Academic Procrastination and Sleep Impairment of Senior High School Students Manuscript

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Academic Procrastination and Sleep Impairment of
Senior High School Students
A research project
presented to the faculty of
Senior High School Department
Manila Adventist College
In partial fulfillment
of the requirements for the subject
Inquires, Investigation, and Immersion
Deity Ann B. Reuterez
Mae Czyriene A. Tadeja
Angelo C. Torres
John Joseph P. Umambong
June 2021
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Approval Sheet
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Abstract
Academic Procrastination and Sleep Impairment of
Deity Ann B. Reuterez, STEM
Mae Czyriene A. Tadeja, STEM
Angelo C. Torres, STEM
John Joseph P. Umambong, STEM
Adviser: Ryan Ray M. Mata, RN, MN
Sleep deprivation have become prominent problem of the modern society leading to
many dangerous effects. Further, past studies showed that academic procrastination is
linked with health negative behaviors including the sleep behavior that may affect the
whole well-being of a person. The Bedtime Procrastination Model was used as a guide in
identifying the relationship of academic procrastination to the sleep impairment of the
Senior High School students. While descriptive correlational under non-experimental
research design was used to gather information to some specific characteristics of the
chosen respondents. Furthermore, census method or complete enumeration survey was
used for data collection. This study used online survey questionnaire and a total sample
of 88 students from Grades 11 and 12 who are 15-19 years old that are currently studying
in a private institution in Pasay City under the Senior High School Department
participated. Results revealed that the senior high school students was found to have
moderately academic procrastination. Moreover, most of the students was found to have
moderate sleep impairment. In regards to the correlation between academic
procrastination and sleep impairment, low but significant result was found. Further, it
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was found from the results that there was no significant difference in the sleep
impairment of the students when grouped according to gender. However, parents’ income
revealed to have significant difference on sleep impairment. In conclusion, Senior High
School students was observed to have moderate level of academic procrastination and
moderately sleep impaired.
Keywords: academic procrastination, sleep impairment, senior high school students

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Acknowledgment
Without these following people, the researchers will not be able to complete this
study. The researchers would like to thank them for all of their guidance and assistance to
finish this study.
First, to the dearest families of the researchers that provide them moral and
financial support all throughout this study. The researchers thank them for the motivation
that they gave to the researchers and every effort they did to successfully conduct this
study.
Next, to the researcher’s hardworking and remarkable mentor and teacher, Ryan
Ray M. Mata, RN, MA, MN, for his unending patience and continuous guidance in order
to finish this study, for the opportunity to learn and to improve the researcher’s intellect
and skills.
Then, to the Manila Adventist College faculty and staffs, for their assistance and
support on conducting this study.
And also, to the students of Manila Adventist College. The researchers would like
to express their appreciation for their cooperation and effort to provide the researchers the
information necessary to complete this study.
And last but not the least, to our Dear Loving Savior, for his continuous blessings
and enlightenment he gave and he will give to the researchers. For the provision of
strength, knowledge, wisdom, and everything he gave to complete this study. Praises for
his holy name and to his kingdom for helping everyone, including the researchers, for
successful conduction of this study.

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Dedication
With our utmost hearts in the succession of this study is humbly dedicated to:
Our beloved families, friends, classmates, teachers, respondents in partial of
lending us an initial push and help in the competence into achieving all throughout
success.
Our research adviser for helping us acquire the proper knowledge, skill, wisdom,
and competence despite throughout the ongoing pandemic, in preparation to defend our
study, in coordinating us for our requirements to accomplish through announcements, in
helping our study compute for the statistical formula and scoring, and for being there to
support us despite difficulties regarding poor internet connection undergoing online class
as the medium of education.
And most of all our God that roots all our knowledge and wisdom from above and
beyond into giving us guidance throughout the study.
This humble write up is dedicated to all of you into reaching this studies goal.
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Table of Contents
Page No.
List of Figure………………………………………………………………………..10
List of Tables………………………………………………………………………..11
Chapter 1. The Problem and Its Background…………………………………….12
Introduction…………………………………………………………………..12
Statement of the Problem…………………………………………………….14
Hypotheses…………………………………………………………………...14
Significance of the Study…………………………………………………….15
Theoretical Framework………………………………………………………16
Conceptual Framework………………………………………………………17
Definition of Terms…………………………………………………………..18
Chapter 2. Review of Related Literature………………………………………….19
Academic Procrastination……………………………………………………19
Sleep Impairment…………………………………………………………….20
Gender……………..………………………………………………………...24
Parents’ Income……………………………………………………………...25
Relationship of Academic Procrastination to the Sleep Impairment
…………………………….………………………………………...……….26
Difference on Sleep Impairment when grouped according to Gender and Parents’
Income……………………………………………………………………….28
Chapter 3. Methodology…………………………………………………………....31
Research Design……………………………………………………………...31
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Population and Sampling Technique………………………………………....32
Profile of the Respondents……………………………………………............32
Instrumentation………………………………………………………….........35
Scoring and Interpretation…………………………………………………….36
Data Gathering Procedure…………………………………………………….36
Statistical Treatment of Data……………….………………………………....37
Ethical Considerations…………………….……………….………………….38
Chapter 4. Results and Discussion……………………………………………….....39
Level of Academic Procrastination..………………………………………….39
Extent of Sleep Impairment………………..…………………….…………....41
Relationship between academic procrastination to the sleep
impairment……………………………….……………………………………45
Difference on the sleep impairment when grouped according to gender…..
………………………….……………………………….................46
Difference on the sleep impairment when grouped according to parents’
income……………..…………….……………………….……………………47
Limitations of the Study……….…………….…………………………….…..49
Chapter 5. Summary, Conclusion and Recommendation………………………....50
Summary of Findings…………………………………………………….……50
Conclusion…………………………………………………………………......50
Recommendations………………………………………………………...........51
References…………………………….……….………….………………………..….53
Appendices…………………………………………………………………………….70
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Appendix A Consent forms: Informed and Assent……………………………..70
Appendix B Permission to Use of Standardized Research Instrument….………78
Appendix C Research Instrument…………………………….…………………80
Appendix D Correspondence letter………………………………………..........84
Appendix E Ethics Review Committee………………………………………....85
Curriculum Vitae………………………………………………………………………86
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List of Figures
Figure No. Page No.
1 1 Relationship of Academic Procrastination to the Sleep Impairment as
Moderated by Gender and Parents’ income……………………..………17
2 2 Distribution of the respondents by gender……………………..………..32
3 3 Distribution of the respondents by grade level……………………..…...33
4 4 Distribution of the respondents by parents’ income…………………….34
5 5 Distribution of the respondents by age………………………………….34

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List of Tables
Table No. Page No.
1 Scoring interpretation for Academic Procrastination……………………36
2 Scoring interpretation for Sleep Impairment..
……………………………………………….……………..36
3 Results of the Senior High School Students’ level of academic
procrastination……....……………………………………………………40
4 Results of the Senior High School Students’ extent of sleep
impairment…….……………………………………..…………………..42
5 Correlation between academic procrastination and sleep impairment….
……………………………………………………….…...45
6 Difference on the sleep impairment of the respondents when grouped
according to gender………………………………………………………46
7 Difference on the sleep impairment of the respondents when grouped
according to parents’ income…………………………………………….47

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Chapter 1
The Problem and Its Background
Introduction
In today’s environment, sleep loss, chronic sleep deprivation and sleep quality
changes are becoming more common (Clark et al., 2013). Insufficient sleep among
students is becoming a habitual behavior. Chattu et al. (2018) proclaimed insufficient
sleep as a “pervasive and prominent problem in the modern society that causes hosts of
adverse medical and mental dysfunctions.” (p. 01)
The 2016 Healthy Living Index Survey shows that Philippines is one of those
countries who have highest rates of sleep deprivation in Asia; 46% of Filipinos do not get
enough sleep while 32% said they sleep for less than six hours (Patasongkram, 2017).
Globally, insufficient sleep appeared to be a public health epidemic across various age
groups that is often unrecognized, under-reported, and that has rather high economic
costs. It is also linked to 7 to 15 leading causes of death in the United States wherein
many negative effects existed. The evidence shows that not getting enough sleep can
have negative impact in our society and its pervasiveness represents a major public health
concern (Chattu et al., 2018).
On the other hand, unnecessary and unwanted delay of works or tasks has been
the major issue of the students nowadays, which leads them to have shorter sleep duration
and poor sleep quality. They put things off because they do not want to do it, or because
they have too many other things on their plates. It appears to make students postpone and
delay their academic work becoming self-excusive and ignoring their academic or even
non-academic responsibilities. Some students relaxed on bed and take some time
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scrolling through their social media feeds and ignore the tasks they need to do. When the
due date become the last minute, they tend to stay up late in bed and do their things. This
is called academic procrastination.
Sirois (2015) has defined procrastination as a common and problematic issues that
may confer risk for negative health behaviors. It can also initiate the changes in a
persons’ mood which may increase the level of procrastinating. Fernie et al. (2016) stated
that procrastination has been conceptualized as a failure of self-regulation associated with
poor academic and work performance and mental ill health.
Based on the previous studies, academic procrastination is related with lower
grades across 33 studies that included over 38,000 students. Also, some medical research
study has linked procrastination to higher levels of anxieties, depression, and many
negative effects (Arnott & Dacko, 2015). Moreover, 30.0% of civilian employed U.S.
adults (approximately 40.6 million workers) reported an average sleep duration of less
than 6 hours per day (Centers for Disease Control and Prevention [CDC], 2010).
There are a lot of studies that focuses on academic procrastination, however,
limited study focuses on academic procrastination that affect sleep impairment. Hence,
this research is conducted to determine and identify the correlation between
procrastination and the sleep impairment of senior high school students as moderated by
gender and parents’ income.
Young (2018) cited that incomplete task and procrastinating often lead to frequent
and unhelpful thought patterns. These thoughts can impact on sleep, trigger anxiety
symptoms, and further impact on a person’s mental and emotional resources. Sleep
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deprivation increases people’s risk of getting seriously ill through infectious diseases,
cancer, cardiovascular problem and depression (Irwin, 2014).
Statement of the Problem
The purpose of this study is to determine the relationship of academic
procrastination to the sleep impairment of the Senior High School students. This research
aims to answer the following questions:
1. What is the level of academic procrastination of the respondents?
2. What is the extent of sleep impairment of the respondents?
3. Is there a significant relationship between academic procrastination and the
sleep impairment of the respondents?
4. Is there a significant difference on the sleep impairment of the
respondents when grouped according to:
b. Gender
c. Parents’ Income
Hypotheses
To answer the above-mentioned research questions, the following formulated
hypotheses will be tested:
Ho: There is no significant relationship between academic procrastination and the sleep
impairment of the respondents.
Ho: There is no significant difference in the sleep impairment of the respondents when
grouped according to gender and parents’ income.

