The Effects of Screen Time on the Sleep Quality of Senior High School Students in

Centro Escolar Las Piñas

Adreanne Cail Anastacio, Rihzia Arcilla, Eydrianne Yari Hills, Beatrice Claire Oira,
Shanea Faye Portugal, Caleb Jeshua Silva, and Paul Isaiah Urriza

Grade 12 - STEM
Basic Education Department
Centro Escolar Las Piñas

In partial fulfillment of the requirements

for the course Practical Research 2 and English for Academic and Professional Purposes

Submitted to:
Ms. Jonna B. Sodusta
(Practical Research 2 - Instructor)

and

Ms. Arabella Batiancila

(English for Academic and Professional Purposes - Instructor)
 Abstract

The growth of technology has made people reliant on using innovations, such as digital

devices, to help them with activities in their daily lives (e.g. work, recreation, education).

Technology has become an important part of our lives and its prevalence has led to an

increase in screen time of people, which has varying effects on their sleep quality and

well-being. This study explores the effects of screen time on senior high school students of

Centro Escolar Las Piñas. Furthermore, this study also explores the factors that contribute to

screen time and the effects of poor sleep quality. The participants of this study are 54 students

studying in Centro Escolar Las Piñas, coming from both grades 11 and 12. In this study, a

correlational quantitative research design was used and the data gathered was analyzed using

correlational analysis. The results of the study show that there is a very strong negative

relationship between the amount of screen time of the students and their quality of sleep. The

findings of the study suggest that proper screen time management should be undertaken to

properly control the screen time of the students.

 Chapter 1

Introduction

Technology has become an important part of our daily lives. Most, if not all people

nowadays use some form of technology to help them do things easier. In some situations,

technology is even integrated into work and education to better improve the way people do

things. Aside from work and education, technology is also used as a form of entertainment.

Students, in particular, use technology to help them with their daily activities, may it be

academic or personal. Gadgets and appliances such as computers and smartphones are

frequently used by students nowadays, as a result of the rapidly advancing technology in use

today, to the point where most people spend their time in front of screens (Nishad and Rana,

2016). With the use of these devices comes varying amounts of screen time, which depends

from student to student. An excessive amount of screen time has various effects on the

different aspects of a student’s life that can potentially pose as negative for them. In this

study, the researchers focused on how students use it and how it affects different aspects of

their lives.

Sleep can be beneficial to our bodies, both physically and mentally. Sleep is when our

body heals its tissues and improves our coordination and memory (Siengsukon, Al-dughmi,

Stevens, 2017). Sleep is also essential since it helps supply our bodies with the energy we

need to perform our daily activities. From what has been stated previously, we can draw from

all of this the notion that sleep is a necessity. However, our frequent exposure to mobile

devices and screen time, caused by our dependency on these technologies and features

(Carillo, Scornavacca, Za, 2017), contributes to poorer sleep quality, increased sleep latency,

and sleeping disorders (Hisler, Hasler, et. al., 2020), affecting our physical health, lifestyle,

and productivity. With this, it is important to maintain a proper amount of sleep daily, so that
our health and well-being won’t be affected by these problems and complications.

The aim of this research is to evaluate the effect of screen time on a student’s physical

and mental well-being, assess the differences in levels across each case, and analyze the

effects of screen time amongst students of Centro Escolar Las Piñas. Students who have

increased screen time are more likely to have poor sleep quality and problem behaviors.

Sleep quality has a significant effect on a student's academic performance. Having poor sleep

quality can greatly affect a student's academic grades, and screen time can affect a student's

sleep quality. Knowing the effects can help us find solutions to help the students avoid

excessive amounts of screen time and help them improve their sleep quality.

Statement of the Problem

The problem to be addressed through this study is the effect of screen time on the

sleep quality of SHS students in Centro Escolar Las Piñas. Along with the findings, the

researchers aim to gain further insight into what influences the usage of screen time. While

conducting the research, the following questions will be used to guide the researchers in their

study:

1. What is the correlation between screen time and sleep quality of the SHS students of

Centro Escolar Las Piñas?

2. What are the factors that contribute to screen time of the SHS students of Centro

Escolar Las Piñas?

 3. What are the effects of poor sleep quality of the SHS students of Centro Escolar Las

Piñas?

Conceptual Framework

screen time serves as a key variable of the study with our dependent variable, sleep

quality. The study will identify how this affects the students' overall performance and

lifestyle. The variable factors of screen time is another variable that is related to the screen

time as this is what influences and prompts the latter to occur. The study will also cover

underlying factors that contribute to the extent of screen time among the students (factors of

screen time), varying from the benefits of the technologies to their established habit whilst

using these devices. This will then determine the outcomes and changes in the sleep quality,

lifestyle, and performance of the students.

Scope and Delimitation

The purpose of this study is to find out the causes and factors influencing the screen

time of SHS students. The study also aims to look into how screen time affects the sleep
quality of SHS students. The research is expected to provide the primary effects of screen

time on the sleep quality of SHS students. The goal of the study is to use the data gathered

from our research to find ways that can help the students have proper control and

management over their screen time, so that their sleep quality and overall performance in

their daily activities won’t be negatively affected by this.

Standards of sleep quality will be divided into two categories: good sleep quality and

poor sleep quality. Poor sleep quality will be associated with below 8 hours of sleep, longer

time to fall asleep and multiple sleep interruptions. Good sleep quality will be associated with

8-10 hours of sleep, average to short time to fall asleep and little to no sleep interruptions.

Significance of the Study

The findings of this study will help understand how technology affects students'

wellbeing on a greater scale. Due to the significant role that technology and screen time use

play in today's learning environment, the study also aims to assist in the gathering and

dissemination of information. It is relevant since, according to a research by The American

Academy of Sleep Medicine's recommendations, 73% of high school kids don't get enough

sleep, with technology use before bed being one of the causes

● Students and Teachers

It could minimize its negative effects and enhance the quality of their sleep

because this could raise alertness and consciousness.

● Academic Institutions
 In order to increase the performance of the students and teachers in online

classes, it is important for schools and other institutions to develop a plan and

strategies that can be modified for their betterment as well as that of the students and

teachers.

● Future Researchers

This study will encourage and guide future researchers to find gaps in the

study that will point out topics that have yet to be identified. On the other hand, they

can use the data the researchers have given to come up with and test hypotheses that

might be good for people and their welfare.

Definition of Terms

1) Lifestyle - A way an individual lives their life.

