had a lower influence on their ability to pay attention and

make decisions, suggesting that students' psychological behavior is significantly influenced by

lack of sleep. Lack of sleep can profoundly affect both the mind and body, leading to cognitive

decline, memory loss, mood swings, and an elevated risk of accidents (Highliand, 2018).

Insufficient sleep has serious repercussions for students. It can cause mood changes,

raise the risk of sickness, and contribute to anxiety and sadness (Jansen, 2020). According to

research, a substantial proportion of college students suffer from sleep deprivation, with more

than 70% reporting obtaining less than eight hours of sleep per night and frequently feeling

weary or sleepy (Emerson, 2022; Harvard Summer School, 2021).

Lack of sleep has a significant impact on daytime activities, notably academic

performance. This includes being distracted, sleepy, cranky, and unable to concentrate. This is

further supported by a Stanford study that found that the effects of sleep deprivation include

lack of attention, subpar grades, anxiety, and sadness.

In terms of academic performance, when people are busy cramming and not sleeping,

the important information they learnt and thought they had memorized basically slips out of

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their brain, and they’ll have trouble recalling them the following day. Aside from that students

who do not sleep or wake up at consistent times daily were more likely to have lower grades.

Differences between regular and irregular students include significant differences in grade

point averages. Students with irregular sleep patterns were given lower scores close to zero,

while the regular sleepers were given higher scores close to 100 (Knight, 2017).

Most often, the cognitive ability becomes insufficient when students sleep less than

seven hours a day. In teenagers and young adults who stay up late but are limited by rigid

morning schedules, sleep inconsistency tends to be highest. In college, adolescents who

experience more significant sleep variability perform worse (Okano et al., 2019).

According to Nasim et al. (2018), nearly half of teenagers experiences sleep deprivation

during the week, and three-fourths do not feel refreshed in the morning. The study discovered

that frequent daytime sleeping is observed over the course of a week. A variety of biological,

demographic, behavioral, and environmental factors have been linked to sleep deprivation in

Saudi youth. Given the physiological, academic, and societal consequences of sleep loss,

preventive measures should be implemented. Delaying the start of school in the morning and

encouraging sleep hygiene activities increases teen and public awareness of the significance

of sleep and the effects of sleep deprivation.

Poor sleep quality among university students to be associated with higher degrees of

negative affect including anger, confusion, depression and tension. Similarly, Li et al. (2020)

found that both poor sleep quality and insufficient sleep were associated with depression in

university students.

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Meanwhile, it is believed that people who sleep fewer than seven hours become obese

and overweight. Insufficient sleep affects the appetite, where ghrelin and leptin tend to be

affected. Likely, maintaining or losing weight is best achieved when people achieve a regular

sleeping habit. Or when people take a nap, they become smarter because it refreshes the

body. A study of 24,000 Greek adults showed that people who napped several times a week

had a lower risk of dying from heart disease (Stibich, 2018).

As shown in A study about students’ sleeping habits by Henna Merenheimo (2018), it is

being observed that the average amount of sleep of teenagers during the week is 4-5 hours

every night. Meanwhile, the San Diego State University (2017) reports that in 2015, 40% of

teenagers sleep less than seven hours each night more than in 1991 while 17% are sleep

deprived in 2009. About 50% of teenagers who spend online have difficulty sleeping than

those who use the internet for only one hour.

The sleep pattern and inadequate sleep habits could be related. Good sleep hygiene

includes aspects such as a regular sleep-wake schedule, adequate environment, avoiding

stimulating activities before going to bed, and limiting the use of technology in bed or

immediately before going to bed. In the present study, 30.4 % of the students had bad sleep

habits, characterized by having a clear preference for studying at night, often losing a night of

sleep for work or academic activities that imply go to bed late, and show difficulties in

maintaining sleep routines. An important proportion of our Nursing degree students declared

that they watched television, listened to music, worked or read academic documents during the

last hour before going to bed. In this sense, LeBourgeois et al. (2017)

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A student's overall health and well-being can improve with sufficient sleep. To stay

focused, boost concentration, and improve academic performance, students should get

enough sleep at night (Sleep and Health, 2019).

Sleep deprivation causes weariness, poor cognitive function, emotional instability, a

damaged immune system, weight gain, and an increased risk of chronic health issues (Health

Essentials, 2022). Prioritizing adequate sleep is critical for overall health and well-being, and

getting professional healthcare counsel is recommended for people struggling to create regular

sleep patterns.