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Significance of the Study
The results of the study will be beneficial to the individuals in the following:
Students
The knowledge that will be gained by this study will give awareness to the
students who performs procrastination and avoid unnecessary task, in which can help
themselves identify what will be the consequences of procrastination to the amount of
sleep in the health concerns.
Teachers
This will increase their knowledge to create conditions to help them remind their
students to do their task beforehand doing and avoid something unless it is important.
Further, to broaden their idea on help students.
Family and Community
This study will help them motivate the students to focus on their academic tasks
and establish conditions avoiding distractions and unnecessary tasks.
School administration
This study could give them new idea of what kind of school activities and
programs they would improve in the school system to avoid the procrastination of the
students as well as to attract their interests.
Future Researchers
This will serve as a reference material and guide to the researchers who has
significant research title and to whom may be interested in this study.

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Theoretical Framework
The Bedtime Procrastination Model of Kroese et al. will be utilized in the study.
Work and academic procrastination as bedtime procrastination is correlated with general
procrastination. It’s reflected into self-regulatory involvement as projected in a failure to
accomplish associations such as, conscientiousness, impulsiveness, and low-self-control.
That has manifestations on various domains such academic work. Bedtime
procrastination is related and the cause of insufficient sleep (sleep behavior) due to self-
regulation failure that greatly affects health behavioral domain (e.g., obesity,
hypertension, and cardiovascular disease). Giving explanation to bedtime procrastination
is the act of going to bed late due to distractions such as social media consumption,
excluding sleeping problems and diseases (e.g., insomnia, etc.). A failure to attest
circumstances to engage into sleep, due to the cause of that the person thus experience
insufficient sleep that will greatly negates their abilities to function properly. Combining
these different aspects of sleep-related behavior provides a good picture of sleep health
behavior caused by procrastination. By demonstrating that the Bedtime Procrastination
may be carried out to apprehend sleep-associated outcomes, the researchers concludes
that this model is suitable for the current study.

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Conceptual Framework
Figure 1
Relationship of Academic Procrastination to the Sleep Impairment of the Students as
Moderated by Gender and Parents’ income.
Dependent Variable
Independent Variable
Academic Sleep Impairment

Procrastination
Moderating Variables
Gender
Parent’s Income
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Definition of Terms
The following terms are utilized for this study and are defined operationally to
give the reader a clearer understanding:
Academic Procrastination
It occurs when students rush and postpone to accomplish academic tasks such as
the completion of activities, projects, and assignments unnecessarily, while doing so,
contributes pressure in the remaining time.
Sleep Impairment
This is a state caused by inadequate quantity or quality of sleep that can influence
to either good or bad consequences of the participants.
The participants or target population of the study to gather information about
academic procrastination and their sleep impairment.

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Chapter 2
Review of Related Literature
This chapter presents the review of local and international related literatures and
studies focusing on academic procrastination and sleep impairment.
Yilmaz (2017) has emphasized that effective study time management and study
goals can relate to the success of students in academics, but the overdue submission of
assignments can result to low level course of achievements. Additionally, procrastination
is very common to most students where they need to meet the deadlines for projects and
assignments completion, which necessitates their time and attention. If the students
possessed an inadequate self-regulation, then it will result to many negative study
behaviors and may sort to procrastination.
However, a recent preliminary study about academic procrastination in the
learning of mathematics by junior high schools across Madiun Regency, East Java,
Indonesia was made (Asri et al., 2017). The result showed that academic procrastination
hinders the high level of achievement of learning in mathematics for junior high schools.
They found that the respondents preferred to spend more time for fun activities than to do
academic related tasks. It was also recognized in the study that the level of academic
procrastination is partly influenced by the attitude and personality of students towards
academic duties. Students tend to undergo in the form of escapism as they often see the
tasks difficult to complete so they prefer to do other activities like having fun, for
example, listening to music, and hanging out with friends. They only learn when they are
taking the formative tests but do not have schedules for continuous learning (Asri et al.,
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2017). It is also distinguished that students who do not have good learning management
are caused by high academic procrastination, low conscientiousness and low self-
regulated learning (Reynolds, 2015).
Similarly, Kandemir (2014) has declared that academic procrastination is to
postpone academic tasks that causes academic failures, unhappiness and stress-related
behaviors. Students cannot exhibit their real performances in learning processes and they
fail due to the procrastination behaviors Even so, procrastination is described as
unnecessary delaying of an action that should have been the priority and leaving it to the
last minute (Babadogan, 2010).
Nevertheless, academic procrastination is also defined as a special form of
procrastination by which it occurs in academic settings such as writing of term papers,
studying for examinations, finishing duties related to school. This type of procrastination
has been widely a popular phenomenon on college and universities for decades (Jiao et
al., 2011).
Sleep Impairment
Disturbed sleep (including general sleep quality, difficulties falling asleep,
recurrent awakenings, disturbed/uneasy sleep, and premature awakenings) is one of the
many symptoms of sleep deprivation (Clark et al., 2013). Zhang & Wu (2020) considered
bedtime procrastination as the act of postponing of sleeping, and poor self-regulation are
proven to be one of the risk factors of sleep quality. Sleep quality has the great impact on
our brain functions along with health and academic performance (Ahrberg et al., 2012). It
is a combined objective estimation such as sleeping time, waking times, etc. and
subjective evaluation like sleeping difficulty, rest degree, etc. (Lin et al., 2018). Also, it is
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associated and influenced by multiple factors such as stress, depression, poor cognitive
performance, poor self-regulation, physical and mental disorders, insulin secretion and
sensitivity (Ahrberg et al., 2012; ; Hatayama et al., 2020; Huang et al., 2019; Lee et al.,
2020; Radwan & Borai, 2020; Rehman et al., 2017; Szabo et al., 2016; Zhao et al., 2020).
A recent study shows that 54.1% of 135 participants was detected with poor sleep quality
(Radwan & Borai, 2020).
As mentioned, the quality of sleep affects academic performance. However,
Ahrberg et al. (2012) believed that those who perform worse on their study is not
generally poor-quality sleeper students. The study showed that poor sleep quality is the
result of stress of the students who failed their exams. Meaning, academic performance
and sleep quality are interchangeable depending on the situation mediated by stress.
Moreover, sleep quality is also proven to have effect on work performance of nurses and
their productivity. 79% in 188 nurses have poor quality of sleep (Park et al., 2018). It
brings forth depression, increased anxiety and frustration, lack of attention and reduced
sense of personal identity (Chin et al., 2015). Work-family conflict and low-level of
mindfulness can also worsen sleep quality (Liu et al., 2019). Health-destructive impacts
of poor sleep quality are indeed cannot be underestimated.
Additionally, previous study reported that the higher the smartphone addiction,
the poorer the sleep quality (Zhang & Wu, 2020). 2017). Moreover, multidimensional
trait perfectionism can contribute to poor or better sleep quality depending on the level of
stress (Molnar et al., 2020). Exposure to uncontrollable or unpredictable stressors (e.g.
hurricanes, earthquakes, tsunamis, etc.) can alter individuals' sleep (e.g., leading to lower
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sleep quality, longer sleep latency, increased awareness during the night, and more sleep
complaints) (Zhao, Lan, & Yang, 2020).
Generally, good sleep quality means good life quality while poor sleep quality
contributes poor mental health, poor habits, poor lifestyle, poor self-regulation, poor
health, etc. Based on a study, suitable sleeping environment helped to enhance hospital
patient’s recovery because noise was reported to be the highest contributing sleep
disruptor (Gulam et al., 2019). Here are some steps on how to improve sleep quality for
busy workers, which can also be applicable for students. Longer intervals between shift-
work cycles, clockwise scheduling order, longer break after night shift work, allowing
yourself to nap before or during night shift, and provide a worksite healthy sleep program
(Park et al., 2018). Sella et al. (2019) shows in their study that consciousness seems to be
the “protecting” personality trait of objective sleep quality. Meanwhile, emotional
stability linked in increasing cases of sleeping difficulties can be explained through
stronger metacognitive beliefs regarding sleeping problems (Sella et al., 2019). Hence,
improvement of self-regulation or control programs can be one of the ways to decrease
the number of poor sleep quality sleepers.
In China, 45.2% were reported to be short sleepers and 14.8% long sleepers, and
worse (Wang et al., 2016). Frequent sleep problems which dangerously affect sleep
maintenance and duration can therefore impair daily functioning, increase risk of
accidents, and negatively impact the physical and psychosocial status of older individuals
(Gildner et al., 2018). Inadequate amount of sleep brings forth unhealthy lifestyle,
impaired semen quality, diabetes, obesity, heart and lung diseases, cerebrovascular
diseases, cognitive malfunction, poor mental health, and so much negative effect to our
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overall being (Buxton & Marcelli, 2010; Chen et al., 2019; Gildner et al.,
2019; Sabanayagam & Shankar, 2010; Wang et al., 2016; Zhang et al., 2020).
Certainly, study has shown that short sleep is associated with poor mental health,
inappropriate fruit intake, ischemic heart disease, chronic obstructive pulmonary disease
and chronic gastroenteritis (Wang, et al., 2016). Whereas, long sleep duration is linked in
hypertension, hyperlipidemia, cerebrovascular diseases, urolithiasis and impaired
cognitive function (Wang, et al., 2016; Gildner et al., 2018). Poor sleep duration affects
the senses, slows reflexes, and will lost your memories (Gildner et al., 2018). Poor
amount of sleep results in impaired glucose tolerance, reduced insulin sensitivity,
increased sympathetic activity, and elevated blood pressure, all leading to increased risk
for atherosclerosis (Sabanayagam & Shankar, 2010).
In conclusion, from the literature stated above, sleep impairment decrease life
quality. Recent studies have shown that 76% of sleep duration of adults is frequently
more strongly associated with health risks. Whereas, long amount of sleep could be
associated to an underlying sleep disordered breathing or poor sleep
quality (Sabanayagam & Shankar, 2010). Therefore, people should pay more attention to
sleep patterns because it is associated with different kinds of diseases and poor cognition.
Demographic Profile
The characteristics of the sleep impairment amongst Senior High School students
identifies their role to what contributes to the impaired sleep of adolescence, (ages 15 –
19) affect and weigh more based on gender and parents’ income of the respondents. This
elaborates what is known, regarding outside the age and possible gaps about current sleep
and correlates it to academic procrastination.