2) Mental health - An individual emotional, psychological, and social well-being.

3) Screen Time - is a word for pursuits carried out in front of a screen, such as TV

viewing, computer use, or video game playing.

4) Sleep Quality - An individual’s level of satisfaction with every component of their

sleep experience is considered their level of sleep quality. An individual's

measurement of how well and long their sleep is.

 5) Social factors - Problems that affect an individual in their daily lives.It could be about

wealth, health problems, family problems, etc.

6) Technology - It is the use of scientific intelligence for practical use of creating,

monitoring and design machineries.

Chapter 2

Review of Related Literature

In this section, the researchers aim to address the relationship between screen time
and a user's sleep quality.

Digital Mediums and Screen Time

Many children are spending more time with screen media than has been

recommended by the American Academy of Pediatrics (Lauricella, Wartella, Rideout, 2015).

There is evidence linking parent television viewing to greater levels of child television

viewing, but less is known about what factors influence how much time kids spend using

other forms of media. It was investigated how much time kids spent using four different
digital media devices, including television, laptops, cellphones, and tablet computers, using a

nationally representative sample of more than 2300 parents of kids aged 0 to 8. According to

the findings of linear regression analysis, there is a high correlation between parent and kid

screen time across all four platforms. Additional studies reveal that parental attitudes have a

significant impact on how much time children spend watching screens, which appears to be

the result of an interaction between child and parent factors.Results suggest that policymakers

should consider the family environment as a whole when developing policy to influence

children's screen media use at home.o

Mobile touch screen device (MTSD) use is becoming increasingly widespread among

children (Common Sense Inc., 2017). Children can use touchscreen devices, even before they

develop advanced motor skills, as they do not need to use controllers as they do with personal

computers or video games. As a result, MTSD use among youngsters might start at a young

age. According to a US survey, kids between the ages of 2-4 spend roughly an hour per day

using mobile devices, while kids under 2 only spend 7 minutes per day doing so (Common

Sense Inc., 2017).

The increased screen-time was associated with increasing age, personal devices, and

more educational applications installed in the phone. The increased screen-time among the

children was affecting their physical as well as mental health (Khan, Dkhar, Quansar, Haq,

2022). Digital technologies, including the internet of things, are currently heavily used in

various areas with school shut down, and most children holed up inside their houses all day.

Excess screen exposure can lead to adipose attention deficiency, and extreme mood

alterations in children, which in turn disrupts learning capabilities. There are growing

apprehensions that this exposure to electronics could have negative effects on the growth and

development of children. Excessive screen time has been associated with various negative

outcomes, including cognitive delays and poorer academic performance (Madigan, Browne,
Racine, 2018). As children's screen time increases it can have a negative impact on their

academic performances and also social skills. Limiting opportunities for verbal and nonverbal

social exchanges, which are essential for fostering optimal growth and development

(Madigan, Browne, Racine, 2018). Children who spend most of their time observing screens

and having no social interaction can make them bad at socializing. Socializing is an important

aspect in cognitive learning. It helps the children learn how to express their thoughts and

opinions. Excessive screen time may disrupt this social development when children are just

on their mobile devices.

Lifestyle factors most strongly affected sleep quality among college students,

followed by mental factors, social factors and physical factors. Smoking and sedentary

behavior had negative effects on sleep, as revealed by a single article and a few articles. In

addition, caffeine and stimulant use, media use (e.g., smartphone addiction, problematic

internet use, lying position, nighttime use, screen time), alcohol use, and irregular sleep-wake

patterns had negative effects on sleep. As mentioned above

, mental disorders showed a significant effect on sleep quality. Mental problems such

as depression, psychiatric disorders (assessed by the Psychiatric Diagnostic Screening

Questionnaire and General Health Questionnaire‐12), stress and anxiety were negatively

associated with sleep quality based on 25 articles. As mentioned above, mental disorders

showed a significant effect on sleep quality. Mental problems such as depression, psychiatric

disorders (assessed by the Psychiatric Diagnostic Screening Questionnaire and General

Health Questionnaire‐12), stress and anxiety were negatively associated with sleep quality

based on 25 articles (Wang, Bíró, 2021)

 Screen time disparities across racial, ethnic, and income groups in adolescents have

been reported previously and may be due to structural and systemic racism–driven factors

(eg, built environment, access to financial resources, and digital media education)—all of

which have been amplified in the COVID-19 pandemic.( Nagata, Cortez, 2021). During the

COVID-19 pandemic, different screen use modes may have varying good or negative effects

on teenagers' wellbeing. Adolescents with stress and poor mental health may use screens to

control their negative emotions or isolate themselves from sources of stress. Even while some

screen modalities might be utilized to encourage social interaction, in our group, stronger

coping skills and social support were linked to decreased overall screen usage.

Purpose and Relevance of Screen Time

Technology continues to develop and evolve, especially in response to the effects and

restrictions of the COVID-19 pandemic, its use was integrated further into our day-to-day

basis. Technology provided the convenience of browsing the internet, connecting with others

via social media platforms, and integrating technology within the education of the students

(Garfin, 2020). However, students exploit the convenience and features provided by the

technology to seek out instant gratification, which affects their performance, proper

functioning and overall well being.

Screen time is also connected with factors at intrapersonal, interpersonal, community,

and other levels intending to explore ways to keep screen time for the purpose of

entertainment at a low level. The use of a screen while performing other activities that require

body movement would not represent sedentary behavior that impacts physical health
(Vizcaino, Buman, DesRoches, Wharton, 2019). It is pointed out that parental screen time for

entertainment is one factor for children’s screen time for entertainment, and limited parental

attention for their children is another factor in the family environment to influence whether

parents give their children screen time for entertainment.

It’s Effects Towards Well-being and Sleep Quality

Children with increased screen time are likelier to have poor sleep quality and

problem behaviors (Parent, Sanders, Forehand, 2016). The findings showed that increased

screen time was linked to more sleep problems, which were then connected to more health

and peer problems in youth. Furthermore, it was shown that sleep disturbances and sleep

duration are related to behavioral health problems. In order to decrease any negative impacts

of screen time on sleep and well-being, it is suggested that the youth should limit or reduce

their exposure to screens, especially before or during bedtime hours.

An example of a sleep problem that is commonly found in teenagers is insomnia.