Medic et al., (2017) highlighted in Short-and long-term health implications of sleep

disturbance that the long-term impacts of sleep deprivation can lead to weight concerns,

hypertension, cardiovascular problems, metabolic syndrome, diabetes, and colorectal cancer.

This can be fatal, especially in men who have sleep disorders, and it can also cause

gastrointestinal problems in children and teenagers. As a result, when experiencing sleep loss,

it is preferable to optimize sleep and take precautions as soon as possible.

Global Prioritization Puzzle, an international survey that looked at how people around

the world perceive, prioritize, and prepare for sleep (Philips, 2017). A study in Brazil shows that

children who have trouble sleeping tend to perform poorly in school than their classmates who

get a goodnight's sleep. 13% of the children who had difficulty sleeping had failing grades in

language class, compared to 9% of those without sleeping problems. Similarly, 25% of kids

with disrupted sleep had failing grades in Mathematics, versus 8% of children who do not have

difficulty with sleeping. Sufficient sleep has a key part in improving retention of memory which

is a cognitive skill. Poor sleep quality during the night and its resulting sleepiness during the

day impact student's physical and cognitive health and their academic performance

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(Maheshwari & Shaukat, 2019). The researchers decided to carry out a study to see how the

general average of senior high school students is affected by their amount of sleep. Whether

positive or negative, there are effects on how many hours of sleep a student gets, especially

how well they do in academics based on other studies. With the great deal of informations the

researchers found and as they believe that there are times, sleep affects their performance at

school, they came up with the research to determine the importance of sleep for everyone,

particularly students at their own school and their ability to complete chores and school

activities.

A study published in Scientific Reports (Vol. 7, No. 1, Article 41678, 2017) provides the

first robust evidence linking sleep habits in early adolescence to regional gray matter volumes

and academic performance. The study found that shorter weekday sleep duration and later

weekend sleep schedules were associated with smaller gray matter volumes in frontal, anterior

cingulate, and precuneus cortical regions. Additionally, poorer school grades were linked to

later weekend bedtimes and smaller gray matter volumes in medial brain regions. The medial

prefrontal-anterior cingulate cortex showed the strongest relationship with sleep habits, as its

volume inversely correlated with both weekend bedtime and wake-up times, as well as with

poor academic performance. These findings suggest a concerning link between sleep habits,

particularly on weekends, and both brain structure and academic performance in early

adolescence, highlighting the need for interventions to promote healthy sleep practices during

this critical developmental period.

Young adults require a minimum of 8 to 10 hours of sleep per night. Students from

Silliman University Senior High School in the Philippines completed an online questionnaire on

sleep deprivation, which found a link between sleep and academic performance. Even beyond

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class hours, these students were overloaded with multiple academic activities for about eight

hours, leaving little time to sleep. While this study finds that sleep deprivation can damage

academic performance, it also finds that respondents have a mean sleep time of between 6.85

and 7.40 hours. This shows that respondents may occasionally be missing 1 to 2 hours of

sleep out of the recommended 8 to 10hours. It also shows that the number of hours of sleep

and the overall average does not have a linear relationship. This shows that students can

sacrifice a portion of their sleep in order to get their desired results and that they can become

acclimated to the lack of sleep and demanding academic obligations (Sygaco, 2021).

This study (Azizi et al., 2018) examined the interplay between sleep quality, grit

personality, and academic performance in Malaysian undergraduates. Using purposive

sampling, 400 participants completed measures of grit, sleep quality (PSQI), and academic

performance (GPA, CGPA). Significant relationships were found between grit and both PSQI

and academic performance. Interestingly, while sleep quality did not directly predict academic

performance, it significantly influenced grit levels, which in turn mediated the relationship

between sleep quality and academic outcomes. This suggests that even for gritty students,

poor sleep can detrimentally impact academic performance. Consequently, the authors

recommend implementing programs to educate students about the importance of sleep quality

and provide them with strategies to improve it, safeguarding both their grit levels and academic

success.

In a landmark study published in Scientific Reports (Cao et al., 2017), researchers

unveiled compelling evidence for the association between early adolescent sleep habits and

brain development alongside academic performance. Shorter weeknight sleep duration and

later weekend wake times were linked to decreased grey matter volume in crucial brain

14
regions for cognitive functions (frontal, anterior cingulate, and precuneus cortex). Moreover,

lower school grades coincided with later weekend bedtimes and diminished grey matter in

medial brain regions. Notably, the medial prefrontal-anterior cingulate cortex, crucial for

decision-making and self-regulation, appeared most sensitive to sleep patterns, exhibiting an

inverse correlation with both weekend bedtime/wake-up times and academic performance.