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Gender
Gender plays an important role in determining risk on low sleep quality. Ferrara et
al. (2015) assert that females in such young ages statistically shown to be having sleep
deprivation from sleep disturbances diagnosed with mental illnesses compared to men.
The difference in hormonal distribution differs from male to female structures, however,
young female tends to attain higher risk up to 15% sleep deprived and have shown 25%
of mental illnesses such as depression compared to males (Conklin et al., 2018).
Women during pregnancy experiences stress which therefore trigger the sleep
quantity and quality than males. Women have more risk of attaining sleep disturbances
during pregnancy because of restless leg syndrome behavior. Moreover, Liu et al., (2017)
confirmed that women with menstruation pain such as dysmenorrhea promotes
discomfort and disturbance that contributes to the sleep deprivation. While the mental
illness probability amongst females is at a higher risk and can occur illnesses such as
idiopathic hypersomnia, pertaining to under normal sleep circumstances normal sleep
quantity and quality leads to experiences in daytime sleepiness (Liu et al, 2017).
Moreover, Mallapalli & Carter (2014) have verified that male mental disturbances
are narcolepsy excessive daytime sleepiness and rapid eye movement behavioral
disorder. Males are likely to portray behaviors such as snoring, snorting, gasping and also
sleepiness that affect male’s quality of sleep. However, female mental disturbances are
unrefreshing sleep, fatigue, insomnia, and depression, and are more insecure about
observing awkwardness in sleep with partner in bed compared to males.
Consequently, Luca et al. (2015) added that female elders suffer from less sleep
or making sleep and more awake time in day but they have a resistance and less exposure
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to being sleep deprived as age increases. In older women, insomnia is more prevalent
than men, and it increases due to more factors associated with it such as sleeping
medication, nightmares, sleepiness, chronic diseases, and depression that therefore
contributes to quantity and quality of sleep. Whereas, older men have troubles making
sleep compared to older women and tends to decrease as age increases.
Zundert et al. (2013) asserted that young adolescent females in attaining
depressive symptoms and mental illnesses are at high exposure compared to males
showing fewer depressive symptoms. In physical vulnerabilities scored young females in
physical, psychological functioning, mental toughness, subjective sleep, lower scores
than mid adolescence showing prevalence in mid adolescence frequency (Brand et al.,
2016). Performance in academics amongst nursing students from being exposed to
attributes such as sleep deprivation and insomnia, females scored poor on academic
performance compared to males (Marta et al., 2020). As discussed, mentioned amongst
the difference in gender affecting sleep problems to influence sleep impairment weigh
more on the female side than male therefore amongst female must establish awareness.
Parent’s Income
Parent’s income quantity and acts from it serves to the quantity and quality of
sleep, which therefore lead to different sleeping disturbances. A child from low-income
family and where disciplined is commonly ignored may develop unhealthy lifestyle
which contribute to sleep disturbances. Other factors such as low physical activity, lack
of exercise and increased screen time may also contribute to the quantity and quality of
sleep. Calamaro et al. (2010) declared that sleep quality due to depression of obese
children are observed from low monitoring of parents. Factors such as low income and
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education of parents lead to low quantity and quality of sleep compared to high-income
and well-educated parents (Moore et al., 2011).
Low parental acculturation and familism values of the father tends to contribute
healthful quality of sleep to adolescence compared to higher family income, education,
neighborhood crime has lesser quality of healthful sleep, therefore even in low parent’s
income but with good example and proper monitoring it can still contributes good
quantity and quality of sleep of the adolescence (McHale et al., 2010). Among children 6
years old and as soon the age increases it becomes more prevalent on having a risk
attaining less quality and quantity of sleep regardless of income. Thus, monitoring
children should be implemented to acquire a more health approach and reduce the risk
regarding lack of sleep competences (Hawkins & Takeuchi, 2016). Low and high income
of parents does not proof to lower sleep duration but aspects such as monitoring the
behavioral act of the adolescence to attentively participate in early sleep is based upon the
parenting actions.
Relationship of Academic Procrastination to the Sleep Impairment
Procrastination is the result of self-regulatory failure or the tendency to post-pone
an intended task (Sirois & Pychyl, 2016). It is one of the most neglected issues in
modern societies with expected destructive effects for many aspects of an individual’s
life (Steel & Ferrari, 2013). Notwithstanding a developing body of research on the
outcomes of procrastination for health and well being, there is little research centered
through testing or explaining the potential connections between procrastination and sleep
impairment (Sirois et al., 2015).

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Quality of sleep is defined as one's sleep experience, continuation of sleep, hours
of sleep, and the feeling after waking up (Kline, 2013). In addition, procrastinators were
found to sleep later than non-procrastinators in weekends and weekdays and also could
arise unhealthy sleep patterns based on level of procrastination (Li et al., 2019). Bedtime
procrastination is a type of procrastination that is proven to affect the wholeness and
function of one’s health due to its connection to insufficient sleep (Buxton & Marcelli,
2010). Previous study showed that bedtime procrastination is inversely linked with self-
control, it is proven that the low self-control results to higher level of bedtime
procrastination (Broers, 2014). While lack of amount of sleep is not the only one that
affects student’s academic performance but also procrastination. Procrastination is proven
to have negative impact on course grades and the ability to achieve a university degree
(Rozental & Forsstrom, 2017).
Consequently, procrastination is proven to be associated with multiple dimensions
of sleep in adolescent and young adults. Procrastination is negatively associated with
sleep quantity and also associated with increased risks of insomnia symptoms and
daytime sleepiness (Li et al., 2019). According to related study, long and short sleep
duration were proven to be associated with failure of examination of students and delayed
study progress (Vedaa et al., 2019). That is because sleeping less than 8 hours causes
daytime tiredness, which mediates positive attitude toward school and short sleep
duration (Gloor et al. 2016). In addition, 55% increase in the likelihood of mood deficits
was shown due to inadequate amount of sleep (Short et al., 2020). And worst, short
amount of sleep was associated with increased risk of experiencing psychotic symptoms
in adolescents in Japan (Miroshima et al., 2020). Based on the abovementioned studies,

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improper sleep quantity leads to dangerous domino effect which can cause poor mental
and physical health, and worse, even death.
Difference of sleep impairment based on gender and parents’ income
Sleep impairment of the moderating variables determines their difference in
which falls under their specific category in where the sleep impairment if there is truly a
difference from these characteristics in gender and parents’ income that is to be
correlated by the literature
Sleep impairment to gender
Sleep is revolving about the overall system of a human being, having a restless
sleep are the causes of acquired illnesses, diseases from the disturbances in both physical
and emotional (Gildner et al., 2018; Wang et al., 2016). The duration or sleep quantity are
the attributes of acquiring lower or higher sleep duration, in which both can come upon
consequences on sleep in therefore we must not oversleep or under sleep just the right
amount of sleep duration of 8 hours (Buxton & Marcelli, 2010; Chen et al., 2019; Gildner
et al., 2019; Sabanayagam & Shankar, 2010; Wang et al., 2016; Zhang et al., 2020). As
the age increases, the risk also increases and this is prevalent among students, especially
on gender differences. Females are at much risk in attaining a low both quantity and
quality of sleep due to factors in the risk of insomnia (Jaussent et al., 2011). Further,
females compared to males have shown that in the testing of academic performances
exposed to sleep deprivation and insomnia the males outperform the females. Because
mainly females and males have different in nature thus, hormonal imbalance are
susceptible amongst females due to their menstruation stage, that can be stressful that can
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cast any illnesses or disturbance against it such as insomnia into getting the proper quality
and quantity of sleep (Conklin et al., 2018; Liu et al., 2017).
Moreover, emotional instability such as being in a depression state are more
prevalent risk amongst young females compared to young males and therefore contribute
to stress and disturbances resulting to sleep impairment. Therefore, attention must be
focused more on female because the health risk is on the line for these individuals.
Sleep impairment to parent’s income
Sleep quality is the determinant to attain good, bad, or restless sleep that can catch
illnesses in disturbance in both physical, mental, cognitive function of a being (Gildner et
al., 2018; Wang et al., 2016). Duration of sleep is from distractions or disturbances in
which disable anyone to acquire a good amount of sleep and same is true for sleeping too
much which can also lead to hindrance in sleep quality and suppress a healthy bedtime
sleep but the body denies to cope into creating a sleep from distractions, delays, and
disturbances factors (Buxton & Marcelli 2010; Chen et al., 2019; Gildner et al., 2019;
Sabanayagam & Shankar, 2010; Wang et al., 2016; Zhang et al., 2020). In low parent’s
income the child is usually associated with low monitoring of the parents on the child due
to the busy work, exhaustion, not giving proper attention, etc. The child is dependent on
their choice without proper guidance. Most likely the child would spend all its time on
mobile or online consumption delaying the requirement of proper sleep termed bedtime
procrastination therefore results in low sleep quantity and would eat a lot of unhealthy
foods and get obese which will result in low sleep quality due to disturbances of high
maintaining body mass index (Appelhans et al., 2014; Hawkins & Takeuchi, 2016).
30
Although other study has shown that obesity is not associated with lack of sleep
quantity and quality but factors such as depression contributes to emotional illnesses that
not only obesity disturbances but also depression to being alone. Clarified instances are
not based on low or high parent income and educational attainment of parents but on the
monitoring of parents. Therefore, parents with a good heart and sets a good example,
attention, and guidance contributes to more healthful sleep of the children on their sleep
quality. Giving proper guidance and monitoring of the parents to the children allows the
parents to discipline the child’s food intake to avoid unhealthy food and also to monitor
the current mental state of the children by bonding with the family to avoid depression,
and monitor the screen time to schedule a proper sleep duration for sleep quantity
requirements (McHale et al., 2010).