Insomnia is a sleep disorder that affects the way we sleep, whether it is falling asleep or

staying asleep, and also makes it difficult for people to have a good sleep quality (National

Institutes of Health, 2022). Multiple things have been attributed to insomnia, such as changes

in regular schedules and routines (including sleep schedules), receiving an inadequate amount

of physical activity within the day, sleep interruptions, consuming products that have

stimulant properties (caffeine, nicotine, alcohol, and recreational drugs), and watching TV or

using electronic devices shortly before going to bed (National Institutes of Health, 2022).

According to an article written by the Sleep Foundation (2022), screen time delays the release

of melatonin and impedes sleeping at the appropriate time, resulting in sleep that is less

restful. The use of electronic devices shortly before sleeping is a common cause of poor sleep

quality. A study conducted by Rafique et al. (2020) concludes that the use of mobile devices
(without a blue light filter enabled) 30 minutes before sleeping when the lights are closed has

resulted in poor sleep quality and other problems that affect one’s sleep (e.g., daytime

sleepiness and sleep latency). Considering all the things aforementioned, we must know what

lifestyle changes we need to make in order to achieve and maintain proper sleep, this includes

properly managing the use of electronic devices.

With the effects of screen time on sleep quality already mentioned, its effects on one’s

well-being will now be discussed. Poor sleep quality can lead us to feel exhausted, thus

affecting the way we perform our daily activities. Sleep and disorders like insomnia can also

make us feel irritable, depressed, anxious, and sleepy during the daytime (Mayo Clinic,

2016). The way we socialize with others, the way we perform our daily activities (personal

activities, work, and academics), and how we live each day will be affected negatively if we

don’t get the proper amount of sleep that will provide our bodies with the energy it needs to

carry out various processes. Bringing up this important point again, the usage of electronic

devices and gadgets should be managed properly and screen time should be reduced

whenever it gets excessive in order to have a good sleep quality.

 Chapter 3

Research Design

This research used a correlation quantitative research design. As stated by Bhandari

(2022), a correlational research design investigates relationships between variables without

the researcher controlling or manipulating any of them. The main objective of correlational

quantitative research design is to measure the strength and direction of the relationship

between two or more variables. This type of research design can be used to examine the

cause-and-effect relationship between variables or to identify the correlations between

variables. Utilizing this research design, we will assess the strength of the relationship of

sleep quality and screen time.

 Research Locale and Participants

The participants of this study are the grade 11 and 12 Senior High School students of

Centro Escolar Las Piñas. The students will partake in answering a survey through a google

form that is sent to them by email. They are the chosen students because they are most likely

to stay up late due to the number of tasks that they need to do and will likely use a computer

or a gadget for their tasks. The school has also implemented hybrid learning which makes the

students learn through online classes. Students will partake in answering online surveys using

google forms and will be answering questions about the effects of screen time on them. This

research explores the effects of lengthy screen time on their gadgets. The participants are

selected through purposive sampling, also called judgement sampling, which is the deliberate

choice of a participant due to the qualities the participant possesses. It is a nonrandom

technique that does not need underlying theories or a set number of participants. ( Etikan,

2016).

Research Instrument

The instrument used by the researchers in this study was a survey questionnaire. The

researchers developed their own survey questionnaires to use in the study. A questionnaire is

a research instrument that consists of a set of questions or other types of prompts that aims to

collect information from a respondent (Singh, 2017). The researchers used the google form to

create the questionnaire. This was used because survey questionnaires gathered data faster

than any other methods.

Procedure

For the initial research procedure, the researchers asked for permission from the

advisors of each section in the SHS department of CELP to disseminate the questionnaires to
the students of their advisory class. After being given permission, the researchers sent the

questionnaire link to the participants through email. The questionnaires will be answered on

Google Forms.

Method of Analysis

Upon receiving and organizing the sufficient data, the data is then analyzed using

correlational analysis, which will aid us in identifying the relationships between two

variables; screen time and sleep quality. The tools used to analyze the data are the software

programs Microsoft Excel and the SPSS (Statistical Package for Social Sciences). This

method of analysis will also identify if a positive or a negative correlation is evident among

these relationships.

Ethical Considerations

For the duration of the study, the following ethical guidelines were implemented for

the research period: (1) the researchers must guarantee that the information and data that they

will collect are for research purposes only and will remain confidential, (2) the researchers

are compelled to inform their participants about the possible risk, (3) the researchers must

protect the privacy of the participants meaning that no one can see the data and information

that the participants gave the researchers, only the researchers can see the information. The

researchers must ensure that the participants are comfortable with the survey questionnaire

since they are about to answer some personal questions. Some questions in the survey are

about sleep schedules and screen time. In answering the survey questions, it will only take the

participants 10-15 minutes.

 Chapter 4

Table 1. Student participants demographic profile

Demographic Profile N f(%)

Age 15-17 years old 37 72.5%

18-19 years old 14 27.5%

Grade Level Grade 11 - ABM 5 9%

Grade 11 - STEM A 15 28%
Grade 11 - STEM B 11 20%

Grade 12 - ABM 6 11%

Grade 12 - HUMSS 0
Grade 12 - STEM 17 31%

Average Screen Time 0-2 hours 0 0.00%

(weekends) 2-4 hours 1 1.85%
4-6 hours 6 11.11%
6-8 hours 7 12.96%
 8 hours above 40 74.07%

Average Screen Time 0-2 hours 1 1.88%

(weekdays) 2-4 hours 4 7.56%
4-6 hours 11 20.75%
6-8 hours 12 22.65%
8+ hours 25 47.16%

Time spent on video 0-2 hours 31 57.41%

games (weekend) 2-4 hours 9 16.67%
4-6 hours 9 16.67%
6-8 hours 2 3.70%
8+ hours 3 5.56%

Time spent on video 0-2 hours 40 74.07%

games (weekday) 2-4 hours 7 12.96%
4-6 hours 6 11.11%
6-8 hours 0 0.00%
8+ hours 1 1.85%

Time spent on social 0-2 hours 10 18.52%

media (weekends) 2-4 hours 10 18.52%
4-6 hours 12 22.22%
6-8 hours 11 20.37%
8+ hours 11 20.37%

Time spent on social 0-2 hours 10 18.52%

media (weekdays) 2-4 hours 16 29.63%
4-6 hours 13 24.07%
6-8 hours 5 9.26%
8+ hours 10 18.52%

Time spent watching 0-2 hours 22 40.74%

TV programs, shows, 2-4 hours 21 38.89%
and/or movies 4-6 hours 5 9.26%
(weekends) 6-8 hours 3 5.56%
8+ hours 3 5.56%

Time spent on 0-2 hours 40 76.92%

watching TV 2-4 hours 7 13.46%
programs, shows, 4-6 hours 3 5.77%
and/or movies 6-8 hours 1 1.92%
(weekdays) 8+ hours 1 1.92%

Hours of sleep a night 0-4 hours 9 17%

4-8 hours 41 76%
8-12 hours 4 7%
 In table 1 it shows the frequency distribution of demographic profile of the participants in

terms of age, grade level, average screen time, time spent on video games, time spent on

social media, time spent on watching TV programs, shows and/or movies and hours of sleep

a night. The data are taken from the participants to know if these factors can affect the sleep

quality of senior high school students in Centro Escolar Las Piñas.

