The Relationship Between Sleep Deprivation and The Academic Performance

of Grade 11 ABM Students in Bauan Technical High School in Business

Mathematics

Matrix Activities Weeks 3 - 6

Tasks 3.1 - 3.3 - List of Related Literature Reviewed

Task 4.1 - Research Design

Task 4.2. - Population

Task 4.3 - Sampling Method

Task 4.4. - Data Collection Procedure

GROUP 1

LEADER:

Landicho, Anna Kathrina M.

MEMBERS:

Casa, Kurt Russel S.

Dalangin, May C.

Dela Peña, Gwen Ashley P.

Olano, Shaira Mae U.

GRADE 12 – ABM B
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter includes the related literature and studies that served as the

cornerstone or foundation of the concepts, variables, and bodies of knowledge,

which all worked together heading towards the formulation of the research topic that

the researchers are currently undertaking. This chapter focuses on a number of

resources that will aid in the development of this study by presenting a number of

studies and other literature from both local and international academics that have a

significant relationship on the variables that will be studied. The purpose of this

review was to provide the researchers a better understanding of the subject at hand

and to give them some background information. For the current study, the references

were acquired from both professional authors’ publications and unpublished

research papers that were relevant to the current investigation.

Related Literature

This section presents the different topics from various foreign and local

literatures, such as journals, books, articles, and publications that are correlational to

the study. These were gained from different sources and fields that would be a great

help in formulating the research report.

Sleep is an inseparable part of human health and life and is pivotal to learning

and practice as well as physical and mental health. Learning and memory are both

influenced by sleep quality. It is vital for students to obtain adequate sleep in order to

perform well in class and function productively in terms of academics. Anent to this,

various local and foreign literatures have suggested that insufficient sleep, increased

frequency of short-term sleep, going to sleep late and getting up early affect the
learning capacity, academic performance, and neurobehavioral functions.

Additionally, reduced overnight sleep or altered and irregular sleep patterns has

been associated with severe drowsiness that leads to daytime dysfunction and

thereby, affecting students’ academic performance and achievement (Jalal, 2020).

On the other hand, various pieces of evidence from different sources have all

pointed to the prevalence of sleep deprivation globally, as many people have been

suffering from a lack of good sleep quality, insufficient sleep duration, and many

other sleep issues, such as frequent encounters with sleep disturbances, specifically

among students and adolescents. According to Better Health (n.d.), sleep

deprivation is a general term to describe a state caused by inadequate quantity or

quality of sleep, including voluntary or involuntary sleeplessness and circadian

rhythm sleep disorders. Sleep deprivation may have a negative influence on one's

general health and performance in the classroom and at work (post-graduation). If

sleep is not adequately regulated, it can have detrimental physiological,

psychological, and cognitive impacts on the body. Thus, it is critical to comprehend

why enough sleep is essential in order to address the recognized problem of sleep

deprivation and propose necessary solutions for the prevalence of this issue.

According to the National Sleep Foundation (2015) and World Health

Organization (WHO), teenagers aging 14-17 years old need 8-10 hours of sleep,

while young adults aging 18-25 years old need 7-9 hours of sleep. Sleep quality is

significant for learning and memory. It is critical for learners to get enough sleep in

order to function effectively in class. Sleep deprivation may develop physical as well

as mental symptoms. It is likely that you have experienced a night's sleep with

disturbances, which may be unpleasant, but it is not worse 13 than being without

food for a short time.

 In this regard, many, different literatures pointed out the prevalence of this

sleep phenomenon among teenagers. Suni (2020) stated that sleeping problems are

even more prevalent in adolescents. Data from the CDC indicates that over 57% of

middle school students and 72% of high school students reported sleeping less than

what was recommended based on their age. For as many as 23.8% of adolescents,

the problem is significant enough to be considered insomnia, a serious sleep

disorder that involves noticeable daytime impairment.

In the Philippines, the prevalence of sleep deprivation, specifically among

adolescents, has been recorded, specifically since the COVID-19 pandemic

emerged. According to a recent article released by The Filipino Times (2021), it has

reported that recent studies suggest that the ongoing COVID-19 pandemic has been

depriving the majority of the Filipino teenagers from sleep. The article has

significantly shown recent survey results where 34.5% within the age group of 15-18

years old, sleep at 3 a.m. or past since the COVID-19 broke out in March last year.

Meanwhile, 32.7% sleep at 1 a.m. to 2 a.m. while the rest turn in from 9 p.m. to 12

a.m. The survey has also shown that among the respondents of the said age group,

85.5% have responded that their sleeping habits have been unhealthy during the

pandemic, while only 14.5% said they maintain a healthy sleeping pattern despite

this crisis. This was further supported by the article released by Philippine Star

(2021), which depicted that in a recent study, Cordero (2021) found out that 54.5% of

Filipino teenagers aged 15-18 years old spend only four to six hours of sleep every

night, adding that only 41.8% log in seven to nine hours of sleep.