31
Chapter 3
Methodology
This chapter presents the methods and procedures that was utilized to conduct this
study. It discusses the research design, the description and characteristics of the sample
population, and the sampling technique for the selection of the respondents. It also
contains the description of the instrument that were used by the researchers to collect data
and the detailed plan of data gathering, statistical tools to analyze the collated data and
ethical considerations.
Research Design
The research design that was used in this study is descriptive correlational under
non-experimental research design because of its capability to gather information to some
specific characteristics of the chosen respondents. It describes the variables and the
relationships that occur naturally between academic procrastination to the sleep
impairment of the students.
According to Sousa et al. (2007), descriptive research design is used when little is
known about a particular study. This design observes, describes, and documents various
aspects of a phenomenon and portrays what actually exist, determine the frequency with
which it occurs, and categorizes the information. Moreover, correlational design assess
the involved systematic investigation of the nature of relationships, or associations among
variables. It is used to examine if changes in one or more variable are related to changes
in another variable (Sousa et al., 2007).

32
Population and Sampling
The respondents of the study are Grades 11 and 12 students who are currently
studying in a private institution in Pasay City under the Senior High School department.
The researchers disseminated an online survey to 88 selected students inside the private
institution. Census method was used in the study.
Census Method is also called as a Complete Enumeration Survey Method. It
involves all the members in a population regardless of their characteristics under a
concern. It is usually used when you want more accurate result since it is larger in sample
size (Olorunfemi, 2020).
Profile of the respondents
The following is the description of the demographic profile of the respondents
basing on their gender, grade level, parents’ income and age.
Figure 2
Distribution of the respondents by gender
gender
Male Female
27%
73%
33
Gender
Figure 2 shows the distribution of the respondents based on their gender. The
chart reveals that 64 out of 88, which is equivalent to 73% of the respondents are female
while the other 27% (24 respondents) are males.
Figure 3
Grade Level
Grade 11 Grade 12
35%
65%
Distribution of the respondents by grade level

34
Grade Level
Figure 3 represents the distribution of the respondents based on their grade level.
As the figure shows, 35% or 31 respondents of the total sample are grade 11 while the
remaining 57 (65%) are grade 12.
Figure 4
Distribution of the respondents by parents’ income
Parents' Income
Below P15,0000 P15,001-30,000 P30,001-P45,000 P45,001 above
21%
28%
17% 34%
Parents’ Income
Figure 4 reveals the respondents’ profile based on their parents’ income. 21% or
18 of the 88 respondents are recorded have not more than P15,000 parents’ income while
35
the other 34% (30) have P15,001-P30,000. Moreover, the respondents who have
P30,001-P40,000 are only 17% (15 respondents) and those who have at least P45,001
parents’ income are 28% (25 respondents).
Age
Figure 5 shows the profile of the respondents grouped based on their age. More
than half (63% or 55 of total sample) of the respondents are in the 18-20 age group while
the other 37% (33 respondents) are in 16-17 years of age.
Figure 5
Distribution of the respondents by age
Age
16-17 years old 18-20 years old
37%
63%
Instrumentation
36
Standardized questionnaire along with the permission of the author was used to
measure the data analysis, in sets that determines the procrastination scale and sleep
impairment scale of the respondents.
This study utilized the Lays General Procrastination Scale. The content of the
Lays Procrastination Scale follows a five-point Likert-type scale with a range of 1-
extremely uncharacteristic to 5- extremely characteristic. The questionnaire will consist
of 20 items procrastination traits to be leveled by corresponding respondents.
Sleep Impairment
This study utilized the sleep impairment index (SII) a self-report instrument with
a CI of 0.92 to 1.00 and considered to be high accuracy and briefly sufficient for
reliability and validity (Smith & Trinder, 2000). It consists of groups of 5-point scale,
with 5 questions in total, and scoring are summed up having a higher score leads to sleep
impairment severity. The first group section divides a one question into 3 sub questions
regarding the rate of severity in the last 2 weeks, the questions ask as such, difficulty
falling asleep, is rated by 0 (none), 1 (mild), 2 (moderate), 3 (severe), 4 (very severe)
being the highest. Second question asked the scale of satisfaction and dissatisfaction from
0 (very satisfied) and 4 (very dissatisfied) being the highest. Lastly asked from 3 to 5,
such as sleep inference in daily functioning, and it is rated by 0 (not at all), 1 (a little), 2
(somewhat), 3 (much), 4 (very much) being the highest.
Scoring and Interpretation

37
The scoring is used to collect the data in which the number of respondents tallied
up to the total number of respondents to get the weighted average in the selected scale
which falls in the interpretation count of the mean interval of the score.
Table 1
Scoring Interpretation for Academic Procrastination
Mean Interval Interpretation

1.00-1.80 Very Low
1.81-2.60 Low
2.61-3.40 Moderate
3.41-4.20 High
4.21-5.00 Very High
Table 2
Scoring Interpretation for Sleep Impairment
Mean Score Interpretation

0-7 None
8-14 Mild
15-21 Moderate
22-28 Severe
Data Gathering Procedure

38
In order to carry out the data gathering procedure, first, the researchers waited for
the approval of the research adviser. Second, the request letter provided by the
researchers were given to the principal and to the authorities of the private institution
wherein the study are conducted. After the principal and the administration approved, the
researcher asked for their advices and assistance as preparation for some unexpected or
complicated circumstances that may occur in gathering the data.
Thereafter, the researcher distributed the informed consent and assent forms to the
chosen respondents about the online survey that they are going to perform. The
researchers created a group chat with the respondent to reach them easily and to explain
of how their response affect the result of the study. The researchers give further
instructions about the clarifications of their responses and guide the respondents to
answer the online survey truthfully and honestly. The respondents were informed that
they can ask the researchers through the group chat or direct message one of the
researchers for clarifications and questions about the items in the online survey. Lastly,
the collected online survey was recorded and was sent to the statistician for analysis and
the results are taken cared properly and the ethical considerations are observed.
Statistical Treatment of Data
Descriptive statistics such as frequency, mean, standard deviation and percentage
was used as statistical tools. Furthermore, Pearson-R correlation coefficient, One-way
ANOVA and independent t-test was also used. To the first two research questions,
descriptive statistics such as frequency, mean, percentage and standard deviation was
used as statistical tools. Frequency was used for knowing the distribution of each
39
response to each question by each gender orientation. Then, after getting the mean or the
average of the numbers, the center of the dataset was located. After which, the percentage
and standard deviation was solved. Next, for the third research question, Pearson-R
coefficient of correlation was used as a statistical tool for identifying if there is a
correlation between the academic procrastination to the sleep impairment of students.
However, for the fourth research question, independent t-test was used as a statistical tool
for testing the difference on the sleep impairment of the respondents when grouped
according to their gender. Lastly, One-way ANOVA was also used for testing the
difference on the sleep impairment of the respondents when grouped according to their
parents’ income.
Ethical Considerations
The researchers asked permission and approval from the Ethics committee then
the researchers started to conduct the study. Before the distribution of the online surveys,
consent and assent were provided by the researchers to observe the rights of the
respondents. For the minor students that are also included as a respondent, they were
given a consent form to ask for the permission of their parent or guardian along with the
assent form to ask for the student’s cooperation in conducting the study. Meanwhile, the
legal age respondents who are eighteen (18) years old and above were given an informed
consent to ask for their voluntary cooperation. The respondents were informed by the
researchers about the data gathering. All of the respondents was given the right to
withdraw or refuse to give any information that gives them inconvenience or discomfort.
The researchers dedicated themselves to protect the anonymity, confidentiality,
and to avoid or reduce the risk of harming the rights of the respondents. All of the data
40
collected was stored safely. Researchers take full responsibility in any inconveniences
that occur regarding the information collected.

41
Chapter 4
Results and Discussions
This chapter presents and describes the results of this study and its corresponding
analysis and interpretation of data about academic procrastination and the sleep
impairment of the students. The presentation of results was in tabular forms and
organized based on the sequence of the research questions found in Chapter 1. In
addition, below each table revealed the corresponding analysis, presentation,
interpretation, and literature support.
Level of Academic Procrastination
Table 3 indicates the level of academic procrastination among Senior High School
students with the use of online survey questionnaire with a five-point Likert-type scale
ranging from 1-5. This table are arranged from highest to lowest and shows the result of
the answer of the respondents with regards to what level they were exposed to academic
procrastination. The results showed the level of academic procrastination among the
respondents as moderate with a total mean interval result of 2.95 indicating that the
respondents are neither procrastinating nor doing academic tasks on right time. Among
the 20 item statements, the three highest questions that the respondents tend to perform
procrastination are “I often find myself performing tasks that I had intended to do days
before the due date” with a mean of 3.55, “I am continually saying “I’ll do it tomorrow”
and “I usually have to re-check my academic requirement for corrections at the last
minute” with a mean of 3.48. These results indicate that the respondents are highly
procrastinating on their academic tasks.

