Final Research Paper Effects of Sleep Deprivation On The Academic Performance of Senior High School Students

Effects of Sleep Deprivation on the Academic Performance of Senior
High School Students in Marian Learning Center and
Science High School
A Research Study
High School Department
MARIAN LEARNING CENTER AND SCIENCE HIGH SCHOOL INC.
Batangas City
In Partial Fulfillment
of the Requirement
for Practical Research
MACATANGAY, KEN B.
MAGNAYE, CARL DANIEL D.
MANALO, JESIMIEL CHEN
OTUCAN, ZYREL DENISE A.
RAMIREZ, NYZIA GHAYNE A.
MS. CARREN DAHAB, MAEd

Adviser
December 2022
Marian Learning Center and Science High School, Inc.
Senior High School Department
Brgy. Alangilan, Batangas City
APPROVAL SHEET
This research entitled “THE EFFECTS OF SLEEP DEPRIVATION ON THE
ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS IN MARIAN
LEARNING CENTER AND SCIENCE HIGH SCHOOL INC.” prepared and submitted
by KEN B. MACATANGAY, CAR DANIEL D. MAGNAYE, JESIMIEL CHEN R.
MANALO, ZYREL DENISE A. OTUCAN, NYZIA GHAYNE A. RAMIREZ has been
approved and accepted as partial fulfillment of the requirement in Practical Research 2.
CARREN B.DAHAB, MAEd

Research Adviser
Date: ________________
RONNIE B. ILAGAN, PhD

Principal
ACKNOWLEDGEMENT
We would like to extend our sincere gratitude to the people on the following list
for their help, kind support, and encouragement in making this research possible. Their
contributions have been acknowledged and valued.
To our Almighty God, for His guidance, strength and power of mind. He
bestowed upon us, for the protection and skills He provided in order for us to complete
this paper, and for His daily blessings and guidance;
To Ms. Carren Dahab, our Practical Research adviser, for all the hours she
spent advising, reading, supporting, and, most importantly, being patient with us
throughout the process; without her, we would have been making errors throughout our
entire research paper.
To our school, Marian Learning Center and Science High School Inc., for
allowing us to conduct the research and providing any assistance requested;
To the SHS students, our respondents who share their experiences and
knowledge about our research topic;
Finally, our heartfelt gratitude goes out to our family, who have been there to
support, assist and inspire us along this journey.
K.B.M
C.D.D.M
J.C.R.M
Z.D.A.O
N.G.A.R
DEDICATION
This research entitled “The Effects of Sleep Deprivation to the Academic
Performance of Senior High School Students of Marian Learning Center and Science
High School Inc.” is devoted to the people and institutions involved in the creation of this
research study.
To the Almighty God, who has endowed us with the capability and wisdom to
serve as His messengers. He has been our source of strength during the entire road,
and we have only been able to soar on His wings, therefore none of this would be
possible without Him.
To Ms. Carren B. Dahab, our research adviser, who stepped in whenever we
needed her and was the driving force and source of positive energy throughout the
project.
To Sir Ronnie B. Ilagan, our highschool principal and Sir Mark Allan M. Adalia,
our class adviser, for they have advised, corrected, encouraged, and motivated us
which has increased the researchers’ enthusiasm to complete the study.
To our families, who gave us the moral lift we needed and provided the best
advice for finishing the paper. They consistently offer their spiritual, emotional, and
financial support; they have served as our source of inspiration and provided us with
courage when we felt like giving up.
To the students, who have suffered from sleep deprivation and experience
problems during their sleep. They never hesitate to help us, to finish this research.
More than that we dedicated this study to the future researchers as a stepping
stone for their analysis and create a much more successful study and resolve the
problems we couldn’t concur today.
K.B.M
C.D.D.M
J.C.R.M
Z.D.A.O
N.G.A.R
ABSTRACT
This study entitled “The Effects of Sleep Deprivation on the Academic
Performance of Senior High School Students of Marian Learning Center and Science
High School Inc.” aims to find out the effects of sleep deprivation on the Academic
Performance of Senior High School Students. We investigate whether the responses
impacted a student's memorizing abilities, cognitive health, academic performance, and
emotional health. Moreover, factors such as sleep hygiene, psychological problems,
environmental factors, and school obligations were examined and gained through a
survey questionnaire. According to the findings, the variables and effects of sleep
deprivation all obtained an evident answer from the students. As a result, the data
revealed that students are sleep deprived, which has a negative impact on their abilities.
Keywords : Sleep Deprivation, Academic Performance, Sleep Hygiene