The data shows the age of the student-participants consisting of 37 participants in the age

group of 15 years old to 17 years old with 72.5% of the sample population and 14 participants

in the age group of 18 years old to 19 years old with 27.5% of the sample population. It

shows that most of the student participants are from the age group of 15 years old to 19 years

old.

This table includes the grade level of the student-participants consisting of 5 grade 11 -

ABM with 9% of the sample population, 15 grade 11 - STEM A with 28% of the sample

population, 11 grade 11 - STEM B with 20% of the sample population, 6 grade 12 - ABM

with 11% of the sample population, 0 grade 12 - HUMSS, and 17 grade 12 - STEM with 31%

of the sample population. It shows that most of the student-participants are grade 12 - STEM.

The data displays the average screen time of the student-participants every weekend. 0%

(N=0) of the participants average screen time is 0 to 2 hours, 1.85% (N=1) of the participants

average screen time is 2 hours to 4 hours, 11.11% (N=6) of the participants average screen

time is 4 hours to 6 hours, 12.96% (N=7) of the participants average screen time is 6-8 hours ,

and 74.07% (N=40) of the participants average screen time is 8 hours above.This concludes

that most of the participants are student-participants with 8 hours above average screen time

every weekend.

The data shows the average screen time of the student-participants every weekday. 1.88%

(N=1) of the participants average screen time is 0 to 2 hours, 7.56% (N=4) of the participants

average screen time is 2 hours to 4 hours, 20.75% (N=11) of the participants average screen
time is 4 hours to 6 hours, 22.65% (N=12) of the participants average screen time is 6-8 hours

, and 47.16% (N=25) of the participants average screen time is 8 hours above.This concludes

that most of the participants are student-participants with 8 hours above average screen time

every weekday.

The table displays the time spent on video games of the student-participants every

weekday. 40 participants (74.07%) spent 0 to 2 hours on video games, 7 participants

(12.96%) spent 2 hours to 4 hours on video games, 6 participants( 11.11%) spent 4 hours to 6

hours on video games, 0 participants (0%) spent 6 hours to 8 hours on video games, and 1

participant (1.85%) participants spent 8 hours above on video games. The data concludes that

most of the student-participants spent 0 to 2 hours on video games every weekday.

The table shows the time spent on video games of the student-participants every weekend.

31 participants (57.71%) spent 0 to 2 hours on video games, 9 participants (16.67%) spent 2

hours to 4 hours on video games, 9 participants( 16.67%) spent 4 hours to 6 hours on video

games, 2 participants (3.7%) spent 6 hours to 8 hours on video games, and 3 participants

(5.56%) participants spent 8 hours above on video games. The data concludes that most of

the student-participants spent 0 to 2 hours on video games every weekday.

The data also examined the time spent on social media of the student-participants every

weekday. 18.52% (N=10) of the sample population spent 0 to 2 hours on social media,

29.63% (N=16) of the sample population spent 2 hours to 4 hours on social media, 24.07%

(N=13) of the sample population spent 4 hours to 6 hours on social media, 9.26% (N=5) of

the sample population spent 6 hours to 8 hours on social media, and 18.52% (N=10) of the

sample population spent 8 hours above on social media. This concludes that most of the

student-participants spent 2 to 4 hours on social media every weekday.

The data also examined the time spent on social media of the student-participants

every weekend. 18.52% (N=10) of the sample population spent 0 to 2 hours on social media,
18.52% (N=10) of the sample population spent 2 hours to 4 hours on social media, 22.22%

(N=12) of the sample population spent 4 hours to 6 hours on social media, 20.37% (N=11) of

the sample population spent 6 hours to 8 hours on social media, and 20.37 (N=11) of the

sample population spent 8 hours above on social media. This concludes that most of the

student-participants spent 4 to 6 hours on social media every weekend.

The table displays the time spent on watching TV programs, shows, and/or movies of

the student-participants every weekend. There are 22 student-participants (40.74%) who

spent 0 to 2 hours on watching, 21 student-participant(38.89%) who spent 2 hours to 4 hours

on watching, 5 student-participants(9.26%) who spent 4 hours to 6 hours on watching, 3

student-participant(5.56%) who spent 6 to 8 hours on watching, and 3

student-participant(5.56%) who spent 8 hours above on watching It shows that most of the

student-participants spent 0 to 2 hours on watching TV programs, shows, and/or movies

every weekends.

The table displays the time spent on watching TV programs, shows, and/or movies of

the student-participants every weekday. There are 40 student-participants (76.92%) who

spent 0 to 2 hours on watching, 7 student-participant(13.46%) who spent 2 hours to 4 hours

on watching, 3 student-participants(5.77%) who spent 4 hours to 6 hours on watching, 1

student-participant(1.92%) who spent 6 to 8 hours on watching, and 1

student-participant(1.92%) who spent 8 hours above on watching It shows that most of the

student-participants spent 0 to 2 hours on watching TV programs, shows, and/or movies

every weekdays.

The table also includes the hours of sleep a night of the senior high school

student-participants. 9 student-participants with 17% of the sample population had 0 to 2

hours of sleep a night, 41 student-participants with 76% of the sample population had 4 hours

to 8 hours of sleep a night, 4 student-participants with 4% of the sample population had 8

hours to 12 hours of sleep a night, 0 student-participant with 0% of the sample population had

12 hours to 16 hours of sleep a night, and 0 student-participant with 0% of the sample

population had 16 hours to 20 hours of sleep a night, The data concludes that most of the

student-participants had 4 hours to 8 hours of sleep a night.