These findings highlight a concerning link between, particularly weekend, sleep habits and

both adolescent brain structure and academic achievement, underscoring the urgent need for

interventions promoting healthy sleep practices in this critical developmental stage. This

comprehensive approach could potentially bolster both brain health and academic success in

adolescents.

Summarizing the vast literature on sleep and academic performance, we may assume

that four fundamental sleep patterns are expected to be associated with academic

achievement: sleep quantity, sleep quality, sleep regularity, and sleep phase schedules.

Specifically, sleep restriction, poor sleep quality, and irregular and late sleep schedules are

expected to be associated with poorer school performance.

Conceptual Framework

Input Process Output

Determine the Conduct a survey

Relationship using
Between Sleeping questionnaires Gather Data and
Schedule and the with the randomly Interpret.
Academic selected Research
Performance of population in the Intervention will
STEM students. Marinduque be implement
National High
School
15
Research Hypothesis(es)

Null Hypothesis

There is a significant Relationship Between Sleeping Schedule and the

Academic Performance of STEM students.

Alternative Hypothesis

There is no significant Relationship Between Sleeping Schedule and the

Academic Performance of STEM students.

Definition of Terms

Sleeping schedule -refers to a consistent routine or pattern of when a person goes to sleep

and wakes up. It helps regulate and maintain a healthy sleep pattern, which is important for

overall well-being and proper functioning of the body and mind.

Strong wave ripples -typically refers to prominent or well-defined patterns or undulations.

Sleep Deprivation -is a condition in which an individual doesn't get enough sleep, either due

to insufficient sleep duration or poor sleep quality. It can lead to various physical and mental

health problems, including fatigue, reduced cognitive function, mood disturbances, and even

long-term health issues if it persists

Internal Clock -typically refers to an innate or biological timing mechanism within living

organisms, such as humans, that regulates various physiological processes and behaviors,

including the sleep-wake cycle

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Fatal -describes something causing death or leading to a very serious and often tragic

outcome.

Gastrointestinal Problems -refer to a wide range of disorders and issues that affect the

digestive system, which includes the stomach, intestines, liver, and other organs involved in

the process of breaking down and absorbing food.

Vigilance -refers to the state of being watchful, alert, and attentive to potential dangers,

problems, or threats.

Perilous -describes something as being full of danger or risk, often suggesting that it could be

harmful, hazardous, or unsafe.

Subpar Grade -refers to a grade that is below average or not meeting the expected or desired

level of performance.

Rigid -describes something that is stiff, inflexible, or resistant to change.

Retention of Memory -refers to the ability to store and recall information or experiences over

time.

Spearman's correlation analysis -also known as Spearman's rank correlation, is a statistical

method used to assess the strength and direction of the relationship between two variables.

GPA -stands for "Grade Point Average." It is a numerical representation of a student's

academic performance.

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Chapter 3

METHODOLOGY

This chapter introduces the research design, the sample, the instruments, the

intervention, the data collection procedure, and the plan for data analysis.

Research Design

The study used a quantitative approach with a correlational research design.

Correlational research is a type of non-experimental research in which the researcher

measures two variables and assesses the statistical relationship (i.e., the correlation) between

them with little or no effort to control extraneous variables (Price, P. et al, 2020). This research

design will be used because the study is only going to assess the Relationship of Sleeping

Schedule and the Academic Performance of STEM Students.

The Sample
18
The research was conducted at Marinduque, National High School. The sample for this

study will consist of 50 students who have been randomly selected who are currently taking

STEM – Strand. The selection process will ensure that all students in this particular study have

an equal chance of being chosen for participation.

The Instrument(s)

The researcher used a set of questionnaire as the primary data gathering instrument for

the study. It was distributed to the 50 randomly selected STEM students in Mariduque National

High Schools.

Data Collection Procedure

First step before making the test is to make a request letter. Once the respondents have

been randomly selected, each participant will be given a consent form and a questionnaire

because it will serve as a document proving that they have given their permission for them to

be a respondent of the researchers. The consent form includes a brief description of the study,

as well as information about confidentiality and the completion of the study. The students were

given enough time to answer the questions. After data gathering, the researcher collected the

data for tallying the scores and applying statistical treatment.