TABLE OF CONTENTS
Title Page
TITLE PAGE …………………………………………………………………………....i
APPROVAL SHEET…………………………………………………………………...ii
ACKNOWLEDGEMENT……………………………………………………………...iii
DEDICATION…………………………………………………………………………..iv
ABSTRACT…………………………………………………………………………….vi
TABLE OF CONTENTS………………………………………………………………vii
CHAPTERS
I. INTRODUCTION
Background of the Study……………………………………….…1
Statement of the Problem…………………………………………4
Research Hypothesis……………………………………………...5
Significance of the Study……………………………………….…5
Scope and Limitations of the Study……………………………...7
Conceptual Framework……………………………………………7
Definition of Terms……………………………………………...…9
II. REVIEW OF RELATED LITERATURE
Conceptual Literature……………………………………………..10
Research Literature………………………………………………..21
Synthesis……………………………………………………………29
III. METHODOLOGY
Research Design…………………………………………………..33
Respondents of the Study………………………………………...33
Data Gathering Instruments………………………………………34
Scoring Responses………………………………………………..35
Data Gathering Procedure………………………………………..36
Statistical Treatment of Data……………………………………..37
Interpretation of Qualitative Instrument………………………….37
IV. RESULTS AND DISCUSSION…………………………………..38
V. FINDINGS, CONCLUSION, RECOMMENDATION
Findings…………………………………………………………….76
Conclusion………………………………………………………….81
Recommendation………………………………………………….82
REFERENCES……………………………………………………………….
APPENDICES……….……………………………………………………….
CURRICULUM VITAE …………………………………………..………….

CHAPTER 1
THE BACKGROUND OF THE STUDY
Introduction
The arrival of COVID-19 in the Philippines resulted in a slew of changes in the
life of the Filipinos. It had an impact on the country's education system, allowing for
the introduction of online classes. As the students settled into a remote class routine,
more and more students started to complain of fatigue. During this time in which
students can’t rely on a set schedule such as waking up for school, teens are more
likely to get less sleep than the recommended 10 hours. Students who took part in
distance learning had the freedom to do whatever they wanted without having to be
reminded to complete their assignments. As a result, when it comes to sleeping
habits, teenagers are more flexible. To stay on track, most teenagers relied on the
routine of getting up early to go to school.
Sleep is an essential function that allows the body and mind to recharge,
leaving an individual refreshed and alert when wake up. Healthy sleep also helps the
body remain healthy and stave off diseases. Without enough sleep, the brain cannot
function properly. This can impair an individual's ability to concentrate, think clearly,
and process memories. According to the energy conservation theory, sleep is
necessary for energy conservation. Sleep can either accumulate information into
existing memory networks, look for common patterns and decipher overall rules, or
simply strengthen and stabilize the memory as it was originally learned, depending
on the situation. Sleep, according to recent research, helps in the interpretation of