42
Table 3
Descriptive Results of the Senior High School Students’ level of academic
procrastination
Statements Mean Interpretation

I often find myself performing tasks that I had intended to do
days before the due date. 3.55 High
I am continually saying “I’ll do it tomorrow”. 3.48 High
I usually have to re-check my academic requirement for
corrections at the last minute. 3.48 High
In preparing for some deadline, I often waste time by doing
other things. 3.40 Moderate
I usually have to rush to complete an academic requirement
on time. 3.39 Moderate
I generally delay before starting on the work I have to do. 3.24 Moderate
I always seem to end up finishing a task at the last minute. 3.15 Moderate
I do not do assignments until just before they are to be handed
in. 3.11 Moderate
Even with academic requirements that require little, else,
except sitting down and doing them, I find they seldom get
done for days. 3.10 Moderate
When it is time to get up in the bed, I most often get right out
of bed. 2.94 Moderate
A finished written task may sit for days after I write it before
passing it. 2.89 Moderate
I usually accomplish all the things I plan to do in a day. 2.84 Moderate
I usually start an assignment shortly after it is assigned by the
teacher. 2.78 Moderate
When preparing to work on academic requirement, I am
seldom caught having to do something at the last minute. 2.78 Moderate
I usually take care of all the tasks I have to do before I settle
down and relax for the evening. 2.69 Moderate
When I am finished scrolling through social media, I go right
back in my tasks that I need to submit in the due date. 2.56 Low
43
I often have a task finished sooner than necessary. 2.49 Low

I prefer to leave early for an online appointment. 2.48 Low
I generally replied to online messages promptly. 2.45 Low
I usually make decisions to work on my academic
requirements as soon as possible. 2.24 Low
Overall mean 2.95 Moderate

Legend: 1-1.80-Very Low; 1.81-2.60- Low; 2.61-3.40- Moderate; 3.41-4.20- High; 4.21-5.00-
Very High
*Reversed items
The three lowest statements that the respondents tend to perform procrastination
are “I usually make decisions to work on my academic requirements as soon as possible”
with a mean of 2.24, “I generally replied to online messages promptly” with a mean of
2.48, and “I prefer to leave early for an online appointment” with a mean of 2.49. These
results indicate that the respondents are lowly procrastinating on their academic tasks.
Few students (7%) exhibited a high level of academic procrastination, over half of
the students (67%) exhibited a medium level, and over a quarter of the students (26%)
exhibited a low level (Mahasneh, Bataineh, Al-Zoubi, 2016). Janssen (2015) reported that
the number of undergraduate college and high school students who self-reported
academic procrastination, the frequency of academic procrastination for certain academic
tasks such as studying for examinations, completing reading assignments, and writing
papers, and the association between academic procrastination and accomplishment in this
cohort are all depicted in his study. Students appeared to procrastinate and be unable to
complete their work on time owing to illness, social and family problems, a lack of desire
and interest; overconfidence, laziness, bad instructor attitudes, lack of guidance and
counseling or mentorship from teachers, bad instructor comments on their work, and a
variety of other factors (Hussain & Sultan, 2010).

44
Extent of sleep impairment
Table 4 presents the extent of sleep impairment of Senior High School students.
In the first item, 50% of the respondents answered severe/very severe in "difficulty
falling asleep" which is the highest response in item 1. While 31.8% of the respondents
answered mild/moderate in "problem waking too early" which is the lowest response in
item 1.
Table 4
Extent of Sleep Impairment Senior High School Students
Statements None Mild/ Severe/ Very

f (%) Moderate Severe
f (%) f (%)
1. Please rate the current (last 2

weeks) severity of
your sleep problems (for all
questions rate “0” if your sleep
has not been a problem)
Difficulty falling asleep 12 (13.6%) 32 (36.4%) 44 (50%)

Difficulty staying asleep 23 (26.1%) 35 (39.8%) 30 (34.1%)
Problem waking too early 21 (23.9%) 28 (31.8%) 39 (44.3%)
Very Moderately Dissatisfied/

Satisfied/ satisfied Very
Satisfied f (%) Dissatisfied
f (%) f (%)
2. How satisfied/dissatisfied are 16 (18.2%) 20 (22.7%) 52 (59.1%)

you with your current sleep
pattern?
Not at all A little/ Much/ Very
f (%) Somewhat much
f (%) f (%)
3. To what extent do you consider 6 (6.8%) 42 (47.8%) 40 (45.5%)
problems with sleep interfere
with your daily functioning
45
(e.g., daytime fatigue, ability to

function at work/daily chores,
concentration, memory, mood
etc.?).
4. How noticeable to others do you 8 (9.1%) 54 (61.4%) 26 (29.6%)
think your sleeping problem is
in terms of impairing the quality
of your life?
5. How worried/distressed are you 11 (12.5%) 35 (39.8%) 42 (47.7%)
about your current sleep
problem?
Overall Mean = 15.61 SD = 6.74 Interpretation = Moderate

Legend: 0-7 – None; 8-14 – Mild; 15-21 – Moderate; 21-28 - Severe
However, in the second item, 59.1% of the respondents answered dissatisfied/very
dissatisfied in "How satisfied/dissatisfied are you with your current sleep problem" which
is the highest response in item 2 while 18.2% of the respondents answered very
satisfied/satisfied which is the lowest response. Further, in item 3, 47.8% of the
respondents answered a little/somewhat in “To what extent do you consider problems
with sleep interfere with your daily functioning (e.g., daytime fatigue, ability to function
at work/daily chores, concentration, memory, mood etc.?)” which is the highest response
while 6.8% of the respondents answered not at all. However, in item 4, 61.4% of the
respondents answered little/somewhat in “"How noticeable to others do you think your
sleeping problem is in the terms of impairing of quality of your life?" which is the highest
response while 9.1% of the respondents answered not at all which is the lowest response.
Moreover, in item 5, 47.7% of the respondents answered much/very much in “How
worried/distressed are you about your current sleep problem?” which is the highest
response and 12.5% of the respondents answered not at all which is the lowest response.
The overall mean of the extent of sleep impairment is 15.61% with a standard deviation
46
of 6.74, which was interpreted as moderate. The results indicated that the senior high
school students perceived a moderate sleep impairment.
Past study shows that out of 791 students, 512 (64.24 percent) reported poor sleep
quality (Maheshwari & Shaukat, 2019). Moreover, greater overall social media use was
connected to poorer sleep quality, which is consistent with earlier studies linking daily
Internet usage to poor sleep (Woods & Scott, 2016). Similarly, the current study found a
high frequency of poor sleep quality among medical students. (Wondie et al., 2021).
There is no magic number or ideal quantity of sleep to acquire each night that can be
applied to everyone, however, it is reasonable to assume that the optimal amount of sleep
for most people will fall within the age-appropriate sleep length recommendations
(Chaput, Dutil & Kanyinga, 2018). Watson et al. (2015) reported that sleep is an
unavoidable biological requirement. Sleep length, timing, regularity, and quality are all
influenced by volitional activities that are influenced by genetic and physiologic factors
(Watson et al., 2015).
Poor sleep quality was linked to a number of factors, including CGPA, stress,
depression, poor sleep hygiene, and a lack of social support. It is critical to have an
institution-based academic counseling center that focuses on students' study skills and
coping with their stressful environment (Wondie et al., 2021).
Relationship between academic procrastination to the sleep impairment
Table 5 presents the relationship between academic procrastination and sleep
impairment of the respondents. As shown in the table below, there is a positive low
relationship but statistically significant between sleep impairment and academic
procrastination. The more the sleep is impaired, the higher the procrastination. Therefore,
47
the hypothesis which states, “There is no significant relationship between academic
procrastination and the sleep impairment of the respondents”, is not accepted.
Table 5
Correlation between academic procrastination and sleep impairment
Sleep Impairment
r p-value Interpretation
Academic Procrastination 363** .001 Significant
Note: Correlation is significant at the 0.01 level (2-tailed).
Recent study stated that poor sleep quality is widespread to the students (Zhang &
Wu, 2020). Moreover, poor sleep quality is found to be associated with self-regulation,
which is the predictor of procrastination (Kandemir, M., 2014; Zhang & Wu, 2020).
Based on recent study, procrastination was associated with insomnia symptoms in which
mediates the sleep quality of a person (Hairston & Shpitalni, 2016; Lucena, et al., 2020).
According to Sirois, Van Eerde, and Argiropoulou (2015), procrastination has
considerable indirect consequences on sleep quality due to stress. However, after
controlling for the effects of stress, the c’ path was no longer significant, implying that
stress accounted for a considerable portion of the link between procrastination and sleep
quality (Sirois, Van Eerde & Argiropoulou, 2015). Procrastination had a significant and
moderate impact on sleep quality due to perceived stress (Sirois, Van Eerde &
Argiropoulou, 2015)
Also according to the study, sleep duration is associated to delayed progress in
studying and failure of examination (Vedaa, et al., 2019). Also, study stated that hours of
sleep predict daytime sleepiness, which mediates the positive attitude towards academic
48
tasks, which will affect the academic procrastination of a student (Gloor, et al., 2016).
However, Sirois, Van Eerde and Argiropoulou (2015) analysis revealed that
procrastinator may not appear to be sleep deprived, but they feel tired when they wake up
because the quality of their sleep is poor without necessarily being accompanied by
frequent waking.
Difference on the sleep impairment when grouped according to gender
Table 6 shows the difference on the sleep impairment of Senior High School
students in terms of their gender among the 88 respondents. The total mean score for
male is 15.00 while the total mean score for female is 15.84 with the significant level of
0.604. As seen in the table, the results revealed that there is no significant difference on
the sleep impairment when grouped according to gender. Therefore, the hypothesis which
states, “There is no significant difference on the sleep impairment of respondents when
grouped according to gender and parents’ income”, is accepted.
However in Okano, Kaczmarzyk and Grossman (2019) past study, shows that
female students tended to have greater sleep quality and regularity than their male
counterparts. When sleep patterns were statistically equaled, the female advantage in
academic performance was erased, suggesting that encouraging healthier sleep habits in
male students may be especially significant (although such habits may be helpful for all
students) (Okano, Kaczmarzyk & Grossman, 2019). In both depressed (36.3 percent
males vs. 63.7 percent females) and non-depressed (42.9 percent males, 57.1 percent
females) participants, there was a substantial gender difference in the prevalence of poor
sleep quality (Fatima et al., 2016). It is also revealed that in male individuals, racial
origin and lifestyle factors such as smoking and drug use were found to be strongly
49
linked to poor sleep quality (Fatima et al., 2016). Surprisingly, depression had the same
effect on poor sleep quality in both men and women, but BMI categories had no effect on
sleep quality in either gender (Fatima et al., 2016).
Table 6
Difference on the sleep impairment of the respondents when grouped according to
gender
Gender N Mean t-value df Sig. Interpretation

Male 24 15.00 -.521 86 .604 Not significant
Female 64 15.84
Hypothesis is accepted
According to Mallampali and Carter (2014), gender disparities in how women and
men report symptoms may need driving disparities in sleep behavior and sleep disorders,
in addition to biological causes. It is also revealed in the epidemiology of normal sleep in
general population that women over the age 50 report getting 20 minutes less sleep than
males (Mallampali & Carter, 2014).
Difference on the sleep impairment when grouped according to parents’ income
Table 7 shows the difference on the sleep impairment of Senior High School
students in terms of their parents’ income among the 88 respondents. Base from the
significant level as shown in the table, parents’ income has the significant difference to
the result of sleep impairment of the respondents. Therefore, the hypothesis which states,
“There is no significant difference on the sleep impairment of respondents when grouped
according to gender and parents’ income”, is not accepted.
In impoverished people, poor sleep quality was significantly influenced by
education, employment, and health characteristics, but not in people who were not poor
(Patel, Grandner & Gooneratne, 2010).