Plan for Data Analysis

In this study, inferential analysis was used to analyze the relationship between the

sleeping schedule and the academic performance STEM students. Specifically, the

researchers analyzed the data using Pearson Correlational Coefficient. Pearson Correlation

19
Coefficient is a descriptive statistic, meaning that it summarizes the characteristics of a data

set. Specifically, it describes the strength and direction of the linear relationship between two

quantitative variables. (Turney,2022).

Chapter 4
PRESENTATION AND ANALYSIS OF DATA

In reporting the results, the researcher stays close to the statistical findings without

drawing broader implications or meaning from them. Further, this section includes summaries

of the data rather than the raw data (e.g., the actual scores for individuals). A results section

includes tables, figures, and detailed explanations about the statistical results

Descriptive Statistics

Demographic Profile of the Respondents

Variables Frequency Percentage (%)

Gender
Male 28 56%
Female 22 44%

20
Age
16 11 22%
17 34 68%
18 4 8%
19 1 2%
Table 1: Demographics

Table 1 showed the respondents demographic profile of current study. After data

screening, a total of 50 respondents were included in the data analysis. Among them, 56.0%

(n=28) were male and 44.0% (n=22) were female. The respondents age ranges from 16-19

years old, among them 22.0% (n=11) were 16 years old, 68.0% (n=34) or most of them were

17 years old, then 8.0% (n=4) were 18 years old and the remaining 2.0% (n=1) was 19 years

old.

Frequency Percentage
1. Time of sleeping
6:00 – 7:00 pm
8:00 – 9:00 pm 2 4%
10:00 – 11:00 pm 18 36%
12:00 – 1:00 am 23 46%
2:00 – 3:00 am 5 10%
2 4%
2. Time of waking up
Before 3 am
4:00 – 5:00 am 15 30%
6:00 – 7:00 am 19 38%
8:00 – 9:00 am 12 24%
4 8%
3. Hours of sleep

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1 – 2 hours
3 – 4 hours
5 – 6 hours 5 10%
7 – 8 hours 15 30%
22 44%
8 16%
Table 2: Sleeping Schedule and Sleep Hours

This presents the sleeping schedule and sleep hours of participants. On weekdays,

4.0% of participants go to bed between 6:00 pm to 7:00 pm (n=2), 36.0% of them go to bed

between 8:00 pm to 9:00 pm (n=18), then majority of them go to bed between 10:00 pm to

11:00 pm which covers 46.0% (n=23), 10.0% go to bed between 12:00 am to 1:00 am (n=5),

while the remaining 4.0% go to bed between 2:00 am to 3:00 am (n=2).

On weekdays, the greatest percentage of participants get up between 4:00 am to 5:00

am which covers 38.0% (n=19), followed by 30.0% (n=15) who get up before 3 am, then

24.0% (n=12) for those who wake up between 6:00 am to 7:00 am, and rest 8.0% (n=4) to

those who wake up between 8:00 am to 9:00 am, they are the students who are most likely to

miss their classes.

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GIVEN:
Mean: 4.5 hours
Standard Deviation: 2.45 hours
Sample Size: n=50
FORMULA:

COMPUTATION:

4.5 - (1.96) ( ) <𝜇< 4.5 + (1.96) ( )

3.8 hours < 𝜇 < 5.17 hours

Table 3: Estimation of Parameters of the Number of Hours of Sleep

This table shows that the respondents have 95% confidence that the mean is between

3.8 hours and 5.17 hours if both genders were taken into consideration. This indicates that the

population may occasionally lack 2 to 3 hours of sleep from the required average of 8 to 10

hours of sleep. This scenario illustrates that due to the academic tasks being handed into the

students, they may be able to have time management and may work in teams and groups to

complete the academic requirements but still their sleeping schedule is indeed affected

causing them to lack sleep.

GIVEN:
Mean: 4.5 hours
23
Standard Deviation: 2.45 hours
Sample Size: n =50
Ho: µ = 8 hours
Table 4: Hypothesis Testing of the Number of Hours of Sleep of SHS Students
This table presents the results that there is sufficient evidence to suggest that the mean

hours of sleep for male and female STEM students is not 8 hours and thus, indicates they lack

few hours of sleep from the required 8-10 hours of sleep in average.

