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CHAPTERs 1-3 Final
CHAPTERs 1-3 Final
INTRODUCTION
According to Diana Zucherman, PH.D (2001)., National Center for Health Research in
the 1950’s and 1960’s, most schools started between 8:30-9:00 and many students bravely awake
all day. By 2001, many high schools were starting at 7:30 or earlier and a growing number of
studies showed that these early schools schedules can decrease teenager’s ability to learn, to
drive safely, and to get along to others. In that case, the likelihood smoking, drug abuse, and
teenage pregnancy will increase. According to the study of American Psychological Association
the teenagers who do not get enough sleep may be at risk of engaging unsafe sexual intercourse
behavior, such as not using condoms and other forms of contraceptives. Some are influenced by
Some school districts respond to begin the class a little later, but traditions are difficult to
change. Many have been reluctant to have high school start later in the morning and end later in
the afternoon. Starting at puberty (ages 8-12) many children’s biological “circadian” change.
Many of them are staying up later at night and sleeping later in the mornings. Everybody has
individual differences but most adolescents “naturally” feel awake later at night.
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The Journal Science Advances (2006) has found out that pushing back the start time of
high schools by almost an hour increases the amount of sleep students got each day by more than
half an hour. Students who do not get 8-9 hours of sleep fit it more difficult to concentrate in
classes and their ability to remember what they read or hear is impaired (Zuckerman 2014).
Journal of School Health also finds out in April 2016, that when kids or students get more sleep,
performance in school, attendance and other health outcomes improve. Much of that research
shows that delaying school start times is an effective to accomplish good outcomes. Most studies
reviewed provide evidence that delaying school start time increases weeknight sleep duration
Most adolescents may need at least 9 hours sleep per night; however, fewer than 8% of
high school students report getting this amount. Majority of students sleep as late as 1:00 am but
schools start their classes as early as 7:00 am. In Australia schools operate from 9:00 am to 3:00
pm only. They found out that shifting school start times no later than 7:00 am resulted a boost in
attendance, test scores, and grades in subjects. Schools also saw a decrease in tardiness,
substance abuse, and symptoms of depression. In Finland, school days start between 9:00 to 9:45
am and finishes between 2:00 and 2:45 pm. They have longer class periods and much longer
breaks in between. Their overall system is not there to ram and cram information to their
students, but to create an environment of holistic learning. The Finnish system does not
encourage cramming or standardized tests (except their national matriculation exam, which is
voluntary test for students at the end of secondary high school). It was not about dominating with
excellent marks, they looked to make the school environment a more equitable place. This is one
reason why Finland is a country rich in intellectual and educational reform. Students in these
countries learn more with less contact hours. Insufficient sleep in children and adolescents has
been shown to be associated with a wide variety of adverse outcomes in multiple aspects to their
lives from poor mental and physical health to behavioral problems and poor academic grades (J
Sch Health, 2016). One study in New Zealand did report improved sleep in 17-18 years old
students when the starting time was moved from 9:00 to 10:30 am, as compared to younger
controls who remained at 9:00 am. Later starting time will also reduce the rate of students
driving accidents (Danner and Philips, 2008), and lower reports of depression (Kirkby et al.,
2011).
Meanwhile, considering the previous studies being stated above and the negative effects
of the said issue towards student’s mental, physical and other related aspects, the researchers’
claim that most of the students will find early class-hour system as quite alarming, inconvenient
and harmful for them. Aside from lack of sleep, some of them might skip their breakfast – an
important meal of the day – just to be in school as early as possible and to abstain from being
late. Consequently, a lot of them might be unhealthy, physically, emotionally and cognitively.
Before other complications would come and be part along the process, it is better that we can be
able to acquire more facts about it and to take an action with regards to it.