50
Table 7
Difference on the sleep impairment of the respondents when grouped according to
parents’ income
Parents income N Mean F-value Sig. Interpretation

Below Php 15,000 18 18.83 3.17 .029 Significant
Php 15,001 – Php 30,000 30 15.50
Php 30,001 – Php 45,000 15 16.67
Above Php 45,001 25 12.80
Total 88 15.61
Hypothesis is not accepted
Past study also revealed that up to 115 months, children from the wealthiest
homes are less likely to have any sleep problems (around 20 percent reduction in the
odds) (Barazzetta & Ghislandi, 2017). Thus, in some study, the number of children with
at least one of the six sleep disorders decreases as wealth rises: 83.5 percent of children in
the poorest quartile have sleep problems, compared to 74.1 percent of children in the
richest quartile (Barazzeta & Ghislandi, 2017). Each of the six sleep issues has a similar
income gap, although there are no significant differences in sleep quantity (Barazzeta &
Ghislandi, 2017). Study also shows that rural low-income individuals have greater
outside work and living pressure, insufficient sleep length is widespread (Wu, et al.,
2018). According to their findings, almost 57 percent of low-income adults in rural areas
have poor sleep quality (Wu, et al., 2018).
Limitations of the Study

51
The researchers found that there were no significant difference in the sleep
impairment when grouped according to gender. Thus, the researchers concluded that due
to the small sample size, the generalizability is low.
Chapter 5
Summary, Conclusions, and Recommendations
This chapter presents the synthesis of the previous chapters. It mainly contains the
summary of the findings, conclusion based on the study findings and recommendations
that could help to solve the addressed problem.
Summary of Findings
Majority of the senior high school students was found to have moderately
academic procrastination. Moreover, most of the students was found to have sleep
impairment, the similar to the result study of Zhang & Wu (2020) where 1/3 of their
sample experiences poor sleep quality.
In regards to the correlation between academic procrastination and sleep
impairment, low but significant result was found. On the other hand, it was found that
52
there were no significant difference in the sleep impairment of the students when grouped
according to gender. Opposite to the recent study in which females are more sleep
deprived than men (Mallapalli & Carter, 2019). Nevertheless, parents’ income revealed to
have significant difference in sleep impairment. Similar from the past study in which the
children from wealthiest homes are less likely to have any sleep problems (Barazzetta &
Ghislandi, 2017.
Conclusion
Academic Procrastination occurs when students delay doing their respected
academic tasks that may affect the quality and quantity of their sleep making changes to
the daily performance of students. Nevertheless, as the school year progresses semester to
another, the academic tasks increase, assignments and projects pile up resulting to
academic procrastination. Hence, due to increased academic procrastination the risk of
significantly influencing the quality of sleep and quantity of sleep of students is obvious.
Thus, the researchers concluded that the level of relationship between academic
procrastination and sleep impairment is positive low but statistically significant.
Moreover, there was no significant difference to the sleep impairment of the students
when grouped according to their gender. Other than that, this study revealed that parents’
income has shown the significant difference to sleep impairment. Lastly, the data shows
that higher procrastination was observed to those students who have higher sleep
impairment.
Recommendations
In light of the study, the following recommendations are offered to the following:
Students
53
Students are recommended to have a proper observation in their time of sleep in
order to achieve more comfortable rest. Sleep environment should be comfortable, quiet
and dark. They should also eliminate their bad habits before going to sleep such as
playing video games, watching movies, using cellphone, etc. Always be mindful of your
health and habits. Temperance in all things should be practiced and self-discipline, not
only in your sleep, but in everything that you do, should be cultivated. Moreover,
developing good sleeping habits while they are in their youth is highly recommended.
Parents
Parents are advised to have a keen observation and close relationship to their
children. School performances, weird behaviors, sleeping patterns and habits of their
children should be thoroughly observed, redirected, and maintained. Discipline and
respect are the keys. Also, parents should set themselves as an example to their children
to have a healthy lifestyle and proper exercise.
School Administration
It is recommended for the school administration to act as watchman to the
students, remind them about their health, their sleep, and their other tasks. Practice to
become a happy virus that spreads in no time. Motivate yourself and your students. Build
an interesting topic or activities that will improve their lifestyles. They should be
responsible not only or teaching them lessons in school, but also instructing them proper
lifestyle and sleep. Also, avoid overwhelming a student as far as possible.
Future Researchers
The quantity of the population should be as large as possible in order to attain
more apparent and clearer result. The inclusion of time of sleep within the questionnaire
54
is recommended. Also, the future researchers are encouraged to provide more specific
choices in their research-made or modifies questionnaires for the respondent to choose
their exact answers in their questionnaires.

55
References
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Young, S. (2018). How to Stop Procrastinating using the Zeigarnik Effect. Independent.
https://www.independent.co.uk/life-style/procrastinating-how-stop-zeigarnik-
effectphenomenon-work-now-a8247076.html53famp
Zakeri, H., Eshafani, B. N., & Razmjoee, M. (2013). Parenting Styles and Academic
Procrastination. Procedia - Social and Behavioral Sciences, 84, 57-60.
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Zeigarnik, B. V., Luria, A. R., & Polyakov, Y. F. (2002). On the use of psychological
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Zhang, M. X. & Wu, A. (2020). Effects of smartphone addiction on sleep quality among
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Zhao, X., Lan, M., Li, H., & Yang, J. (2020). Perceived stress and sleep quality among
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556-569. https://doi.org/10.1007/s10964-013-0009-3
72
SENIOR HIGH SCHOOL

1975 Corner Donada and San Juan Streets, Pasay City
Appendix A
Informed Consent Form for Parents
This informed consent form is for the parents of Senior High School Students who are Grade 11
& 12 students who attends at Manila Adventist College Senior High School Department and who
are we asking to participate in the research entitled “Academic Procrastination: Its Relation to
the Sleep Impairment of Senior High School Students”.
Deity Ann B. Reuterez, Mae Czyriene A. Tadeja, Angelo C. Torres, John Joseph P.
Umambong
Manila Adventist College Senior High School Department
This Informed Consent Form has two parts:
 Information Sheet (to share information about the study with you)
 Certificate of Consent (for signatures if you agree that your child may participate)
You will be given a copy of the full Informed Consent Form
PART I: Information Sheet
Introduction
We are Grade 12 students from Manila Adventist College. We are conducting research about the
Academic Procrastination and Its Relation to the Sleep Impairment of Senior High School
students. We are going to give you information and invite you to have your child participate in
this research. You do not have to decide today whether you agree that your child may participate
in the research. Before you decide, you can talk to anyone you feel comfortable with. There may
be some words or questions that you do not understand. Please kindly ask for the researchers to
approach you and to clarify your question so that you can answer the questionnaire with full
understanding.
Purpose
This study will provide information to students the effect of academic procrastination to their
sleep, and to educate them on improving the quantity and quality of their sleep. To the teachers
and school, they will be informed how they can help the students to address this issue. The
purpose of this research is to determine the relationship of academic procrastination to the sleep
impairment of senior high school students.
Type of Research Intervention
Each participant will be given a questionnaire.
Participant selection
We chose your child to be a part of this research because he/she is a part of this generation of
73
students wherein they are subjects to heavy load of school requirements. We are inviting you to
take part in this research to know the condition of their sleep impairment, and to be educated in
this subject matter.
Voluntary Participation
This study is only voluntary. You do not have to accept that your child takes part in this research
study, but we would appreciate it if you allow your child to participate in the study.
Confidentiality
Any information gathered or collected from the respondents will be kept private and anonymous.
Only the researcher will be able to see it. After collecting the questionnaires, they will be stored
in the research adviser’s office for confidentiality.
Sharing of the results
The knowledge that we get from this study will not be shared with you before it is made widely
available to the public.
Right to Refuse or Withdraw
This is study is voluntary. If you decide not to let your child/children participate in this study, you
have the right to refuse or withdraw but it will be very helpful for the study if you allow you
child/children to participate
Who to Contact
If you have further questions, feel free to ask the researcher on these emails: Deity Ann B.
Reuterez – dreuterez@gmail.com, Mae Czyriene A. Tadeja – maeczyriene10@gmail.com,
Angelo C. Torres – ubarshii69@gmail.com, John Joseph P. Umambong –
john2002joseph@gmail.com and their adviser Ryan Ray M. Mata – rmata@mac.edu.ph
In addition, you may also contact the following members of ethics board: Chair: Dr. Linda Lim-
Varona – rx2health@yahoo.com, Secretary: Dr. Nestor C. Rilloma – ncrilloma@yahoo.com,
Member: Dr. Bibly L. Macaya – biblymacaya@gmail.com, Dr. Maria Carmela L. Domocmat –
carmela0826@yahoo.com, Dr. Wealthy C. Estrada – wcestrada@hotmail.com, Atty. Silvino
Sumagaysay – ssumagaysay@yahoo.com, Mr. Eufe Tantia – emto104@yahoo.com
PART II: Certificate of Consent
Certificate of Consent
I have read the foregoing information, or it has been read to me. I have had the opportunity
to ask questions about it and any questions that I have asked to have been answered to my
satisfaction. I consent voluntarily for my child to participate as a participant in this study.
Print Name of Participant__________________

Print Name of Parent or Guardian_______________
Signature of Parent or Guardian ___________________
Date ______________________
Day/month/year
74
If illiterate
A literate witness must sign (if possible, this person should be selected by the participant and
should have no connection to the research team). Participants who are illiterate should include
their thumb print as well.
I have witnessed the accurate reading of the consent form to the parent of the potential
participant, and the individual has had the opportunity to ask questions. I confirm that the
individual has given consent freely.
Print name of witness_____________________ AND Thumb print of parent

Signature of witness ______________________
Date ________________________
Day/month/year
Statement by the researcher/person taking consent

I have accurately read out the information sheet to the parent of the potential participant,
and to the best of my ability made sure that the person understands that the following will
be done:
1.
2.
3.
I confirm that the parent was given an opportunity to ask questions about the study, and all
the questions asked by the parent have been answered correctly and to the best of my
ability. I confirm that the individual has not been coerced into giving consent, and the
consent has been given freely and voluntarily.