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Current GPA of STEM Students

30

25

20

15

10

0
98 - 100 (With Highest 95 - 97 (With High Honor) 90 - 94 (With Honor) 80 - 89 (With Distriction)
Honor)

GPA (Grade Point Average)

Figure 1: Level of Academic Performance

This Figure shows that 52% of the respondents have 90-94 GPA which is in the bracket

of With Honors in the rating of their Academic Performance. Then 38% of the respondents

meet 80-89 in their GPA which is considered to be Students With Distinction, who are

demonstrating a great potential in achieving higher level of academic performance. Next, 6%

of the participants hold GPA of 95-97 which is in the bracket of With High Honor. Then lastly,

this figure also shows that there is no students from the respondents who have an average of

98-100 which is With Highest Honor. This implies that there is still a great possibility for those

students to excel in their Academic Performance and show improvement if quality and

consistent sleeping schedule would be imposed.

n Percentage

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6. Are you on a regular
sleeping schedule (falling
asleep and waking up at the
same time)?
Always 7 14%

Sometimes 27 54%

Rarely 10 20%

Never 6 12%

Table 6: Regular Sleeping Schedule

The table indicates that a majority of respondents are sometimes follow a regular

sleeping schedule, it has a 27 respondents or 50% while 20% of the 50 respondents rarely do.

Additionally, 7 (14%) always maintain a consistent sleeping pattern, whereas 12% of the

respondents never adhere to a regular schedule. This suggests that a significant portion of the

surveyed population experiences variability in their sleeping habits, with occasional adherence

to a consistent routine.

n Percentage

7.Do you use any electronic

devices (phone, laptop,
computer) before bedtime on
weekdays?
50 100%
Yes
0 0%
No

Table 7: Use of Electronic Devices

The table show that all participants in the study or 100% of the respondents,

acknowledged using electronic devices such as phones, laptops, and computers before

bedtime on weekdays. There were no participants who reported abstaining from this practice

during the specified timeframe.

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n Percentage

8.Do you experience difficulty

falling asleep?
Yes 37 74%

No 13 26%

Table 8: Experience Difficulty Falling asleep

The table reveals that 37 or 74% of the respondents are experiencing difficulty falling

asleep, while the 26% indicated that they are not experiencing such problem. This highlights

that most of the respondents grappling with sleep initiation issue that can affect their academic

performance.

Ratings Correlation

Statements Coefficient Interpretation

5 4 3 2 1
Value (r)

1. Sufficient sleep enhance

Strong positive
the ability to concentrate 19 23 6 2 0 0.8997
correlation
and stay focused.

2. Enough sleep and

proper sleeping
Strong positive
schedule boost critical 29 18 3 0 0 0.9257
correlation
thinking skill and

improves reflexes.

3. 8 hours of sleep helps to

Strong positive
28 20 1 1 0 0.9055
improves problem
correlation
solving skill, and

27
information processing.

4. Sleep empowers

effective thinking, Strong positive

29 18 2 1 0 0.9163
memory retention and correlation

decision-making.

5. Good quality of sleep

Moderate positive
increases the creative 11 13 18 6 2 0.6371
correlation
thinking skill or creativity

6. Sleeping schedule and

proper sleep affect the Strong positive

27 14 8 1 0 0.9571
students activeness correlation

during classes

7. Adequate sleep stable

sleeping schedule helps

in improving sequential Strong positive

21 25 3 1 0 0.8696
thinking, rational correlation

thinking, and practical

thinking skills

Table 7

The table shows that the majority of the items indicate a strong positive correlation, with

the exception of item 5 which showed a moderate positive correlation. Particularly, item 6

which assumes that sleeping schedule and proper sleep, affects the student’s activeness

during their classes, has the highest correlation coefficient value(r)=0.9571. This implies that

28
this particular item, demonstrates a very strong positive relationship between student's

sleeping schedule, proper sleep, and their activeness in classes. The high correlation

coefficient of 0.9571 suggests a close and direct association, emphasizing the significant

impact of sleep-related factors on students' engagement and attentiveness during their

academic activities.

In the study conducted with Grade 11 STEM students, it was found out that the strong

positive correlation observed in six out of seven items implies that students who adhere to a

well-regulated sleeping schedule tend to exhibit better academic performance. This connection

suggests that sufficient and regular sleep positively influences concentration and focus, crucial

elements for success in academic tasks. On the other hand, one out of seven items

demonstrating a moderate positive correlation that raises the possibility that some students

may face challenges in maintaining an optimal sleep routine. This moderate correlation could

indicate that these students might experience difficulties in achieving good sleep quality,

potentially leading to a subtle impact on their creative thinking skills. It maybe because of the

such as the demands of various school activities, may be contributing to difficulties in obtaining

quality sleep. If these challenges persist, it could potentially lead to a decrease in creative

thinking skills, affecting overall academic performances among Grade 11 STEM students.