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gist information, as well as the unification of different memories, the discovery of
hidden solutions, and the ability to connect ideas and concepts that aren't directly
related.
It is recommended that adults of all ages sleep for seven to nine hours every
night. Unfortunately, sleep is not prioritized in society, and high school students are
frequently forced to sacrifice it. Recent research from Stanford Medicine has shown
that the majority of young adults sleep for less than the recommended amount of
time. Furthermore, multiple studies have shown that present day high school
students do not receive an optimal amount of sleep. Instead of trying to sleep
through the night, many of them take pills to help them stay awake. Teenagers are
put under a lot of pressure, which prevents them from getting the rest they need that
results in sleep deprivation. Sleep deprivation occurs when a person is not able to
get enough sleep. Often, high school students stay up until the wee hours to study.
Academic requirements are frequently pushed to the back burner by extracurricular
activities like school clubs, sports practices, music rehearsals, or work.
According to Nanci Yuan MD, a director of the Stanford Children’s Health
Sleep Center, while studies show that both adults and teens in industrialized nations
are becoming more sleep deprived, the problem is most acute among teens. The
reality is that many students are overworked. It is difficult for many students to
balance a full schedule with the need to make time for socializing and other activities.
When it comes to tests, many students cram and pull a "all-nighter," staying up until
the wee hours. In the long run, sleep deprivation has a negative impact on test-
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taking skills such as memory recall and concentration, which are both important for
success.
Moreover, according to the National Sleep Foundation Poll (2006), students
can properly solve problems if they get enough sleep. Students who do not get the
recommended 8 to 10 hours of sleep per night are less likely to succeed
academically. Students have a hard time remembering information, managing their
emotions, and staying focused. Students' test scores, as well as their grades on
class projects and papers, can be seriously impacted by these effects. Furthermore,
sleep deprivation can lead to a variety of health problems. According to Morgan
Persky (2018), a teenager's fragile body is put under too much stress by early school
start times. To endure long hours full of homework and studying, rather than sleep,
sleep deprivation increases the risk of diabetes, obesity, and high blood pressure.
Tired students may reach for foods high in sugar or caffeine, hoping for a temporary
boost. Students who are sleep deprived are more likely to have a variety of negative
consequences, such as poor grades, drowsy driving, anxiety, depression, suicidal
thoughts, and even suicide attempts. It's a problem that doesn't have any economic
limitations.
The researchers had also gained experience of getting sleep deprived due to
various reasons. One of them experienced fatigue and having slight memory
problems due to him/her continuously staying awake at night. Though the other
researchers said that it’s because of the academic activities, the other ones said that
they tend to play games at night and ended up doing it all night. Because of that,
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these series of actions lead to them having sleep deprivation. They become moody
and tend to get irritated easily while some of them lose a lot of focus when classes
start and always feel sleepy. Their body gets tired easily and this also resulted in
them having eye bags and pimples.
It is along this light that the researchers aim to identify the effects of sleep
deprivation to the academic performance of Senior High School Students. This study
sought to evaluate the factors of sleep deprivation in order to identify how it
influences the effect of sleep deprivation on Senior High School Students. Moreover,
this study would like to distinguish the effects of sleep deprivation and its impact on
the academic performance of Senior High School Students through surveys and
data analysis.
Statement of the Problem
This study aimed to find out the effects of sleep deprivation and how it
influences the academic performance of the Senior High School Students.
It sought to answer the following questions:
1. What are the factors that alter the effects of sleep deprivation to Senior High
School students in terms of:
1.1 Sleep hygiene
1.2 Psychological problems
1.3 Environmental factors
1.4 School obligations
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2. What are the effects of sleep deprivation to Senior High school students in terms
of:
2.1 Memorization skills
2.2 Cognitive Health
2.3 Academic Performance
2.4 Emotional health
3. Is there any significant difference between the factors of sleep deprivation and its
effects on Senior High School Students?
4. What kind of activities/projects may be proposed in order to provide a solution to
the effects of sleep deprivation on the academic performance of Senior High school
students?
Research Hypothesis
The researchers hypothesized that there is no significant difference between
the factors of sleep deprivation and its effects on Senior High School Students.
Significance of the Study
This research, “Effects of Sleep Deprivation on the Academic Performance of
Senior High School Students of Marian Learning Center and Science High School” is
made for the people who experienced the effects of sleep deprivation. This study
give some significance to the following:
Students. Students can benefit from this study by learning about the effects
of sleep deprivation on the body as well as how it affects memory. Their
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understanding of how some of their daily habits can lead to sleep deprivation will be
aided by this study.
Teachers. This research study will inform teachers about what is going on
with their students due to the fact that the majority of the reasons for students’ sleep
deprivation were due to academic activities. Not only will the students, but also the
teachers, be educated on the effects of sleep deprivation, which will also benefit
them.
Parents. With this research study, families will be more aware of what is
going on with their children. They will also be educated about sleep deprivation, and
as a result, they will be able to keep a close eye on their children to ensure that they
do not become sleep deprived.
Researchers. This research will also help the current researchers to
understand the effects of sleep deprivation as it can be also related to them. The
researchers will know the possible outcomes that will result in having feasible
solutions for the problem.
Future Researchers. The findings of this research will be helpful for the
future researchers as they will obtain new information and investigate new
conclusions as long as it is related with the current topic.
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Scope and Limitations
This research study focused on finding out the effects of sleep deprivation on
the academic performance of Senior High School students. This study identified the
effects of sleep deprivation to Senior High School students following their
memorization skills, cognitive health, academic performance and emotional health.
In addition, it also distinguished the origins of sleep deprivation in terms of sleep
hygiene, psychological problems, environmental factors and school obligations. This
investigation solely focused on the 43 Senior High School students of Marian
Learning Center and Science High School. Lastly, the researchers were determined
to have an online survey for the senior high school students in order to distinguish
the effects of sleep deprivation.
Conceptual Framework
Figure 1 shows the conceptual framework of the study about the effects of
sleep deprivation on the academic performance of senior high school students of
MLCSHSI. The input includes the factors that alter the effects of sleep deprivation
and the possible effects of sleep deprivation to Senior High School students. It also
included the significant difference of the factors of sleep deprivation and its effects
on the students. The process of this research includes the gathering of data through
surveys, statistical treatment of data, evaluating the results and the formulation of
conclusions and recommendations. Based on the gathered data, the output of the
research will be a proposed strategy that will be created in order to provide a