Moreover, this study focuses on the negative effects of sleep deprivation to students due
to early class-hour system of ACLC College of Ormoc. This appraisal will show the relevant
This study aims to find an answer on the upshots of early class-hour system to Grade 11
1. What are the negative effects of early class-hour system to one’s students’ mental aspect?
This appraisal focuses on assessing the upshots of early class-hour system to Grade 11
ACLC students of Ormoc City. This study will benefit the following:
Respondents/ students. They will be aware about the negative effects of early class-
hour system and how it will affect their health, cognitive, and emotional aspect. In which they
can be able to prevent or avoid it to happen or even control its effects towards them.
Parents. The parents will be aware on how early class-hour system affects their children
in a negative way. In which they can be able to assess their children and protect their health
School. The school will be able to know the negative effects of early class-hour system
with regards of student’s health, cognitive, emotional and other related aspects.
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Other Researchers. They might be able to use the information or the results of this study
has acquired. Other researchers would use this assessment as reference upon making their
relevant studies.
This study will be conducted at ACLC College of Ormoc. This school is the nearest one
that implemented early class-hour system in as early as 7:30 o’clock in the morning in which
very relevant on our study that will focus on the effects of sleep deprivation to students. The age
of the respondents are from around 14-18 years old or above. Half of the total population of
grade 11 ACLC students who are affected by early class-hour system are the total sample size, to
make the study reliable and fact-based. Both male and female are being chosen as the sample
The following terms are defined operationally, according to how they are being used in
the study.
Early class-hour system. The common starting class-hour that usually begins at more or
The next chapter will provide a more extensive background on the study.
CHAPTER II
REVIEW OF LITERATURE
Early class-hour system is the traditional system that has been followed in the Philippine-
education. Even in pre-schools and grade schools, the class hour usually starts at more or less
8:00 o’clock in the morning. Thus, it results to different disadvantages that a certain student can
get.
According to the research of Frano Katalinic (2016) it says there that having enough hour
of sleep is very important, it makes our day full of energy. But having an insufficient amount of
sleep is very hard especially to students with early class. A majority of high school students do
not receive a sufficient amount of sleep. Most public schools started earlier than 8:30 am, also
most school systems fail to recognize the destructive effects of such lack of sleep and implement
a learning schedule in direct opposition to the mental and physical needs of the student body.
Because of that high school students will be at a high risk of depression, fatigue and stress, all
aspects of which plague the nation’s education system and leads to an oblique societal mentality
School classes started 7:30 so an 8:00 class would give an extra half hour. This system
leads every student to wonder how class time affects student productivity, behavior and what
time of day is the most beneficial for learning. In the BOTN 210 class, time had no effect on
performance, and in BOIL 330, student who took morning classes received higher grades. They
are looking at too many variables, making it hard to find one reason why morning or afternoon
classes are better. They also talk about how student might be absent for morning class, which
sleep during the school week. Studies have attributed insufficient sleep as one of the factors
contributing to poor school performance of students. Sleep deprivation can impair memory and
concentration, making it difficult for students to learn. Irritability, lack of self-confidence and
mood swings are common in teenagers, and sleep deprivation makes matters worse. As stated by
Sleep and Biological Rhythms (2017) the insufficient of sleep has become a widespread
problem. The global development and rice of megacities have resulted in a drastic change in the
life style of modern man. Increase in the daily commuting distance of a worker is a consequence
of such development that has become a potential cause of reduced duration of sleep in the
population. The problem of sleep deprivation persists across the individuals of all age groups. An
adolescent whose sleep requirements is higher than the adults and pre- adolescents’ children is
also not an exception. The phase of adolescence is associated with the delayed bedtime and
earlier wake time due to the early morning schools. In this regard, it is important to know the
factors that contribute towards sleep reduction in adolescents. Long travelling distance from
home to school is one such factor. According to Brazilian Journal of Medical and Biological
Research (2002) the sleep-wake cycle of students is characterized by delayed onset, partial sleep
deprivation and poor sleep quality. Like other circadian rhythms, the sleep-wake cycle is
barely stayed awake all day. By 2000, many high schools were starting at 7:30 or earlier, and a
growing number of studies showed that these early school can undermine teenager’s ability to
learn, to drive safely and to get along with others. The journal science advances, has found that
pushing back the start time of high schools by almost an hour increased the amount of sleep
students got each day by more than half an hour. The study also showed that starting the school
day a bit later was linked to improved academic performance and decreased sleepiness in kids.