Table 2. The correlation between screen time and sleep quality of the SHS students of Centro
Escolar Las Piñas

Screen Time

N r p

Sleep Quality 54 0.829 - 0.30

Table 2 shows the correlation between screen time and sleep quality is computed as

.446. Thus, it is evident that there is a very strong correlation between the two variables

(r=0.826, p=-0.30).It can therefore be concluded that the two factors affect each other.

Table 3. The factors that affect the screen time of the SHS students of Centro Escolar Las
Piñas
 Factors Mean/SD Interpretation

Video Games

Time spent on video games (weekdays) 1.43/0.84 Very Low

Time spent on video games (weekends) 1.83/1.18 Low

Social Media

Time spent on social media (weekdays) 2.80/1.37 Moderate

Time spent on social media (weekends) 3.06/1.41 Moderate

Movies/Series

Time spent watching TV programs, shows, 1.38/0.84 Very low

and/or movies (weekdays)

Time spent watching TV programs, shows, 1.94/1.12 Low

and/or movies (weekends)

WEIGHTED MEAN 2.70/1.13 Moderate

Legend: 1-1.80 (Very Low), 1.80-2.60 (Low), 2.60-3.40 (Moderate), 3.40-4.20 (High), 4.20-5.00

(Very High)

Table 3 shows that there is lower time spent on various media on the weekdays

compared to the weekends. It also shows that social media is the most time spent on

activity during both weekends and weekdays, comparing 3.06 and 2.80 to the lowest,

which is 1.38 and 1.43. The weighted mean can conclude that there are a moderate

amount of factors around students that make them have excess screen time.

Table 4. Effects of poor sleep quality of the SHS students of Centro Escolar Las Piñas
 Effects of Poor Sleep Quality Mean/SD Interpretation

Difficulty in staying awake 2.93/0.80 Sometimes

Difficulty in paying attention 3.40/0.97 Often

Irritability 2.24/1.13 Rarely

Short-term memory loss 2.89/1.19 Sometimes

Headaches 2.74/1.18 Sometimes

Slow reaction 2.76/1.30 Sometimes

Diet changes 3.06/1.46 Sometimes

Weakened Immune System 3.48/1.14 Often

WEIGHTED MEAN 3.89/1.14 Often

Legend: 1-1.80 (Never), 1.80-2.60 (Rarely), 2.60-3.40 (Sometimes), 3.40-4.20 (Often), 4.20-5.00

(Always)

Table 4 shows that there is a fair amount of students having shown the effects of poor

sleep quality. This is especially the case for weakened immune systems (3.48), and difficulty

in paying attention (3.40). It is shown also in the table that headaches are the symptom least

circumstance to happen. The overall weighted mean shows that symptoms often happen when

having bad sleep quality.

Discussion
 The aim of this study is to evaluate the impact of screen time on a student's physical

and mental well-being, assess the differences in levels across each case, and analyze the

effects of screen time amongst students of Centro Escolar Las Piñas. Along with the findings,

the researchers aim to gain further insight into what influences the usage of screen time.

Screen time is the time a person spends actively engaging with digital media, such as

television, computers, smartphones, and tablets, often for entertainment purposes. Studies

have shown that increased screen time is associated with decreased sleep quality and duration

and an increased risk of sleep disturbances. In addition to decreased sleep quality, increased

screen time has also been linked to an increased risk of mental health problems, such as

depression, anxiety, and stress (Burkart et al., 2022; Stern et al., 2020; Xiang et al., 2020).

Given the increasing prevalence of digital media use, it is important to understand the

potential impacts of screen time on sleep quality.

The results in Table 2 show that there is a very strong correlation between the usage

of screen time and the sleep quality of the students in Centro Escolar Las Pinas. As stated by

Kansangra (2020), the lack of sleep can lead to worsened insomnia and an increased

probability of other sleep disorders. Additionally, the lack of sleep also promotes the

students’ daytime sleepiness and tiredness (Magee et. al., 2014), which can have an effect on

the consistency of the students’ sleep duration and quality. On the other hand, the greater

usage of screen time has a significant influence towards the frequency of doing sedentary

activities (Matin et. al., 2017) and becoming more inactive and less engaging towards

physical and recreational activities, resulting in the declining overall state of physical and

psychological health amongst the students.

Systematic review of the literature found that screen time is adversely associated with

sleep outcomes in 90% of studies. Specifically, increased screen time was associated with

reduced sleep duration, increased sleep latency, and reduced sleep quality. This was true for
 both leisure-time and work-related screen time use. These findings were consistent

across all types of screen-based activities, including television viewing, computer use, and

use of mobile devices (Hale, 2014).

Based on the findings of the study, ‘social media’ is a factor that affects the amount of

screen time of the SHS students in Centro Escolar Las Piñas the most. The findings show that

social media have the highest amount of time spent on by the students among all the factors.

Social media platforms such as Facebook, Instagram, and Snapchat are designed to be

addictive and keep users engaged for long periods. The more time someone spends on these

platforms, the more likely they become addicted and increase their screen time. Research has

revealed that social media is the highest factor contributing to screen time due to its addictive

nature. Social media platforms are designed to be engaging and entertaining; many users

scroll for hours without realizing how much time they have spent.This is because social

media is so easily accessible and provides users with an almost constant stream of content.

This can lead to feelings of anxiety, depression, and a lack of productivity.(Montag, 2019)

Additionally, social media can lead to an increase in stress and anxiety, both of which can

lead to a rise in screen time. Finally, social media can lead to distractions and increase screen

time. (Hou, 2019)

For table 4, The results of the study have shown that the majority of students are

susceptible to the poor effects of sleep quality, with the difficulty of paying attention and

weakened immune system being the most common effect among the SHS students of Centro

Escolar Las Piñas. This study has concluded that poor sleep quality has a significant impact

on an individual's mental and physical health, leading to difficulty staying awake, paying

attention, irritability, short-term memory loss, headaches, slow reaction time, and a weakened
immune system. Sleep is an essential part of our lives, and poor sleep quality can have a

range of effects on our bodies and minds. One of the most well-known effects of poor sleep

This study has demonstrated high difficulty in paying attention as an effect of poor

sleep quality. One study looked at adolescents with poor sleep quality and found that they

exhibited more difficulty with sustained attention tasks than their peers who had good sleep

quality (Galván, 2020). Another study reported that poor sleep quality and sleep disturbance

were related to worse sustained attention scores while increased sleep latency and daytime

quality is difficult to pay attention.