Chapter 5
SUMMARY, FINDINGS, AND RECOMMENDATIONS

29
This chapter presents the summary, finding, conclusions and recommendations of the

research paper.

The main purpose of this study was to include the identifying potential correlations,

informing educational policies, and promoting healthier sleep habits to enhance learning

outcomes for the students. Furthermore, this study aimed to understand how sleeping patterns

impact cognitive functions, memory consolidation and overall academic achievement. The

study used a quantitative correlational research design wherein it's primary goal is to analyze

the relationship between sleeping schedule and the academic performance of Grade 11 STEM

students. The research itself was conducted in Marinduque National High School located at

Isok I, Boac, Marinduque. From this, 50 Grade 11 STEM students were randomly selected. In

gathering the data, the researchers used survey questionnaires as the maim research

instrument for this study. Validation and the consent of the said instrument was secured first

from the research adviser before it's distribution to the respondents. Moreover, the researchers

secured letter of request for the respondents and conduct the instrument on October 20, 2023.

As for the plan of data analysis, the researchers analyzed it using both descriptive and

inferential analysis. Specifically, the researchers mainly analyzed the gathered data using

Pearson Correlation Coefficient.

Findings

30
The results of the study enabled the researchers to arrive at the following significant

findings and conclusions. The usual sleeping schedule of majority of STEM Student’s is

revealed to be going to bed around 10:00- 11:00 pm and usually wake up or rise around 4:00-

5:00 am. Also, the study found that the mean sleeping hours of the STEM students are 4.5

hours and there is sufficient evidence to reject the null hypothesis which states that the

sleeping hours of students is equal to 8 hours. Majority of SHS STEM students reported that

they sleep within the interval of 3.8 hours to 5.17 hours a day and may occasionally lack 2-3

hours from the required no. of hours.,

The findings of the study revealed that 52% of students are considered with honors

which has academic performance of 90 to 94. Then the rest of the STEM students are

demonstrating a great potential in achieving higher level of academic performance. This

research also found out that there is a strong positive correlation with the sleeping schedule

and academic performance. Out of 7 items presented, 6 of them revealed a strong positive

correlation which become basis in justifying the results of the study. This research that was

conducted give sufficient evidence to correlate the two variables in this study.

Conclusion

1. Based on the research finding it was concluded that the usual sleeping schedule of the

STEM students in Marinduque National High School, which is going to bed around

10:00 pm to 11:00 pm and waking up around 5:00 am to 6:00 am have a positive

correlation in the academic performance and academic excellency. With these kind of

sleeping schedule they were able to cover a maximum sleep of 5-6 hours of sleep.

31
2. Therefore, this research concluded that cognitive skills, problem-solving skills, decision-

making, concentration, critical thinking, rational thinking, memory retention and memory

consolidation which affects academic performance of STEM students in Marinduque

National High School have a strong positive correlation with the sleeping schedule.

Recommendations

1. The researchers recommend to have a balanced approach to academics and

extracurricular activities, allowing sufficient time for both and promoting a healthier

lifestyle. Researches encourage and recommend students to prioritize a consistent and

adequate sleep schedule, aiming for 7-8 hours per night.

2. The researchers recommend to advocate the students to development their bedtime

routines to signal the body that it's time to wind down, contributing to better sleep

quality. Stress the importance of maintaining a consistent sleep schedule, including

weekends, to optimize overall sleep patterns.

3. School leaders, Faculties and Teachers must be encouraged to be mindful to workload

and be considerate to the student’s time commitments, fostering a supportive academic

environment.

4. Researchers recommend parents to provide intervention for their children and enhance

the guidance they are providing them.

5. Future Researchers may use larger number of respondents or sample to conduct

research to employ interventions, they may also use this study to other study groups

aside from STEM strand.