Moreover, many, different literatures point out that there are various factors

affecting the sleep patterns and quality among each individual. Gaultney (2010)

highlighted that the sleep patterns or disorders among students may vary depending
on one’s age and gender. It was reported that sleep disorders in adults tend to

increase with age, but they may also occur among students. Moreover, in terms of

gender, it has been emphasized that females were at greater risk for RLS/PLMD,

insomnia, affective disorder, nightmares, and more likely to be at risk for at least one

sleep disorder than males. Also, articles have shown that in the study of Okano, et.

al. (2019), researchers hypothesized females showing an advantage in grades,

which contributed to gender differences.

Chen et al. (2014) stated that many different variables in the students' sleep

environment, such as intrusive light or noise, may have an effect on their quality of

sleep. The sleep duration the student is able to obtain determines the amount of

rapid eye movement (REM) sleep cycles, memory consolidation and learning the

student receives (Hershner & Chervin, 2014). It has also been discussed that sleep

schedule irregularity and napping can affect student's quality of sleep by delaying the

body's natural circadian rhythm and homeostatic sleep drive.

Furthermore, sleep in adolescence has been characterized by social,

environmental, and cultural factors. Environmental factors, such as school start/end

times and the increased use of mobile devices, have been previously identified as

affecting adolescents' sleep duration leading to greater daytime fatigue (Borlase, et

al., 2013; Hale & Guan, 2015). Various articles have demonstrated that a 30-min

school start time delay is associated with improved nocturnal sleep duration and

reduced napping in adolescents (Owens et al., 2010). In addition, adolescents from

schools with a later school start time were less likely to feel tired during classroom

lessons and had increased daytime alertness than adolescents from schools with an

earlier start time (Gariépy, et al., 2017; Lo, et al., 2018).

 Having said these, being sleep-deprived affects both the brain and cognitive

function. In the article of Rasch and Born (2013), brain activity known as acute wave

ripples are associated in consolidating memory. The ripples often convey acquired

material from the hippocampus to the neocortex, which processes long-term

memories. Sharp wave ripples are most common during the deepest periods of

sleep. As a result, how we understand events and make decisions is altered. It is

thought that those who are sleep deprived make terrible decisions. Besides the

many physical consequences of insufficient sleep, perhaps the most important

consequences of sleep deprivation are deficits in working memory and attention. In

line with this, Merenheimo (2018), corroborates that the students express that sleep

is needed for them to avoid being tired and do their tasks in school effectively, as

concentration is a compromise. It appears that carrying out tasks that require

attention is in direct correlation to the number of hours the person sleeps each night;

with these functions declining with the number hours of sleep deprivation.

Generally, sleep is associated with academic performance in school. Sleep

deficit has been associated with lack of concentration and attention during class.

Similarly, sleep inconsistency plays a part in academic performance. Sleep

inconsistency (sometimes called “social jet lag”) is defined by inconsistency in sleep

schedule and/or duration from day to day. It is typically seen in the form of sleep debt

during weekdays followed by oversleep on weekends. Sleep inconsistency tends to

be greatest in adolescents and young adults who stay up late but are constrained by

strict morning schedules. In accordance with this, it has been reported that

adolescents who experience greater sleep inconsistency perform worse in school

(Okano, et. al., 2019).

 Thus, in terms of academic performance, when people are busy cramming

and not sleeping, the important information they learned and thought they had

memorized basically slips out of their brain, and they will have trouble recalling them

the following day. Aside from that, students who do not sleep or wake up at

consistent times daily were more likely to have lower grades or poor academic

performance. These differences between regular and irregular students were defined

by significant differences in grade point averages. Students with irregular sleep

patterns were given lower scores close to zero, while the regular sleepers were

given higher scores close to 100 (Knight, 2017).

Furthermore, Shochat et al. (2014) proposed that despite the fact that a vast

amount of time in adolescence is spent learning and improving education, there is a

large gap in research examining the relationship of sleep to academic functioning

and performance. Chen et al. (2014) and Hershner and Chervin (2014) suggest that

there is a connection between quality of sleep and students' academic performance.

Similarly, Orzech et al. (2011) discussed how daytime sleepiness results in

decreased attention and concentration, which negatively impacts learning and

memory recall in students.

Moreover, most of these local and foreign literatures have inextricably shown

evidence that sleep deprivation does correlate with poor academic performance

because of lower abilities in cognition as a result of poor sleep quality. On the

contrary, Short and Banks (2014) stated that an experiment failed to show that sleep

deprivation has a high impact on academic performance. Ye, et al. (2017) supported

this that the longer naps are thought to promote grogginess and confusion, which in

turn may lead to poor cognitive or academic performance. Moreover, the sleep

deprived participants in the experiment did not possess cognitive skill deficits or poor
sustained attention. Hence, an individual’s subjective feelings of sleepiness and

alertness is not a reliable source in assessing one’s cognitive or behavioral

impairments.