A copy of this ICF has been provided to the participant.
Print Name of Researcher/person taking the consent________________________

Signature of Researcher /person taking the consent__________________________
Date ___________________________
Day/month/year
An Informed Assent Form will_______ OR will not ________ be completed.

75
SENIOR HIGH SCHOOL

1975 Corner Donada and San Juan Streets, Pasay City
Informed Assent Form for Minors
This informed assent form is for children between the ages of 12 - 16 who attend clinic Manila
Adventist College under STEM 11 and 12 and who we are inviting to participate in research
entitled “Academic Procrastination: Its Relation to the Sleep Impairment of Senior High
School Students.”
Deity Ann B. Reuterez, Mae Czyriene A. Tadeja, Angelo C. Torres, John Joseph P.
Umambong
Manila Adventist College Senior High School Department
This Informed Assent Form has two parts:

 Information Sheet (gives you information about the study)
 Certificate of Assent (this is where you sign if you agree to participate)
You will be given a copy of the full Informed Assent Form
Part I: Information Sheet
Introduction
We are Grade 12 students from Manila Adventist College. We are conducting research about the
Academic Procrastination and its relation to the Sleep Impairment of Senior High School
students.
I am going to give you information and invite you to be part of a research study. You can choose
whether or not you want to participate. We have discussed this research with your parent(s)/
guardian and they know that we are also asking you for your agreement. If you are going to
participate in the research, your parent(s)/guardian also have to agree. But if you do not wish to
take part in the research, you do not have to, even if your parents have agreed.
You may discuss anything in this form with your parents or friends or anyone else you feel
comfortable talking to. You can decide whether to participate or not after you have talked it over.
You do not have to decide immediately.

There may be some words you don't understand or things that you want me to explain more about
because you are interested or concerned. Please ask me to stop at anytime and I will take time to
explain).

Purpose
This study strives to provide the information to students the effect of academic procrastination to
their sleep, and to educate them on improving the quantity and quality of their sleep. To the
76
teachers and school, they will be informed how they can help the students to address this issue.
The purpose of this research is to determine the relationship of academic procrastination to the
sleep impairment of senior high school students.
Choice of participants
We invite and choose you as our participants in such we correlate in characteristics in the strand,
therefore has the necessary characteristics that will be helpful to our study in participation.
Participation is voluntary
Your decision is ideal that we respect, this study is voluntary it is your choice to participate or
not, if not you have let go of an opportunity to contribute on the possible same problem facing
sleep and procrastination being in part of this will let you elaborate our suggestions to improve in
yourself once you have noticed it.
Procedures
We would send an online questionnaire to the safety on this pandemic. We will observe ethical
considerations in the groups of STEM 11 and 12 in both male and female respondents. An online
questionnaire will be sent to you in a link that will direct you to the online site. Filling out the
personal info is optional except for gender and parents’ income, providing an email address
enables us to send the results of our study to your mail. The questionnaire has 2 parts for sleep
impairment index and procrastination scale, a total of 27 questions. The question type consists of
recognition type which you will input answer to the question on the space provided, and likert-
type scale which you will identify the level in relation to the question on how much are you
affected or related by it.
If you have chosen to participate in this study.

1. You are expected to answer the questions honestly to what affects to you most.
2. Heads up to remember as a reminder the past effects on your sleep patterns, which will
appear in the questionnaire
3. Heads up to inform your parents about their income every month.
4. You are expected to answer all of the questions provided, if unable to comprehend you
may reach out on the researchers in order for us to clarify the question.
At the end of the answering process you can continue back to your normal routine as we translate
your answers, toll them to become results in our study.
I have checked with the child and they understand the procedures ________(initial))

Risks: Is this bad or dangerous for me?
The risk you will undergo is giving us your time to answer and filling up the questionnaire. The
online questionnaire will be at the safety in your home and personal information given will be
classified.

Discomforts: Will it hurt?
Discomfort will occur, since this is an online survey, if by chance, internet turbulence or the low
specification of your given device might cause stress due to irresponsiveness to compensate the
77
requirements to run or connect to the website. And the question will require you to remember
certain scenario in sleeping in the past weeks experience.

I have checked with the child and they understand the risks and discomforts ____(initial)

Benefits
By giving us your time to participate the result of this study will be sent to your email if you have
provided one. There will be suggestions to improve on said problem, if ever you realise that you
are affected on the problem of our study. To give you the upper hand persuasive initiation to act
upon the circumstances of it.
I have checked with the child and they understand the benefits_____ (initial)

Reimbursements
Paying your time in this research will hopefully give back the time of the respondents in your
research when it comes to your time doing this effort. The funding of the researchers is
unavailable to give materialistic incentives.

Confidentiality
Only the researchers will know the excluding personal information requiring to be filled up. We
will make sure all if you have given your name to hide this information in the internet from being
shared outside the researcher’s study at all cost. The site will be locked from any sharing
procedures.

Compensation
We researchers will be responsible on it if proven valid reason that the incident occurred in a
particular group or singular respondent. We will act upon given valid consolidation to the
respondent to problematize solutions to fix the problem.
Sharing the Findings

Before the study was made the information constructing this research is already being shared to
our advisers. The final result will be shared to the public and in your email if given. Confidential
statement the personal information identity will not be shared. Publication of the result of the
study will be up for grabs to whoever is interested from our research study.
Right to Refuse or Withdraw

You have the right refuse in the middle of answering the questionnaire. If by chance this
particular study made you hesitate midway into answering the questions you may stop and state
that you have chosen to discontinue answering the questionnaire the and the researchers will carry
on with what you have provided in your progress.
Who to Contact
If you have further questions, feel free to ask the researcher on these emails: Deity Ann B.
Reuterez – dreuterez@gmail.com, Mae Czyriene A. Tadeja – maeczyriene10@gmail.com,
Angelo C. Torres – ubarshii69@gmail.com, John Joseph P. Umambong –
john2002joseph@gmail.com and their adviser Ryan Ray M. Mata – rmata@mac.edu.ph
In addition, you may also contact the following members of ethics board: Chair: Dr. Linda Lim-
Varona – rx2health@yahoo.com, Secretary: Dr. Nestor C. Rilloma – ncrilloma@yahoo.com,
Member: Dr. Bibly L. Macaya – biblymacaya@gmail.com, Dr. Maria Carmela L. Domocmat –
78
carmela0826@yahoo.com, Dr. Wealthy C. Estrada – wcestrada@hotmail.com, Atty. Silvino

Sumagaysay – ssumagaysay@yahoo.com, Mr. Eufe Tantia – emto104@yahoo.com
PART 2: Certificate of Assent

This section can be written in the first person. It should include a few brief statements about the
research and be followed by a statement similar to the one identified as 'suggested wording'
below. If the child is illiterate but gives oral assent, a witness must sign instead . A researcher or
the person going over the informed assent with the child must sign all assents.
I understand the research is about testing relationship of procrastination to sleep quantity and
quality. I get an opportunity to be in part of the study to contribute information by answering
questionnaires for the researchers to draw out results and suggestions taking part that applied in
me to improve whether if I find out that I am affected with the research problem.
I have read this information ( or had the information read to me) I have had my questions
answered and know that I can ask questions later if I have them.
I agree to take part in the research.
OR
I do not wish to take part in the research and I have not signed the assent
below.___________(initialled by child/minor)
Only if child assents:

Print name of child ___________________
Signature of child: ____________________
Date:________________
day/month/year
If illiterate:
A literate witness must sign (if possible, this person should be selected by the participant, not be a
parent, and should have no connection to the research team). Participants who are illiterate should
include their thumb print as well.
I have witnessed the accurate reading of the assent form to the child, and the individual has
had the opportunity to ask questions. I confirm that the individual has given consent freely.
Print name of witness (not a parent)_________________ AND Thumb print of participant

Signature of witness ______________________
Date ________________________
Day/month/year
79
I have accurately read or witnessed the accurate reading of the assent form to the potential
participant, and the individual has had the opportunity to ask questions. I confirm that the
individual has given assent freely.
Print name of researcher_________________

Signature of researcher___________________
Date__________________
Day/month/year
Statement by the researcher/person taking consent

I have accurately read out the information sheet to the potential participant, and to the best
of my ability made sure that the child understands that the following will be done:
1.
2.
3.
I confirm that the child was given an opportunity to ask questions about the study, and all
the questions asked by him/her have been answered correctly and to the best of my ability. I
confirm that the individual has not been coerced into giving consent, and the consent has
been given freely and voluntarily.

A copy of this assent form has been provided to the participant.
Print Name of Researcher/person taking the assent________________________
Signature of Researcher /person taking the assent __________________________

Date ___________________________
Day/month/year
Copy provided to the participant ________(initialed by researcher/assistant)
Parent/Guardian has signed an informed consent ___Yes ___No_____(initialed by

researcher/assistant)
80
Appendix B
Permission to Use of Research Instrument (optional)
November 25, 2020

Morin, Charles M. PhD
Department of Psychology
Laval University, 2325 Rue de l'Université, Québec, Canada

Sir:

Greetings!

We are Grade 12 Senior High School students conducting a study entitled "Academic
Procrastination: Its Relation to the Sleep Impairment of Senior High School Students". Upon
reviewing the related literature and studies, we encountered your research article which also
include the research questionnaire. In this regard, we are asking permission to use the said
research questionnaire in our present study. Moreover, to modify some contents that will
fit according to the Philippine context.

Your favorable response to our request is highly appreciated.

Sincerely,

Reuterez, Deity Ann B.
Tadeja, Mae Czyriene A.
Torres, Angelo C.
Umambong, John Joseph P.

Noted by:

Ryan Ray M. Mata, RN, MN
Research Instructor/Adviser
81
February 5, 2021

Lay, C., H.,
Department of Psychology, Faculty of Health
Behavioural Science Building, 257, 96 York Boulevard, York University, 4700 Keele
Street, Downsview, Canada

Sir/Madam:

Greetings!

We are Grade 12 Senior High School students conducting a study entitled "Academic
Procrastination: Its Relation to the Sleep Impairment of Senior High Students". Upon
reviewing the related literature and studies, we encountered your research article which
also include the research questionnaire. In this regard, we are asking permission to
use the said research questionnaire in our present study. Moreover, to modify
some contents that will fit according to the Philippine context.