Sleepiness was associated with greater frequency and seriousness of

forgetting.(Siddarth, 2021). The authors concluded that poor sleep quality could lead to

difficulties with attentional tasks, which can, in turn, lead to other cognitive impairments.

This study suggests poor sleep quality can lead to a weakened immune system.

Sleep deprivation has been linked to a decrease in the production of cytokines, molecules that

help regulate inflammation and the functioning of the immune system (Irwin,2016).

Additionally, sleep deprivation has been linked to an increase in the production of cortisol, a

hormone that suppresses immune functioning (Irwin, 2015). This suggests that poor sleep

quality can lead to a weakened immune system, as the body does not produce enough

cytokines to regulate inflammation and the functioning of the immune system, and it

produces too much cortisol to suppress the immune system.

In conclusion, excessive screen time is associated with poor sleep quality. A larger

amount of time spent on electronic devices, with factors such as video games contributing the

most to screen time, was correlated with a decrease in sleep quality. This shows that persons

who have too much screen time are more likely to face effects of poor sleep quality such as

difficulty staying awake and a weakened immune system.

 Summary of Findings, Discussion, and Recommendations

Conclusion

The primary objective of this research is to determine how these two factors, sleep

quality and screen time, affect Senior High School Students of Centro Escolar Las Piñas.

Both of these factors have effects on the students with their daily tasks and academic

performance, and have a very strong negative correlation. That affects their health and their

ability to stay focused are high risk in the survey. This suggests that screen time can greatly

affect a student's sleep quality.

Summary of Findings

The following are the salient findings of the study:

1) The findings demonstrate a very strong negative relationship between the screen time

use of the students at Centro Escolar Las Pinas and their quality of sleep.

2) During the weekdays, about 47% have recorded to spend at least 8 hours in screen

time and during the weekends, about 75% of the students also spend more than 8

hours in screen time. In further detail, the students spend the majority of their time on

social media, where its usage was slightly more frequent during the weekdays than the

weekends.

3) Majority of the respondents have reported to average between 4-8 hours of sleep. The

results have shown that all eight (8) of the moderate effects of poor sleep quality were

consistent and moderate. Additionally, across all eight (8) of the effects, the students

felt most susceptible to difficulties in paying attention and weaker immune health.
Recommendations

1. Disseminate awareness of the potential effects of excessive screen time on the sleep

quality of senior high school students.

2. Educate students on the importance of healthy digital media habits, this includes the

importance of getting adequate sleep and how to limit the amount of time they spend

on screens.

3. Encourage students to use technology responsibly and establish limits on the amount

of time students can spend on screens.

4. Implement a school policy that sets limits on the amount of time students can spend

using digital devices during school hours and in the evenings

5. Encourage parents to be aware of the amount of time their children are spending on

screens and to monitor their use.

6. For future researchers, the type of time (whether 24-hour time scale or 12-hour time

scale) used to measure data about screen time should be specified in their survey

questionnaires when gathering data to make it easier for respondents to report

accurate and realistic times

References:
Alhatmi, Sultan. (2019). A Survey Study of the Dictionary Use Sub-strategies of English

Majors in Saudi Arabia: Dictionary Related Aspects. English Language Teaching. 12.

139-160. DOI: 10.5539/elt.v12n3p139.

Burkart, S. , Parker, H. , Weaver, R. G. , Beets, M. W. , Jones, A. , Adams, E. L. , Chaput, J.

P. , & Armstrong, B. (2022). Impact of the COVID‐19 pandemic on elementary

schoolers' physical activity, sleep, screen time and diet: A quasi‐experimental

interrupted time series study. Pediatric Obesity, 17(1), e12846. 10.1111/ijpo.12846

Carillo, K. D. A., Scornavacca, E., & Za, S. (2017). The role of media dependency in

predicting continuance intention to use ubiquitous media systems. Elsevier, 54(3),

317-335. DOI: 10.1016/j.im.2016.09.002.

Connelly, L. M. (2014). Ethical considerations in research studies. MedSurg Nursing, 23(1)

54.https://link.gale.com/apps/doc/A360608990/AONE?u=anon~5ab18b5f&sid=googl

eScholar&xid=a6185f14

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and

purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.

Fitzpatrick, C., Almeida, M., Harvey, E., Garon-Carrier, G., Berrigan, F., & Asbridge, M.

(2022). An examination of bedtime media and excessive screen time by Canadian

preschoolers during the COVID-19 pandemic. BMC Pediatrics, 22(1). DOI:

10.1186/s12887-022-03280-8
Galván, A. (2020). The need for sleep in the adolescent brain. Trends in Cognitive Sciences,

24(1), 79-89. DOI: 10.1016/j.tics.2019.11.002

Garfin D. R., (2020). Technology as a coping tool during the coronavirus disease 2019

(COVID-19) pandemic: Implications and recommendations. National Center for

Biotechnology Information, 36(4), 555-559. DOI: 10.1002/smi.2975

Hale, L., & Guan, S. (2015). Screen time and sleep among school-aged children and

adolescents: a systematic literature review. Sleep medicine reviews, 21, 50-58.

Hisler, G. C., Hasler, B. P., Franzen, P. L., Clark, D. B., & Twenge, J. M. (2020). Screen

media use and sleep disturbance symptom severity in children. Elsevier, 6(6),

731-742. DOI: 10.1016/j.sleh.2020.07.002

Hou, Y., Xiong, D., Jiang, T., Song, L., & Wang, Q. (2019). Social media addiction: Its

impact, mediation, and intervention. Cyberpsychology: Journal of psychosocial

research on cyberspace, 13(1).

Irwin, M. R. (2015). Why sleep is important for health: a psychoneuroimmunology

perspective. Annual review of psychology, 66, .

Irwin, M. R., Olmstead, R., & Carroll, J. E. (2016). Sleep disturbance, sleep duration, and

inflammation: a systematic review and meta-analysis of cohort studies and

experimental sleep deprivation. Biological psychiatry, 80(1),

40-52.https://doi.org/10.1016/j.biopsych.2015.05.014

Insomnia. (2016). Retrieved From

https://www.mayoclinic.org/diseases-conditions/insomnia/symptoms-causes/syc-2035

5167

Kansagra, S. (2020). Sleep disorders in adolescents. Pediatrics, 145(Supplement_2),

S204-S209. DOI: 10.1542/peds.2019-2056I

Kuntiyawichai, K. & Dau, Q. & Inthavong, S. (2017). Community engagement for irrigation

water management in Lao PDR. Journal of Water and Land Development. 35.