In addition to this, in an article by Stanford, the consequences of sleep

deprivation include lack of concentration, poor grades, anxiety, depression (Richter,

2015). Adequate sleep is essential to refresh the students every day and help them

in learning and memory processing. Beyond the effects of sleep on memory

consolidation, lack of sleep has been linked to poor attention and cognition. Okano,

et. al. (2019), further discussed that well-controlled sleep deprivation studies have

shown that lack of sleep not only increases fatigue and sleepiness but also worsens

cognitive performance. In fact, the cognitive performance of an individual who has

been awake for 17 h is equivalent to that exhibited by one who has a blood alcohol

concentration of 0.05%. Outside of a laboratory setting, studies examining sleep in

the comfort of peoples’ own homes via self-report surveys have found that

persistently poor sleepers experience significantly more daytime difficulties in

regards to fatigue, sleepiness, and poor cognition compared with persistently good

sleepers.

Anent to this, having defined the clear image of the pervasive problem of

sleep deprivation specifically among students, it is vital to understand why adequate

sleep is required, in order to address the recognized problem of sleep deprivation

and recommend suitable alternatives that may help to mitigate the negative impacts

of this phenomenon, specifically among adolescents and students. However, despite

the substantial evidence of a link between sleep deprivation and health issues,

particularly on learning and memory, most individuals are ignorant of the quantity of

sleep they require, their level of sleep deprivation, or the harmful effects of sleep loss
on health, memory and academic performance. According to Perry, Patil, and

Presley - Cantrell (2013), raising awareness on sleep is an important public health

issue. Public health practitioners and other healthcare providers have not focused

major attention on the importance of sleep to health. Sleep is not typically included

into public health methods due to a lack of awareness. Furthermore, many health

care practitioners do not advise their patients on how to maintain a good sleeping

pattern. Thus, it is also suggested that research on various areas must be

conducted for expanding sleep research and strategies for increasing awareness of

the importance of sleep and improving sleep health, adding that it is necessary to

take actions to bring sleep to the forefront of public health. Multi-sectoral public

health initiatives are needed to educate the public, particularly the students, about

the significance of sleep and the repercussions of inadequate sleep due to a lack of

awareness of the benefits of healthy sleep, specifically on their memory and learning

that can further boost the students’ effective functioning on their academic

performance.

Related Studies

This section presents the review of different studies and previous researches

that provide context and foundation on the bodies of knowledge that the researchers

will focus on upon conducting the study.

Sleep time reduction showed that even small changes of sleep length could

lead to cognitive and non-cognitive deficits for the student. Sleep deprived persons

feel tired, irritable and confused even though they are able to do well motivated tasks

with their usual strength and skill. People who work with their minds need just as

much sleep as manual workers. To remain healthy, one must go to bed at regular
hours because the good which sleep does depend upon keeping up a regular rhythm

of sleep and wakefulness. Sleep needs vary by age: for school-age children ages

6-12 years, the National Sleep Foundation recommends 9-11 total hours of sleep per

day. For teens, the recommended amount of sleep is 8-10 hours per day.

Unfortunately, researchers have found that many children in the United States are

failing to get the sleep they need. As many as 25% of younger children are believed

to suffer from poor sleep and excessive daytime sleepiness.

In this regard, studies have corroborated that changes in sleep patterns and

sleep deprivation are more common among teenagers. In the study of Chervin and

Hershner (2014), it has been stated that this change occurs in association with

various biological, environmental and social factors, including puberty, where more

physically mature adolescents have a preference for later bedtimes and may have a

lower homeostatic sleep drive, and consequently, are less sleepy at night.

This prevalence of sleep deprivation among younger age brackets was

ratified, as a recent study reported that 73 percent of high school students regularly

do not get a healthy amount of sleep, and these high school students are mainly

adolescents under the age bracket of 13-18 years old (Jenco, 2018). This is

significantly inclined to the study of Halstead, et. al. (2021), which reported 79.7% of

adolescents reported their total sleep duration less than 8 hours (<8 h). Anent to this,

according to Paruthi, et. al. (2016), adolescents, aged 13-18 years old must acquire

at least 8-10 hours of sleep per day in order to attain optimal health. Furthermore, it

is discussed that regularly sleeping the required number of hours is associated with

enhanced health outcomes such as attention, behavior, learning, memory, emotional

regulation, quality of life, and mental and physical health.