Other previous studies also found out that when students get more sleep, performance in school,
Early morning causes deprive students from getting sufficient sleep, according to a study
by the education commission of the states. Researchers said that students in middle and high
school love at least three hours of sleep a day due to early morning classes that in turn negatively
affect their academics performance. Academicians have long claimed that delayed school
since the late 1980’s that this issue has progressed from teachers’ anecdotes of students falling
asleep in class and parental complaints of daily struggles to their children out of bed to scientific
investigations into the causes and consequences of insufficient sleep. Insufficient sleep of
adolescents has been shown to be associated with wide variety of diverse outcomes, from poor
mental and physical health to behavioral problems and lower academic grades. However, most
high school student does not get sufficient sleep. Delaying school start times for adolescents has
been has been proposed as policy charge to address insufficient sleep in this population and
and improve health. A solid body of literature has sound that insufficient sleep in this young
population is tied to poor mental health, including depression, depressive symptoms, and suicidal
ideation. Sleep problems may be symptoms of mental health disorders such as depression. There
is also evidence of a causal relationship between insufficient sleep and depression, as well as
mood in general. Due to this observation, some school start time studies include depression
symptoms as part of their student assessments. Students at later starting schools appeared to
According to a Harvard study, chronic sleep deprivation can be damaging to the physical
health. This can be intertwined to how a mentality of a student. Most of the studies saw a
significant increase in sleep duration even with relatively small delays in start times also
generally correspond to improved attendance, less studies, less falling asleep in class, fewer
depression symptoms. Although not all studies found that later times correspond to improved
academic performance, no studies found a negative impact of later school start times on
academics.
CHAPTER III
METHODOLOGY
This chapter presents the method and procedures in the conduct of this study. It
specifically discusses the research design, instruments, respondents, and locale and data analysis
procedures.
Research Design
This study is purely quantitative in nature. This was utilized to determine the upshots of
sleep deprivation due to early class-hour system to Grade 11 ACLC students in Ormoc City.
Quantitative research is a structured way of collecting and analyzing data obtained from different
sources. The researchers use descriptive design to be able to acquire all required information
needed in the appraisal. Moreover, Ariola (2016) describes the descriptive research design as
fact-finding methodology with adequate interpretation. He further claims that descriptive method
is something more beyond just data gathering. He believes that the discussions of those data are
In this study the researcher designed a survey questionnaire as the data collection
instrument. The researcher chose this instrument because it is reliable and the right instrument to
document with a set of questions thoughtfully designed to elicit the response of the respondents.
Respondents
Profile. This study will focus on the Grade 11 students of ACLC College of
Ormoc, specifically to those who have early morning classes. The age group of focus will be
from 14-18.
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The researchers had come up with 250 students as respondents having 30 students per section
from strand of HUMSS, ABM, HE, CSS, and Programming. The reason why the researchers
have chosen the respondents mentioned above it is because they are the most affected in the early
class-hour system.
Sample. The population for this study will compromise all Grade 11 students of ACLC
College of Ormoc. Respondents are those students who are affected on the early class-hour
system that the school has implemented. Meanwhile, half of the population of Grade 11 students
will be used as a sample respondent due to limited time period in conducting the appraisal. The
sample population was chosen using Accidental also known as Opportunity sampling or
Convenient sampling, a type of non-probability sampling in which the sample population was
selected of its availability and convenience. The researcher used this type of sampling due to
Research Locale
The study will be conducted in ACLC College of Ormoc at Brgy. Cogon Ormoc City. It
is located between the city proper and Brgy. San Pablo. The school is composed of 30 teachers
Based on the research design, the following steps will be followed to answer the research
questions.
Step 1. Selection. The students that will be interviewed will be selected through their
simultaneously or one by one to ensure their privacy with regards to their respective responses.