121-128. DOI: 10.1515/jwld-2017-0075.

Khan, S. M. S., Dkhar, S. A., Quansar, R., & Haq, I. (2022). Increase in screen-time for

children during COVID times and its effects. Jimph Journal. DOI:

10.4103/JIMPH.JIMPH_1_22
Konok, V., Bunford, N., Miklósi, A. (2020). Associations between child mobile use and

digital parenting style in Hungarian families. Journal of Children and Media, 14(1),

91-109. doi: 10.1080/17482798.2019.1684332

Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children's screen time: The

complex role of parent and child factors. Journal of Applied Developmental

Psychology, 36, 11-17. DOI: 10.1016/j.appdev.2014.12.001

Madigan S, Browne D, Racine N, Mori C, Tough S. (2019). Association Between Screen

Time and Children’s Performance on a Developmental Screening Test. JAMA

Pediatrics. 173(3), 244–250. doi: 10.1001/jamapediatrics.2018.5056

Magee, C. A., Lee, J. K., & Vella, S. A. (2014). Bidirectional relationships between sleep

duration and screen time in early childhood. JAMA pediatrics, 168(5), 465-470. DOI:

10.1001/jamapediatrics.2013.4183

Matin. N., Kelishadi, R., Heshmat, R. Motamed-Gorji, N., Djalalinia, S., Motlagh, M. E.,

Ardalan, G., Arefirad, T., Mohammadi, R., Safiri, S. & Qorbani, M. (2017). Joint

association of screen time and physical activity on self-rated health and life

satisfaction in children and adolescents: the CASPIAN-IV study. International

Health, 9(1), 58-68. DOI: 10.1093/inthealth/ihw044

+..
Montag, C., Lachmann, B., Herrlich, M., & Zweig, K. (2019). Addictive features of social

media/messenger platforms and freemium games against the background of

psychological and economic theories. International journal of environmental research

and public health, 16(14), 2612.

Nagata, J. M., Cortez, C. A., Cattle, C. J., Ganson, K. T., Iyer, P., Bibbins-Domingo, K., &

Baker, F. C. (2022). Screen time use among US adolescents during the COVID-19

pandemic: findings from the Adolescent Brain Cognitive Development (ABCD)

study. JAMA pediatrics, 176(1), 94-96.

Nishad, P., Rana, A. S. (2016). Impact of mobile phone addiction among college going

students. Advance Research Journal of Social Science, 7(1). DOI:

10.15740/HAS/ARJSS/7.1/000-000

Parent, J., Sanders, W., & Forehand, R. (2016). Youth screen time and behavioral health

problems: The role of sleep duration and disturbances. Journal of developmental and

behavioral pediatrics: JDBP, 37(4), 277.

Paruthi, S., Brooks, L. J., D'Ambrosio, C., Hall, W. A., Kotagal, S., Lloyd, R. M., Malow, B.

A, Maski, K., Nichols, C., Quan, S. F., Rosen, C. L., Troester, M. M., & Wise, M. S.

(2016). Consensus statement of the American Academy of Sleep Medicine on the

recommended amount of sleep for healthy children: methodology and discussion.

Journal of clinical sleep medicine, 12(11), 1549-1561. doi: 10.5664/jcsm.6288.

Shalani, B., Azadfallah, P., Hojjatollah, F. (2021). Correlates of Screen Time in Children and

Adolescents: A Systematic Review Study. Journal of Modern Rehabilitation, 15(4),

187-208. DOI: 0.18502/jmr.v15i4.7740

Siddarth, P., Thana-udom, K., Ojha, R., Merrill, D., Dzierzewski, J., Miller, K., Ercoli, L.

(2021). Sleep quality, neurocognitive performance, and memory self-appraisal in

middle-aged and older adults with memory complaints. International

Psychogeriatrics, 33(7), 703-713. DOI:10.1017/S1041610220003324

Siengsukon, C. F., Al-Dughmi, M., & Stevens, S. (2017). Sleep Health Promotion: Practical

Information for Physical Therapists. Physical therapy, 97(8), 826–836. doi:

10.1093/ptj/pzx057

Singh, A. S. (2017). Common Procedure for development, validity and reliability of a

questionnaire. International Journal of Economics, Commerce and Management,

5(5).

Sleep Foundation. (2022). Screen Time and Insomnia: What It Means for Teens. Retrieved

from

https://www.sleepfoundation.org/teens-and-sleep/screen-time-and-insomnia-for-teens

What Is Insomnia? (2022). Retrieved from https://www.nhlbi.nih.gov/health/insomnia

Stern, M. , Wagner, M. H. , & Thompson, L. A. (2020). Current and COVID‐19 challenges

with childhood and adolescent sleep. JAMA Pediatrics, 174(11), 1124‐1124. DOI:

10.1001/jamapediatrics.2020.2784.
Vizcaino, M., Human, M., DesRoches, T. C., Wharton, C. (2019). Reliability of a new

measure to assess modern screen time in adults. BMC Public Health 19, 1386. DOI:

10.1186/s12889-019-7745-6

Wang, F., & Bíró, É. (2021). Determinants of sleep quality in college students: A literature

review. EXPLORE, 17(2), 170-177. DOI: 10.1016/j.explore.2020.11.003

Xiang, M. , Zhang, Z. , & Kuwahara, K. (2020). Impact of COVID‐19 pandemic on children

and adolescents' lifestyle behavior larger than expected. Progress in Cardiovascular

Diseases, 63(4), 531–532. DOI: 10.1016/j.pcad.2020.04.013

Appendix

Appendix A. Letter of Consent to the Class Advisors

CENTRO ESCOLAR LAS PIÑAS

Senior High School Department

Letter for Consent

Practical Research 2 & EAPP
S.Y. 2022-2023

Dear Sir Gracia,

We are the researchers of Group 6, Grade 12 - STEM and we are planning to

disseminate our research surveys to your advisory class for our study. The surveys will be
used to attain information and data for our study entitled The Effects of Screen Time on the
Sleep Quality of Senior High School Students in Centro Escolar Las Piñas. The surveys
will also be used to help us gain better knowledge about the effects of excessive screen time
on the sleep quality of the students.

With this being said, we would kindly like to ask for your permission for us to
distribute our surveys to the students of your advisory class. The link for the survey will be
sent to the students through email and will be answered on Google Forms.