 Children and teenagers need substantially more sleep, particularly if they are

younger than five years of age. Work schedules, day-to-day stressors, a disruptive

bedroom environment, and medical conditions can all prevent us from receiving

enough sleep. A healthy diet and positive lifestyle habits can help ensure an

adequate amount of sleep each night – but for some, chronic lack of sleep may be

the first sign of a sleep disorder. According to the Healthy Living Index Survey

(2016), Filipinos have one of the 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.

This global statistics has strongly emphasized the prevalence of sleep deprivation,

and the records in the Philippines further ratifies this claim, as local studies have

suggested the pervasiveness of the issue of sleep deprivation among teenagers and

high school students. This is further evident in the study of Toyong (2020), which

revealed that 88 percent of the Senior High School students, aged 16-18, were sleep

deprived and they usually sleep for less than 6 hours only. Furthermore, in the

findings of Sygaco (2021), it reported that Grade 12 Senior High School students

show a mean between 6.85 hours and 7.40 hours, which indicates that respondents

may occasionally lack 1 to 2 hours of sleep from the required average of 8 to 10

hours of rest.

Moreover, various studies have shown that other factors may affect the

presence of sleep deprivation among younger sleep brackets. Some studies have

emphasized the relationship between delayed starting time of classes and academic

success. Halstead, et.al. (2021) also reported that adolescents who started school

earlier and ended school later had a greater severity of sleep disturbances and

sleep-related impairment compared with students who started school later and

finished earlier. Furthermore, adolescents who engaged in screen time at bedtime

were more likely to have a greater severity of sleep-related impairment than students

who reported no screen time use at bedtime. Several studies have found that

increased use of mobile devices has resulted in a shorter sleep duration, longer

sleep onset latency, increased sleep deprivation, later bedtime, and a delayed wake

up time (Hysing et al., 2015). Screen time at bedtime could affect adolescents'

circadian rhythm by suppressing the production of sleep-promotion melatonin

(Gooley et al., 2011).

In line with this, previous studies have indicated that the quantity of sleep

reported by individuals as delayed or inappropriate sleep, waking up too late,

especially at weekends and daytime sleepiness is associated with compromised

academic performance in children and adults. Partial sleep deprivation is defined as

getting less than 5 hours of sleep in a night. Various studies have reported that sleep

deprivation affects cognitive and motor processes as well as emotional stability. In

other words, sleep deprivation impacts many aspects of cognitive and behavioral

functioning.

Furthermore, in “Napping in College Students and Its Relationship with

Nighttime Sleep,” Ye, et al. (2017) examined how napping impacts one’s sleep at

night. When investigating the relationship between naps and nighttime sleep, it is

important to know how frequently naps are taken, how long one naps, and when a

nap usually takes place during the day. An understanding of these factors will help

researchers to better determine the benefits and consequences that result from

napping, specifically how napping affects overall health and academic performance.

Anent to this, various claims from researches arose, concerning how sleep

deprivation and various components to describe sleep quality, may affect the

students’ level of academic achievement. Various instruments were used in order to

measure sleep quality among individuals and one of which is the Pittsburgh Sleep

Quality Index (PSQI). Although there are no studies which established the

psychometrics for the PSQI which limits the usefulness of the PSQI in pediatrics,

several studies have used PSQI, in order to measure sleep quality for adolescents

and young adults. Gautam et. al. (2021) utilized PSQI in a cross-sectional study to

assess the prevalence of sleep quality and its associated factors among adolescents

of Western Nepal, with a population aged between 15 and 19 years old. Moving on,

in terms of identifying the correlation of sleep quality and academic performance

among students, Maheshwari and Shaukat (2019) utilized this instrument and ratified

that, most students with lower average GPA reported very bad subjective sleep

quality, had a sleep latency of 16-30 min, sleep duration of <5-7 hours, sleep

efficiency of 75%-84%, and experienced daytime dysfunction almost every day. The

study further revealed that poor sleep quality has a negative impact on students’

academic performance. This is significantly similar to the results revealed in the

study of Toyong (2020), which have shown a significant positive relationship between

number of hours of night sleep and academic performance. This study has

suggested that the high number of hours of night sleep is connected to high

academic performance. On the other hand, students with less sleep had low

academic performance.

Furthermore, Vyas (2020) stated in his study that getting consistent sleep is

vital for children and adolescents who are experiencing significant brain

development. Without enough sleep, children and teens can have problems with

attention, memory, and problem-solving. Sleep deprivation can also contribute to

emotional issues and behavior problems that may affect academic achievement. In

addition, as Okano, et. al. (2019) said in his study, sleep is thought to play a crucial
and specific role in memory consolidation. Although the exact mechanisms behind

the relationship between sleep, memory, and neuro-plasticity are yet unknown, the

general understanding is that specific synaptic connections that were active during

awake-periods are strengthened during sleep, allowing for the consolidation of

memory, and synaptic connections that were inactive are weakened. Thus, sleep

provides an essential function for memory consolidation (allowing us to remember

what has been studied), which in turn is critical for successful academic

performance.