32
REFERENCES

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systematic review and meta-analysis, Sleep Science, 13(2);145-151.

http://doi.org/10.5935/1984-0063.20190137

Anna S. U., et al, (2017) Sleep habits, academic performance, and the adolescent brain

structure, Scientific Report 7, 41678. https://doi.org/10.1038/srep41678

Fonseca A.G., & Genzel L, (2020). Sleep and academic performance: considering amount,

quality and timing, Current Opinion in Behavioral Sciences, 33; 65-71.

http://doi.org/10.1016/j.cobeha.2019.12.008

Freitag, L., Ireland, J. L., & Niesten, I. J. M. (2017). Exploring the relationship between sleep

quality, emotional well-being, and aggression levels in a European sample.

https://JournalofAggression,ConflictandPeaceResearch,9,167–177

Gallego-Gómez, J. I., et al, (2021). Relationship between sleep habits and academic

performance in university Nursing students. https://BMCNursing,20(1),1-8

Knight, V. (2017, June 13). Study links college students' grades to sleep schedules. Retrieved

from CNN Philippines: https://cnnphilippines.com/lifestyle/2017/06/13/college-students-grades-

sleep-schedules.html

Maheshwari, G., & Shaukat, F. (2019). Impact of poor sleep quality on the academic

performance of medical students. https://cureus.1/e4357

Medeiros, A. L. D., Mendes, D. B. F., Lima, P. F., & Araujo, J. F. (2001). The relationships

between sleep-wake cycle and academic performance in medical students. Biological Rhythm

Research, https://BRR32(2),263-270

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Medic, G., Willie, M., & Hemels, M., (2017). Short-and long-term health consequences of sleep

disruption, Nature and Science of Sleep, 151-161. https://doi.org/10.2147/NSS.S134864

Merenheimo, H. (2018). A Study About Students' Sleeping Habits. Bachelor’s thesis, School of

Health Care and Social Services: Lapland University of Applied Sciences. Retrieved from

https://www.theseus.fi/bitstream/handle/10024/152508

Nasim, M., et al, (2019). Sleep deprivation: prevalence and associated factors among

adolescents in Saudi Arabia, Sleep Medicine, 53, 165-171.

https://doi.org/10.1016/j.sleep.2018.08.031

Okano, K., et al, (2019). Sleep quality, duration, and consistency are associated with better

academic performance in college students. NPJ Science of Learning, 4(16), 1-4.

https://doi.org/10.1038/s41539-019-0055-z

San Diego State University. (2017). More teens than ever aren't getting enough sleep. Science

Daily. https://www.sciencedaily.com/releases/2017/10/171019100416.htm

Stibich, M. (2019, November 21). 10 Benefits of a good night’s sleep. (I. Opole, Editor)

Retrieved from Very Well Health: https://www.verywellhealth.com/top-health-benefits-of-a-

good-nights-sleep-2223766

Toscano-Hermoso, M. D., Arbinaga, F., Fernández-Ozcorta, E. J., Gómez-Salgado, J., & Ruiz-

Frutos, C. (2020). Influence of sleeping patterns in health and academic performance among

university students. International Journal of Environmental Research and Public Health,

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Health, https://IJERPH1512,2881

34
APPENDIX A

Letter of Validation and Statement of the Problem

Questionnaire for Content Validation of Statement of Research Instrument

Sir/Madam:

The researchers are currently doing a study on “The Relationship Between Sleeping Schedule
and Academic Performance of Grade 11 STEM Students” as a requirement for the subject
Research II at Marinduque National High School.

In this regard, this questionnaire will serve as a source of data in validating the preceding
instruments. Any information, comments and suggestions for the improvement of the
instruments will be used solely for research purposes and will not affect you personally and
professionally. Hence your honesty and cooperation will be highly appreciated.

Thank you very much!

Respecrfully yours,

Nathalie F. Ladao

Jeanelle M. Magturo

Alleah Lorraine M. Sol

April Lhoraine M. Manahan

35
Part I. Demography

Name: ___________________________________________________________________________

Last First Middle

Gender (Please Check): __ Male __ Female Age: ___ Birthdate: ____________

Name and Address of College/University/School currently working with

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

E-mail Address: ____________________________ Contact Number: _______________________

Part II. Educational and Teaching Background Information

Degree Major Minor Name and Address of If graduated If not
(Please write in (Please (Please College/University indicate the graduated
the full name of write in full write in (Please write in full the year indicate the
your degree) your major) full your name and address of graduated number of
minor) your college/university) units earned
Bachelor