Disclaimer:

As a class advisor, you have the right to deny permission for us to distribute our
surveys to your advisory class.

The students’ participation in this study is entirely voluntary and they also have the
right to revoke their consent to participate at any moment. Rest assured that all the responses
and disclosed information from the students will be kept confidential and will be solely used
for academic purposes in compliance to ethical standards, for we respect their privacy, trust,
and time that they are allotting to participate in this study.

If you have any concerns or questions regarding the survey or this research project in
general, please contact Adreanne Cail Anastacio (anastacio176114@celp.edu.ph). We greatly
appreciate your willingness to participate in our study and your honesty in your responses.
Thank you very much. We hope for your kind consideration and positive response. Thank
you very much.

Sincerely,

Adreanne Cail G. Anastacio

Researcher
anastacio176114@celp.edu.ph
Eydrianne Yari N. Hills
Researcher
Rihzia Arcilla hills160361@celp.edu.ph
Researcher
arcilla176126@celp.edu.ph
Shanea Faye T. Portugal
Researcher
Beatrice Claire D. Oira portugal176215@celp.edu.ph
Researcher
oira196107@celp.edu.ph
Paul Isaiah C. Urriza
Researcher
Caleb Jeshua C. Silva urriza176041@celp.edu.ph
Researcher
silva186003@celp.edu.ph

Appendix B. Letter of Consent to the Participants (Students)

Greetings, SHS students!

We are the researchers of Practical Research 2 and EAPP - Group 6 from Grade 12 - STEM
and we are inviting you to become a participant in our study entitled The Effects of Screen
Time on the Sleep Quality of Senior High School Students in Centro Escolar Las Piñas.

This research aims to find how technology affects students' well-being on a greater scale. The
information collected in this study will benefit the profession of psychology in the future.
Apart from the information that will be gained from the study's findings, there is no expected
benefit for the respondent.

Disclaimer:

You will be required to fill out a Google form as part of this study. Your participation in this
study is entirely voluntary, and you have the right to revoke your consent at any moment.
Only 10–15 minutes should be required to complete the survey.

Rest assured, your responses and disclosed information would be strictly kept confidential
and would be solely used for academic purposes complying with ethical standards for we
respect one's privacy, trust, and the time that they are allotting for our study.

If you have any concerns or questions regarding the survey or this research project in general,
please contact Adreanne Cail Anastacio (anastacio176114@celp.edu.ph). We greatly
appreciate your willingness to participate in our study and your honesty in your responses.
Thank you very much.

Sincerely,

Adreanne Cail G. Anastacio

Researcher Caleb Jeshua C. Silva

anastacio176114@celp.edu.ph Researcher

silva186003@celp.edu.ph

Rihzia Arcilla Eydrianne Yari N. Hills

Researcher Researcher

arcilla176126@celp.edu.ph hills160361@celp.edu.ph

Shanea Faye T. Portugal

Beatrice Claire D. Oira Researcher

Researcher portugal176215@celp.edu.ph

oira196107@celp.edu.ph
Paul Isaiah C. Urriza urriza176041@celp.edu.p

Researcher

Appendix C. Survey Questionnaire

Appendix D. raw data
Appendix E. Interpretation Tables
Acknowledgements

First and foremost, the researchers would like to express their sincere and utmost thanks to

the following people who have been a tremendous help in the making of this study.

The researchers' deepest gratitude to their two research instructors, Ma'am Arabella G.

Batiancila and Ma'am Jonna B. Sodusta. Without their insightful input, this research would

not have been made possible. The researchers are thankful for their friendly advice, aspiring

guidance, and invaluable criticism.

The researchers' gratitude also extends to Mrs. Celia L. Lamarca, our principal, for allowing

us the opportunity to conduct our research among the senior high school students. Also, to the

researchers' kind senior high school advisors who have given their consent for full

participation of the selected senior high school students and for disseminating the survey.
The researchers' thanks and overwhelming gratitude also goes to our respondents who

willingly helped with their full cooperation despite their busy schedules which has made this

research reach trouble-free, smooth completion.

Finally, the researchers would like to thank their loving parents for their financial assistance,

and moral support.

Authors’ Bionotes

Paul Isaiah C. Urriza is a Grade 12 student from Centro Escolar Las Piñas (CELP) taking the

Science, Technology, Engineering, and Mathematics (STEM) track of specialization.

You can contact him at: 09662108645 / urriza176041@celp.edu.ph / 9 Graphite Rd., Pillar

Village, Las Piñas City

Beatrice Claire D. Oira is a Grade 12 student from Centro Escolar Las Piñas (CELP) taking

the Science, Technology, Engineering, and Mathematics (STEM) track of specialization.

You can contact her at: 8062755 / oira196107@celp.edu.ph / 23 Pine Road, Block 4, Pilar

Village, Las Piñas City.

Adreanne Cail G. Anastacio is a Grade 12 student from Centro Escolar Las Piñas (CELP)

taking the Science, Technology, Engineering, and Mathematics (STEM) track of

specialization.

You can contact her at 09350352923 / anastacio176114@celp.edu.ph / 42 sunflower street.

Zone 11, Pilar Village, Las Piñas City

Rihzia D. Arcilla is a Grade 12 student from Centro Escolar Las Piñas (CELP) taking the

Science, Technology, Engineering, and Mathematics (STEM) track of specialization.

You can contact her at 09395029229 / arcilla176126@celp.edu.ph / 36 Fort Santiago Street,

Pilar, Las Piñas City

Caleb Jeshua C. Silva is a Grade 12 student from Centro Escolar Las Piñas (CELP) taking

the Science, Technology, Engineering, and Mathematics (STEM) track of specialisation

You can contact him at: 0991 658 7193/ silva186003@celp.edu.ph/ 3 Santol Street, Pilar

Village, Las Piñas City.

Shanea Faye T. Portugal is a Grade 12 student from Centro Escolar Las Piñas (CELP) taking

the Science, Technology, Engineering, and Mathematics (STEM) track of specialization.

You can contact her at 09086395621 / portugal176215@celp.edu.ph / 12 Camachile Street,

Doña Josefa Village, Las Piñas City

Eydrianne Yari N. Hills is a Grade 12 student from Centro Escolar Las Piñas (CELP)

taking the Science, Technology, Engineering, and Mathematics (STEM) track of

specialization.

You can contact her at 09776359762 / hills160361@celp.edu.ph 14 Tanguile ed pilar village

Las Piñas city