Moreover, in a study, people who had enough sleep compared to their sleep-

deprived individuals used innovative solutions twice as often when confronted with

complex mathematical problems. The chance of academic failure was as long as

one or more than 1 year in students with inadequate sleep compared to those with

proper sleep.

In some studies, other dimensions of an individual’s self-reported sleep quality

had been considered as essential for recovery, cognitive processing, and memory

integration. Eliasson (2010) believes that the time it takes to fall asleep (sleep

latency) and waking up affect academic performance more than duration of sleep

does, while according to Halstead, et.al. (2021), adolescents who had a greater

severity of sleep disturbances had higher anxiety and higher academic

achievements than adolescents with less sleep disturbances.

On the other hand, lack of sleep has been associated with emotional

instability and impaired concentration. In this regard, students are particularly at risk

of developing sleep disorders and development of the disorder among the students

has a negative effect on their academic performance across different grades.

However, there is no consensus in this case and not all studies state that sleep
disorders yield a negative effect on academic performance. Sweilehs, et. al. (2011)

justified that there is no relationship between sleep quality and academic success.

Similarly, it is claimed there is no relationship between the night sleep before the

exam and test scores either. Moreover, Sygaco’s (2021) study revealed an identical

result, with which it stated that there is insufficient evidence to suggest that there is a

linear correlation between the number of hours of sleep and the general average of

senior high school (SHS) students. With the computed correlation value of r=

-0.2063, the study ratified that there is no linear correlation between the number of

hours of sleep and the general average among the respondents. Continually, Sygaco

(2021) came up with the fact that the students’ time is spent studying for exams,

doing school projects, using social media, and video gaming. Thus, regardless of the

drowning projects, exams, and the influence of social media, students are partially

sleep deprived even though they are aware of the consequences of sleep loss.

However, the lack of correlation of sleep and general average shows that students

can get away sacrificing a portion of their sleep to have their desired grades.

Similarly using PSQI as the research instrument to measure sleep quality, Ye,

et al. (2017) disclosed that a known benefit is that short naps can improve alertness,

as well as neurobehavioral performance. Moreover, longer naps are thought to

promote grogginess and confusion, which in turn may lead to poor cognitive or

academic performance. The results of the study indicate that evening and long naps

are actually harmful, as they can reduce cognitive performance and subjective

alertness. Individuals who napped more than three times per week and for longer

than two hours were reported to have the worst sleep quality. In addition, students

slept for shorter periods of time at night when they took a nap between the hours of

six to nine o’clock at night.

 Overall, participants who consistently napped for extended periods of time

late in the day reported poor sleep quality at night, as well as symptoms of sleep

deprivation. As a result, these participants demonstrated reduced daily function and

cognitive performance, which in turn negatively impacted their academic

performance (Ye, et al., 2017).

Having said these, while a few studies report null effects, most studies looking

at the effects of sleep quality and duration on academic performance have linked

longer and better- quality sleep with better academic performance such as school

grades and study effort. Thus, making sleep a priority is important for parents who

want their children to succeed in school. Understanding the causes and

consequences of poor sleep and knowing how to address it can allow parents to help

children and teens in their academic pursuits (Vyas, 2020).

Synthesis

The above collection of literature and studies from different researchers both

local and foreign provided information that their proposed studies do have similarities

to the topic the researchers are proposing.

These reviews paved the way to provide context on the importance of sleep,

based on the extracted information from various sources of literature and studies. It

all centers on the concept that sleep is an essential component of human health and

well-being, and it is essential for learning, development, and physical and mental

well-being. Sleep quality has an impact on both learning and memory. In order to

perform well in class and operate productively in terms of academics, students must

get enough sleep.

 Thus, the findings and bodies of knowledge from various foreign and local

literatures and studies corroborate and complement one another, as they point out to

the pervasiveness of the issue on sleep deprivation, globally and even in the

Philippines, particularly among the younger brackets, adolescents, and teenagers.

Literature from Suni (2020) indicates that 72% of high school students reported

sleeping less than what was recommended based on their age, which is further

similar to local literature from articles, such as that of The Filipino Times (2021) that

ratifies the data where nearly seven out of ten Filipino adolescents have been sleep

deprived since the pandemic begun. Furthermore, it is complementary to the

information presented in the Philippine Star (2021) article, depicting the result of a

recent study where 54.5% of Filipino teenagers aged 15-18 years old spend only

four to six hours of sleep every night.