Diploma

Master

Doctoral

Teaching Position Designation __________________________________

Please fill up whatever is applicable

TITLE: The Relationship Between Sleeping Schedule and Academic Performance of

Grade 11 STEM Students

36
Directions: This tool asks for your evaluation of the questionnaire to be used in the data
gathering for the investigation stated above, to establish validity. You are requested to give
your honest assessment using the criteria stated below, please check (√) only one from the
selection.
Scale Interpretation Description
5 Very High Valid The questionnaire is valid and can provide unbiased data for
the investigation, allowing 0-5% error.
4 High Valid The questionnaire is valid and can provide unbiased data for
the investigation, allowing 6-10% error.
3 Valid The questionnaire is valid and can provide unbiased data for
the investigation, allowing 11-15% error.
2 Less Valid The questionnaire is valid and can provide unbiased data for
the investigation, allowing 16-20% error.
1 Not Valid at all The questionnaire is valid and can provide unbiased data for
the investigation, allowing 21-25% error.

Validator’s Questionnaire Assessment

Indicators Rating
5 4 3 2 1
The indicators in the questionnaire consistently and accurately
measure each variables of the investigation.
The questionnaire fits with the variables under investigation,
thus measuring what it intends to measure.
The questionnaire has the capability to measure items of
variables within a given time frame.
The questionnaire has the ability to distinguish the
characteristics or the properties of differing attributes of the
subjects under study.
The questionnaire has the ability to gather factual data,
eliminating biases and subjectivity.
Quick and complete data can be generated by the
questionnaire within the time frame allowed to obtain the data.
The questionnaire has no influence on the variables being
measured.
The questionnaire is framed in a clear, simple, in order to
avoid risk of error.
The questionnaire is capable of generating data that will be of
value and practical use to the sectors concerned in the
investigation.

37
APPENDIX B

Letter of Request for the Respondents

Good day!

We are the researchers from Marinduque National High School and currently pursuing a

research regarding the Relationship Between Sleeping Schedule and Academic Performance

of Grade 11 STEM Students.

In regards, this questionnaire will serve as a source of data in validating the preceding

instruments and will be used solely for research purpose and will not affect you personally and

personality. Hence your honesty and cooperation will be highly appreciated. Your participation

by answering the questionnaire will serve as a great help for the completion of my study. In

consideration, your answer will be very confidential and respected.

Thank you for your time and cooperation!

The Researchers,

Nathalie F. Ladao

Jeanelle M. Magturo

Alleah Lorraine M. Sol

April Lhoraine M. Manahan

38
APPENDIX C

Survey Questionnaire

Name (Optional): ________________________________ Sex: ___________

Grade and Section: ________________________________ Age: ___________
Survey Questionnaires:
Part I. Multiple Choice
Direction: Read each question carefully and mark your answer by putting check inside the box beside

your answer.

1. What time do you usually go to bed on weekdays?

6:00 - 7:00 pm
8:00 - 9:00 pm
10:00 - 11:00 pm
12:00 - 1:00 am
2:00 - 3:00 am
2. What time do you usually wake up on weekdays?
Before 3:00 am
4:00 - 5:00 am
6:00 - 7:00 am
8:00 - 9:00 am
3. On average, how many hours of sleep do you get on a typical weekday?
1-2 hours
3-4 hours
5-6 hours
7-8 hours
4. What is your current Grade Point Average (GPA)?
90-100
85-89
80-84
75-79
75 Below

39
5. How would you rate your own academic performance in STEM Strand?
Outstanding
Very Satisfactory
Satisfactory
Fairly Satisfactory
Did not Meet Expectations Fair
Poor

6. Are you on a regular sleeping schedule (falling asleep and waking up at the same time)?
Always
Sometimes
Rarely
Never
7. Do you use any electronic devices (phone, laptop, computer) before bedtime on weekdays?
Yes
No
8. Do you experience difficulty falling asleep?
Yes
No

Part II. Likert Scale

Direction: Please put a check (/) on the box that corresponds to your answer.

Indicators Strongl Agre Slightly Disagree Strongly

y Agree e (4) Agree (3) (2) Disagree
(5) (1)
1. Sufficient sleep enhance the
ability to concentrate and stay
focused.

2. Enough sleep and proper sleeping

schedule boost critical thinking
skill and improves reflexes.

40
3. 8 hours of sleep helps to improves
problem solving skill, and
information processing.

4. Sleep empowers effective

thinking, memory retention and
decision-making.

5. Good quality of sleep increases

the creative thinking skill or
creativity

6. Sleeping schedule and proper

sleep affect the students activeness
during classes
7. Adequate sleep stable sleeping
schedule helps in improving
sequential thinking, rational
thinking, and practical thinking
skills

41
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