Your favorable response to our request is highly appreciated.

Sincerely,

Torres, Angelo C.

Noted by:


82
Appendix C
Research Instrument
Parent’s Income (Required):

Gender (Required):
Age (Required):
Grade level (Required): 11-12
Email (Optional):
Name (Optional):
Set 1: Academic Procrastination (Lays Procrastination Scale) (Lay, 1986)

Instructions: People may use the following statements to describe themselves. For each
statement, decide whether the statement is uncharacteristic or characteristic of you using
the following 5-points scale. Note that the 3 on the scale is Neutral – the statement is
neither uncharacteristic nor characteristic of you. Answer how much the given statements
best describes you by circling one of the following numbers. PLEASE ANSWER
HONESTLY.
1= Extremely uncharacteristic
2= Moderately uncharacteristic
3= Neutral
4= Moderately characteristic
5= Extremely characteristic
I find myself performing tasks that I had 1 2 3 4 5

intended to do days before the due date.
I do not do assignments until just before they 1 2 3 4 5

are to be handed in.
When I am finished scrolling through social 1 2 3 4 5

media, I go right back in my tasks that I need
to submit in the due date.
When it is time to get up in the bed, I most 1 2 3 4 5
often get right out of bed.
A finished task may sit for days after I write it 1 2 3 4 5
before passing it.
I generally procrastinate if I feel like not doing 1 2 3 4 5
a certain task.
Even with academic requirements that require 1 2 3 4 5
little, else, except sitting down and doing
them, I find they seldom get done for days.
I usually make decisions to work on my 1 2 3 4 5
academic requirements as soon as possible.
83
69
I generally delay before starting on the work I 1 2 3 4 5
have to do.
I usually have to rush to complete an academic 1 2 3 4 5

requirement on time.
When preparing to go out, I am seldom caught 1 2 3 4 5
having to do something at the last minute.
When preparing to work on academic 1 2 3 4 5

requirement, I am seldom caught having to do
something else at the last minute.
In preparing for some deadline, I often waste 1 2 3 4 5
time by doing other things.
I prefer to leave early for an appointment. 1 2 3 4 5
I usually start an assignment shortly after it is 1 2 3 4 5
assigned.
I often have a task finished sooner than 1 2 3 4 5

necessary.
I always seem to end up finishing a task at the 1 2 3 4 5
last minute.
I usually have to re-check my tasks for 1 2 3 4 5

corrections.
I usually accomplish all the things I plan to do 1 2 3 4 5
in a day.
I am continually saying “I’ll do it tomorrow”. 1 2 3 4 5
I usually take care of all the tasks I have to do 1 2 3 4 5

before I settle down and relax for the evening.
84
Set 2: Sleep Impairment (Sleep Impairment Index) (Morin, 1994)

Instructions: People may use the following statements to describe themselves. Answer
how much the given statements best describes you by circling one of the following
numbers. PLEASE ANSWER HONESTLY.
1. Please rate the current (last 2 weeks)

severity of your sleep problems (for all
questions rate ‘0’ if your sleep has not been
a problem).
Difficulty falling asleep 0 1 2 3 4
Difficulty staying asleep 0 1 2 3 4
Problem waking too early 0 1 2 3 4
none= 0
mild= 1
moderate= 2
severe= 3
very severe= 4
2. How satisfied/dissatisfied are you with 0 1 2 3 4

your current sleep pattern?
very satisfied= 0
satisfied= 1
moderately satisfied= 2
dissatisfied= 3
very dissatisfied= 4
3. To what extent do you consider 0 1 2 3 4

problems with sleep interfere with your
daily functioning (e.g., daytime fatigue,
ability to function at work/daily chores,
concentration, memory, mood etc.?).
not at all= 0
a little= 1
somewhat= 2
much= 3
very much= 4
85
4. How noticeable to others do you think 0 1 2 3 4

your sleeping problem is in terms of
impairing the quality of your life?
not at all= 0
a little= 1
somewhat= 2
much= 3
very much= 4
5. How worried/distressed are you about 0 1 2 3 4

your current sleep problem?
not at all= 0
a little= 1
somewhat= 2
much= 3
very much= 4
86
Appendix D
Correspondence letter
November 27, 2020
To whom it may concern:
Cordial Greetings!
May we have the honor to request permission to conduct our quantitative study in your private
institution for our study entitled, “ACADEMIC PROCRASTINATION: ITS RELATION TO
THE SLEEP IMPAIRMENT OF SENIOR HIGH SCHOOL STUDENTS”. This is in partial
fulfillment of the subject requirements in Inquiries, Investigations, and Immersion. The
undersigned will utilize a self-constructed/ standardized questionnaire in collecting essential data
for the study.
Deity Ann Reuterez, Mae Czyriene Tadeja, Angelo Torres, and John Joseph Umambong are the
respondents for this research. Rest assured that all responses will be treated with outmost
confidentiality.
Thank you for your most favorable approval.
Respectfully,

Torres, Angelo C.

Noted by:

87
Appendix E
Ethics Review Committee Approval

88
Curriculum Vitae

Personal Information

Name: Deity Ann B. Reuterez
Nickname: Deity, Detdet
Gender: Female
Birthday: January 17, 2003
Birthplace: Manila
Nationality: Filipino
Religion: Seventh Day Adventist
Current Address: 2310 Tenorio, St. Sta Ana, Manila

Family Background

Father’s Name: Delfin A. Reuterez
Mother’s Name: Luisa Minerva B. Reuterez
Siblings:
Demmer John B. Reuterez
Demmer Paul B. Reuterez
Demmer James B. Reuterez
Deity Joy B. Reuterez
Demmer Mark B. Reuterez
Demmer Luke B. Reuterez

Educational Attainment (Year)

Senior High School: Manila Adventist College-Senior High School Department (2019-
2021)

Junior High School: Mariano Marcos Memorial High School (2015-2019)

Elementary School: Lakeview Integrated School (2009-2015)
89
Curriculum Vitae


Name: Mae Czyriene A. Tadeja
Nickname: Mae, mae-mae, czyriene
Gender: Female
Birthday: October 10, 2020
Birthplace: Mamburao Hospital, Occidental Mindoro
Current Address: Sitio Calungagan, Brgy. Alacaak, Sta.
Cruz, Occidental Mindoro

Family Background

Father’s Name: Gerriel T. Tadeja
Mother’s Name: Josephine A. Tadeja
Siblings:
Marc Jerald A. Tadeja
Michael James A. Tadeja


2021)

Junior High School: Santa Cruz National High School (2015-2019)

Elementary School: San Vicente Elementary School (2009-2015)
90
Curriculum Vitae


Name: Angelo C. Torres
Nickname: Angelo
Gender: Male
Birthday: March 16, 2002
Birthplace: Manila
Religion: Roman Catholic
Current Address: 2026 Leveriza St. Pasay City

Family Background

Father’s Name: Ireneo Torres III
Mother’s Name: Maila Torres
Siblings: None


2021)

Junior High School: Pasay City Academy (2015-2019)

Elementary School:
Gr 1-2 (Pasay Adventist Church Elementary School) (2009-2011)
Gr 3-6 (Andres Bonifacio Elementary School) (2011-2015)
91
Curriculum Vitae


Name: John Joseph P. Umambong
Nickname: Cocoy
Gender: Male
Birthday: September 21, 2002
Birthplace: Malolos, Bulacan
Current Address: 10 M. Fernando St. Tangos,
Navotas City

Family Background

Father’s Name: Pablito V. Umambong Jr.
Mother’s Name: Neftalie P. Umambong
Siblings:
Lindy Faye P. Umambong
Cirlynd Lei P. Umambong


2021)

Junior High School: Navotas National Science High School (2015-2019)

Elementary School: Navotas Adventist Elementary School (2009-2015)

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11

Academic Procrastination and Sleep Impairment of

Senior High School Students

presented to the faculty of

Senior High School Department

Manila Adventist College

of the requirements for the subject

Inquires, Investigation, and Immersion

Deity Ann B. Reuterez

Mae Czyriene A. Tadeja

John Joseph P. Umambong

Academic Procrastination and Sleep Impairment of

Senior High School Students

Deity Ann B. Reuterez, STEM

Mae Czyriene A. Tadeja, STEM

Angelo C. Torres, STEM

John Joseph P. Umambong, STEM

Adviser: Ryan Ray M. Mata, RN, MN

identifying the relationship of academic procrastination to the sleep impairment of the

Senior High School students. While descriptive correlational under non-experimental

chosen respondents. Furthermore, census method or complete enumeration survey was

moderate sleep impairment. In regards to the correlation between academic

revealed to have significant difference on sleep impairment. In conclusion, Senior High

moderately sleep impaired.

Keywords: academic procrastination, sleep impairment, senior high school students

finish this study.

support on conducting this study.

information necessary to complete this study.

successful conduction of this study.

Our beloved families, friends, classmates, teachers, respondents in partial of

study, in coordinating us for our requirements to accomplish through announcements, in

as the medium of education.

beyond into giving us guidance throughout the study.

Chapter 1. The Problem and Its Background…………………………………….12

Statement of the Problem…………………………………………………….14

Significance of the Study…………………………………………………….15

Chapter 2. Review of Related Literature………………………………………….19

Relationship of Academic Procrastination to the Sleep Impairment

Difference on Sleep Impairment when grouped according to Gender and Parents’

Population and Sampling Technique………………………………………....32

Profile of the Respondents……………………………………………............32

Scoring and Interpretation…………………………………………………….36

Data Gathering Procedure…………………………………………………….36

Statistical Treatment of Data……………….………………………………....37

Chapter 4. Results and Discussion……………………………………………….....39

Level of Academic Procrastination..………………………………………….39

Extent of Sleep Impairment………………..…………………….…………....41

Relationship between academic procrastination to the sleep

Difference on the sleep impairment when grouped according to gender…..

Difference on the sleep impairment when grouped according to parents’

Limitations of the Study……….…………….…………………………….…..49

Chapter 5. Summary, Conclusion and Recommendation………………………....50

Appendix A Consent forms: Informed and Assent……………………………..70

Appendix B Permission to Use of Standardized Research Instrument….………78

Appendix C Research Instrument…………………………….…………………80

Appendix D Correspondence letter………………………………………..........84

Appendix E Ethics Review Committee………………………………………....85

Figure No. Page No.