Furthermore, this numerical data regarding the prevalence of sleep

deprivation is also evident in the local and foreign studies presented in the review,

presenting almost significantly equal figures. Jenco (2018) and Halastead, et.al.,

both presented findings that more than 70% of adolescents and high school students

are sleep deprived, as these studies reported that respondents from the study

regularly do not get a healthy amount of sleep, having a total sleep duration less

than 8 hours (<8 h), that is significantly less than the recommended sleep of 8 - 10

hours of these age brackets, based on the articles of National Sleep Foundation

(2015) and World Health Organization (WHO) and the study of Paruthi, et. al. (2016).

This lack of sleep can also be supported by the findings of Toyong (2020), which

revealed that 88 percent of the Senior High School students, aged 16-18, usually

sleep for less than 6 hours only and data form Sygaco (2021),suggesting that

students show a mean between 6.85 hours and 7.40 hours, which indicates that
respondents may occasionally lack 1 to 2 hours of sleep from the required average

of 8 to 10 hours of rest.

From this snapshot of the prevalence of sleep deprivation among

adolescents, it is clearly seen from these reviews that there are lots of factors

contributing to sleep deprivation among these ages. Various sources all point out

that sleep in adolescence has been characterized by social, environmental, and

cultural factors. Moreover, literature and studies have confirmed that bad lifestyle

choices, as well as other socio-demographic and external factors aside from

academics, can have an impact on sleep quality and, as a result, reduce academic

performance. Gaultney (2010) revealed the significant differences on sleep quality

across ages and gender, as this literature reveals that sleep quality declines as age

increases, but they may also occur among students, adding that females were at

greater risk for at least one sleep disorder than males. Moreover, literature from The

Filipino Times (2021), Borlase, et al. (2013), Hale & Guan, (2015), Gariépy, et. al.

(2017), Lo, et. al. (2018), National Adolescent and Young Adult Health Information

Center (2014), and the studies from Halstead (2021), Chervin & Hershner (2014),

Hysing et al. (2015) Gooley et al. (2011),considered the prevalence of physiological,

behavioral, socio-cultural, and environmental changes and factors, such as puberty

changes, changes on school set-up brought by the pandemic, screen time, delayed

starting of classes, and all other factors that may have affected the sleep quality of

adolescents, which further affects their academic performance.

Furthermore, the evidence from different literature and studies reveals that

sleep deprivation has various effects on people, in various life aspects. Better Health

(n.d.) disclosed that sleep deprivation has negative influence on one's general health

and performance in the classroom and at work (post- graduation), and when not
properly regulated, it can have detrimental physiological, psychological, and

cognitive impacts on the body. This is significantly inclined with the results revealed

in the study of Talbot (2010), which stated that sleep deprivation impacts many

aspects of cognitive and behavioral functioning. Both literature and studies provided

that sleep deprivation led to decreased cognitive and day functioning, as well as poor

psychomotor performance.

Furthermore, sleep deprivation has been linked to lower academic

performance and a higher rate of procedural errors when it comes to cognitive

function. Various claims were drawn from research and literature regarding these

matters, concerning the hypothesized relationship between sleep deprivation and

various components to describe sleep quality and students’ level of academic

achievement. Studies from Maheshwari and Shaukat (2019), Toyong (2020), and

Vyas (2020) stressed the presence of a significant negative correlational relationship

between sleep deprivation and quality and academic performance, which

complements the facts presented in various articles, such as those of Chen et al.

(2014), Okano, et. al. (2019), and Hershner and Chervin (2014), which proposed the

presence of a connection between quality of sleep and students' performance in

school.

On the other hand, the studies of Sweilehs, et. al. (2011) and Sygaco (2021),

have identically yielded contradicting results, as both of them disclosed no

relationship existing between the two variables. This is significantly inclined to the

information presented in other literature, which contradicts the idea of connection

existing between sleep deprivation and the students’ academic performance.

Overall, quality of life and academic performance can be improved with

adequate sleep. This has brought to the concept of the necessity of raising
awareness regarding this matter, as stated in the article by Perry, Patil, and Presley -

Cantrell (2013). In general, limitations found amongst the articles were the small

sample size, bias when conducting self-administered surveys, and not taking into

account controlling factors that may affect sleep. Common themes found for

strengths were a large sample size, randomization of participants, and the research

being the first to study a topic or intervention. Several tools and materials were

utilized within the study to assess and measure results. Thus, positive outcomes

from relevant literature and analysis will be reviewed and compared to the findings of

this study.

Output: List of Literature Reviewed

REFERENCES

Better Health Channel. (n.d.). Teenagers and Sleep. Retrieved February 11, 2022,

from: https://www.betterhealth.vic.gov.au/health/healthyliving/teenagers-and-

sleep

Borlase, B., Gander, P., & Gibson, R. (2013). Effects of School Start Times and

Technology Use on Teenagers' Sleep. Retrieved January 31, 2022, from:

https://link. springer.com/article/10.1111/sbr.12003

Chen, T., Wu, Z., Shen, Z., Zhang, J., Shen, X., & Li, S. (2014). Sleep Duration in

Chinese Adolescents: Biological, Environmental, and Behavioral Predictors.