Step 2. Data Gathering Procedure. The responses of the respondents will be recorded through
taking down notes and through the use of sound recorder. The researchers will just focus on the
Step 3. Data Analyzation and Interpretation. After the researchers have gathered all the data, the
researchers will now apply a tool called Thematic analysis. According to Jack Caulfield (2019),
texts, such as interview transcripts. The researcher closely examines the data to identify common
themes – topics, ideas and patterns of meaning that come up repeatedly”. There are 6 common
steps in conducting thematic analysis which was developed by Braun, V. and Clarke, V. (2006)
1. Familiarization. In this step, the researchers would get to know the data. For it is
very important to overview thoroughly all the data being collected before analysing
and coming up with shorter labels or “codes” to describe their content. The process of
coding is part of analysis (Miles & Huberman, 1994), as the data is being organized
into meaningful groups (Tuckett, 2005). However, coded data differs from the units
3. Generating Themes. After the researchers have coded the data, it will be looked over
in order to identify patterns among them, and start coming up with themes. “Themes
are usually broader than codes, most of the time, several codes need to be combined
into single theme. Tables, mind-maps can be used in generating themes, or might
write the name of each code (and a brief description) on a separate piece of paper and
4. Reviewing Themes. In this step it is the time to be sure that the generated themes are
useful, accurate and relevant in the study. The researchers will look back on the data
to assure that nothing is missing, the generated themes are really present in the set of
data, and lastly, what could the researchers do to make the themes work better. If
there are any problems with the formulated themes, they can be split up, combined,
discarded, or create a new ones: whatever makes them accurate and useful.
5. Defining and Naming the Themes. After making themes, it is now the time to name
and define each one of them. Defining themes involves formulating exactly what is
the meaning of each theme and figuring out how it helps understands the data.
Naming themes involves coming up with a concise and easily understandable name
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for each theme. According to Braun, V. and Clarke, V. (2006), “It is vital that you do
not just paraphrase the content of the data extracts presented, but identify what is
worked-out themes, and involves the final analysis and write-up of the report. “The
way which convinces the reader of the merit and validity of your analysis. It is
important that the analysis (the write-up of it, including data extracts) provides a
concise, coherent, logical, nonrepetitive, and interesting account of the story the data
tell – within and across themes. Your write-up must provide sufficient evidence of the
themes within the data – i.e., enough data extracts to demonstrate the prevalence of
the theme. Choose particularly vivid examples, or extracts which capture the essence
of the point you are demonstrating, without unnecessary complexity. The extract
needs to do more than just provide data. Extracts need to be embedded within an
analytic narrative that compelling illustrates the story that you are telling about your
data, and your analytic narrative needs to go beyond description of the data, and make
an argument in relation to your research question.” (Braun, V. and Clarke, V., 2006)
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Critical Assessment
Sleep Deprivation
Ariola, M. (2006). Principles and Methods of Research. Manila: Rex Bookstore, Inc. retrieved
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Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in
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Danner F; Phillips B. Adolescent sleep, school start times, and teen motor vehicle crashes. J Clin
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July 2019
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ACKNOWLEDGEMENT
We wish to extend our gratitude to the people who had been a great part in making this
research successful.
Family. For their unwavering love, moral and financial support as well as
encouragement. We owe all these to our parents, who have always been ever supportive in
everything we do.
Marielle Dominique G. De la Cruz. For teaching us to the things that should be learned
Respondents. Grade 11students of ACLC Senior High School who willingly participated
this research study and answered the questions with whole honesty, from the bottom of our heart
thank so much to all of you. You have a big part in making this study possible and successful.
Friends and Classmates. Thank you also for helping us making it better as possible.
You became a vessel of God's blessing and love. Thank you to all of you who supported
Almighty God. For giving us the wisdom and knowledge that we have used to make this
study successful. Thank You for sustaining us in terms of physical, mental, spiritual and even in
our emotional aspect. You have guided us throughout the entire journey of this study. We
acknowledge ourselves as nothing apart from You. All the glory and honor are given back to
You.