Sleep Medicine. Retrieved January 30, 2022, from:

https://www.sciencedirect.com/science/article/pii/S1389945714002512

Dutta, S.S., PhD. (2019, August 21). Causes of Sleep Deprivation. News Medical.

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Weeks 5 - 6: Understanding Ways to Collect Data

Task 4.1. Research Design

Research Design

Cited in this section was the research design employed by the researchers in

conducting this study.

In order to effectively meet the objectives of this research study, the

researchers used a correlational research design, specifically a quantitative

approach to obtain data from the large sample of selected respondents, the 199

Grade 11 ABM students of Bauan Technical High School. This research design aided

the researchers in acquiring accurate results as this research design’s attributes ran

parallel to the researchers’ selected methods. Correlational study is a type of

research design that aims to uncover correlations between variables and predict

future events based on existing bodies of knowledge. According to Stangor (2019),

“In contrast to descriptive research, which is designed to provide static pictures,

correlational research design involves the measurement of two or more relevant

variables and an assessment of the relationship between or among those

variables....the goal of correlational research is to uncover variables that show

systematic relationships with each other.” The aim of correlational research is to

identify variables that are hypothesized to have significant relationships to the extent

that a change in one creates some change in the other, thus, can help in identifying if

the dependent variable (academic performance) increases or decreases, as the

independent variable (sleep quality) increases or decreases. This method will help

the researchers determine more than just the picture of the current condition of the

students with regards to overall sleep quality, but it will also ensure that the

researchers may be able to scrutinize the systematic relationship between the

research variables, particularly on the students’ overall sleep quality and academic

performance in one of their specialized subjects, Business Mathematics.

Thus, this type of approach and research design is significantly fit in attaining

the predefined research objectives. It will significantly help to determine the

relationship between the aforementioned research variables, particularly applicable

among the Grade 11 Senior High School students of Bauan Technical High School

for the Academic Year (A.Y.) 2021 - 2022. According to Creswell (2012), in

correlational research design, the researchers do not attempt to control or

manipulate the variables as in experiment; instead they relate using the correlation

statistics, two or more scores for each person. This is similar to the actions

undertaken by the researchers, as in the research problem, the researchers would

only need to collect data from the students to measure sleep quality and their grades

in Business Mathematics to conduct this study, without having to manipulate or

assign control groups for comparison. Thus, the researchers believed that this kind

of research design helped them gather the data, quantify the magnitude of

relationship between the research variables, and acquire the results of the study.

This design provided clear details of the problem stated and gave ease of the ways

used to accomplish the study.

With these being said, the data collected in this study is composed of

numerical values, representing their equivalent scale and, and are computed to

obtain the verbal interpretation of the variable relationship by means of statistical

treatment. This study will employ various processes in analyzing the collected data

by various statistical treatments, particularly Pearson’s correlation coefficient in order

to quantify the relationship and linear correlation between the two variables.
Task 4.2. Population and Sample

Population and Sample

Cited in this section were the details on the population and sample or the

individuals who participated as the respondents of the study and helped in the

collection of the needed data.

The respondents of the study include the Grade 11 Accountancy, Business

and Management (ABM) students of Bauan Technical High School who are enrolled

in the First Semester of the Academic Year (A.Y.) 2021 - 2022, totaling 394 students.

The researchers selected Grade 11 ABM students of Bauan Technical High School

as they are the ones who are taking the specialized subject, Business Mathematics.

From the total population or number of Grade 11 ABM students, the researchers

used Slovin’s formula with a 95% level of confidence level and 5% margin of error

and got 199 participants that will be efficient in providing an accurate result for this

study.

Thus, using Slovin’s Formula:

𝑁
n= 2
1 + 𝑁𝑒

394
n= 2 = 198.49
1 + 394(0.05)
n = 199 students

The 199 respondents will equally come from the seven sections of the said

population. This will ensure the even distribution of responses from the participants

on each segment or strata of the identified population. The respondents for each

section will be computed by dividing the members per subgroup by the total

accessible sample size. Then, the percentage result of members per subgroup will
be multiplied from the computed total sample size. Table 1 below shows the total

number of students on each of the seven Grade 11 ABM sections.

Grade 11 Sections Population

GRADE 11 - ABM 1 34

GRADE 11 - ABM 2 67

GRADE 11 - ABM 3 65

GRADE 11 - ABM 4 66

GRADE 11 - ABM 5 66

GRADE 11 - ABM 6 61

GRADE 11 - ABM 7 35

TOTAL 394
Table 1

Population of Students on Each Grade 11 ABM Sections

Task 4.3. Sampling Method

Sampling Method

Before computing the participants per section, the researchers shall use the

Slovin’s formula in order to identify and compute the total sample size needed in

conducting the study. Upon utilizing the Slovin’s formula in order to identify and

compute the total sample size needed in conducting the study, the researchers came

up with 199 participants that will be efficient in providing an accurate result for this

study, out of 394 total number of Grade 11 ABM students, the researchers used

Slovin’s formula at a 95% level of confidence level and 5% margin of error. From this

computed sample, the participants will be chosen and filtered using the stratified

random sampling. According to Hayes (2020), stratified random sampling is a

method of sampling that involves the division of a population into smaller sub-groups
known as strata. The samples shall be chosen from these subgroups and not directly

from the entire population. Furthermore, this technique was used to ensure that all

variables in the study were represented equally, among each section of the said

grade level. The participants will be grouped into seven segments or strata, which

will come from the seven sections of Grade 11 ABM students in Bauan Technical

High School. Then, the respondents for each section will be computed by dividing

the members per subgroup by the total accessible sample size. Then, the

percentage result of members per subgroup will be multiplied from the computed

total sample size. Upon getting the sample size per stratum, the researchers shall

coordinate with the advisers and class officers to assist the researchers by randomly

choosing the participants from each section. The directions and e-questionnaires

shall then be distributed to these selected participants.

Table 2 shows the total number of samples to be taken from each strata or

from each Grade 11 section.

Grade 11 Sections Population Rate per Stratum Sample size per

(A) stratum (A*n)

GRADE 11 - ABM 1 34 34/394 = 0.086 17

GRADE 11 - ABM 2 67 67/394 = 0.17 34

GRADE 11 - ABM 3 65 65/394 = 0.165 33

GRADE 11 - ABM 4 66 66/394 = 0.168 33

GRADE 11 - ABM 5 66 66/394 = 0.168 33

GRADE 11 - ABM 6 61 61/394 = 0.155 31

GRADE 11 - ABM 7 35 35/394 = 0.089 18

TOTAL 394 100% 199

Table 2

Respondents of the Study

 𝑃𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑝𝑒𝑟 𝑠𝑒𝑐𝑡𝑖𝑜𝑛
No. of Respondents per Section = x Sample Size
𝑇𝑜𝑡𝑎𝑙 𝑃𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛

Task 4.4. Data Collection Procedure

Data Collection Procedure

Cited in this section are the steps and procedures undertaken by the

researchers in gathering data that are relevant and necessary in order to meet the

research objectives.

The researchers determined the issues/problems that need to be addressed,

as well as the corresponding focal objectives that must be met upon gathering the

data and drafted a research instrument aligned to the predetermined research

objectives which were validated by the research adviser and statistician. Upon

identifying the target population, as well as the sample size and sampling technique

that will be employed in order to select the participants of the study, the researchers

ensured to identify the authorities involved unto which permissions will be needed

before administering the research instrument to the respondents. In this case, the

researchers sent a letter asking for permission to conduct the said study and

regarding the distribution of the questionnaires to the school principal of Bauan

Technical High School, as the main authority involved in conducting the study. The

researchers also asked for the voluntary participation of the students, but for

participants who are minors, the researchers sent a consent form to the parents of

the participants, signifying their approval for their children to be a participant of the

study. Furthermore, since the research is to be conducted at an ample time frame,

and with limited resources, the researchers have decided not to conduct a pilot
testing in administering the questionnaire in order to save time, resources and effort,

that will contribute to the efficiency in conducting the said study.

Having said these, the e-questionnaires were disseminated online to all the

respondents via Google Forms links sent in Facebook Messenger, instead of

providing printed questionnaires in person, due to the prohibition of going out

because of the COVID-19 pandemic and in order to easily obtain digitized records

and soft copy of collated responses. Certain people were assigned to monitor and

standardize the data gathering process in order to ensure that all respondents

accurately answered the questionnaires, without leaving any necessary items

unanswered.

Once all the respondents have completed the instrument, responses will be

retrieved and collated, and necessary information in acquiring findings for the study

will be extracted. The researchers thoroughly checked the e-questionnaires, and the

results were recorded, tallied, analyzed, and interpreted based on the frequency of

items agreed upon by the respondents. After recording, the data gathered will be

summarized through tabulation, and utilize effective visual tools that can help in

efficiently understanding the results from the collated responses. These may come in

tables, graphs, charts, and the like. In addition to primary data, the researchers used

secondary tools such as related literature to back up their findings and conclusions

to be drawn from the data. The researchers strived to regulate procedures for

collecting, keeping, and accessing data that conform with privacy, human rights, and

other ethical regulations to safeguard sensitive and personal information, conforming

with the agreement to the respondents that data and responses that they will input

for the sake of the study, shall remain confidential.