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solution to the effects of sleep deprivation and its implication to the memory of
Senior High Schools students.
INPUT PROCESS OUTPUT
Factors that alter the

effects of sleep
deprivation in terms of: Gathering Data Through
Surveys
Sleep Hygiene
Psychological Problems Statistical Treatment of Proposed strategy in
Environmental Factors order to provide a
Data
solution to the effects of
School Obligations slee deprivation to the
Evaluating the Results academic performance of
Effects of Sleep through Interpretation of Senior high school
students
Deprivation in terms of: Data
Memorization Skills Formulating Conclusions

Cognitive Health and Recommendations
Academic Performance
Emotional Health
Figure 1. Conceptual Framework of the study: Effects of Sleep Deprivation to the
Academic Performance of Senior High School Students of MLCSHSI
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Definition of Terms
The following terms are described for a better understanding of the language
used in the study.
Cognitive Health. This is the ability to clearly think, learn and remember. This
includes the alertness and concentration of a person which can affect your ability to
perform tasks that require logical reasoning and complex thought.
Emotional Health. The control of your emotions, thoughts, feelings and behaviors.
Emotional health can be affected by sleep deprivation by being so moody, and
irritating about everything. This increases the negative moods such as anger,
frustration, and sadness.
Environmental Factors. Environmental factors are a factor that can cause sleep
deprivation. This includes how hot or cold the room is, the outdoor or indoor noises,
and the situation of the bed including how soft or how hard it is.
Psychological Problems. This includes depression and anxiety, both of which can
contribute to students' inability to sleep.
Sleep Deprivation. It is a general term that describes a person who is not getting
enough sleep, including voluntary or involuntary sleeplessness. (Better Health
Channel)
Sleep Hygiene. These are the habits of a person that will help to have a good
night’s sleep. This is a factor of sleep deprivation in which a person can properly
manage in order to avoid sleep deprivation.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the conceptual and related literature after the thorough
and in-depth search done by the researchers. This will also include the synthesis
where all the previous studies are summarized and combined.
Conceptual Literature
Sleep Deprivation
According to Harvard, School of Public Health, sleep is just as important as
water and food in meeting a person’s daily needs. Despite the fact that people might
believe that sleep is only for resting their tired bodies, their brains are constantly
working throughout the night. Sleep plays a critical role in the brain as well as
physical functioning. Insufficient sleep deprivation can occur when a person does not
get enough rest. It varies by person, but the Centers for Disease Control and
Prevention (CDC) recommended that most adults need seven to eight hours of sleep
per night on average to feel alert and well rested in the morning and evening.
Depending on their age, teenagers require an average of nine hours of sleep per
night, while children require nine or more hours of sleep per night. Data from the
2015 National and State Youth Risk Behavior Surveys were examined by the
Centers for Disease Control and Prevention (CDC). On a regular basis, they were
asked how much sleep they received on school nights. Students between the ages
10
of 6 and 12 who reported sleeping less than 9 hours per night were considered to be
sleeping insufficiently as well as those teenagers who were reported sleeping less
than 8 hours at night.
Likewise, according to Weisse (2021), with the addition of online classes,
online quizzes can be started at any time of the day or night. These changes had a
variety of effects on their habits, which may have a negative impact on their sleep.
Sleep patterns have changed; all-nighters and naps are more common than they
were a year ago. In addition, students report that they are getting less sleep in
general. With all of the changes that have occurred during quarantine, students are
gradually acclimating to their new lifestyle. In addition, according to Barrera (2020),
students who enrolled in distance learning had the freedom to do as they pleased
without having to be reminded to complete their assignments. As a result, teenagers
are more flexible with their sleeping schedules. The majority of teenagers relied on
the habit of getting up early for school to keep them on track. However, with the
distance learning, and now that the school has become remote, it is no longer
necessary to get up as early as before. Some of the students claim that their
sleeping schedule is inconsistent, with them falling asleep anywhere between 11
p.m. and 1 a.m.
In relation to that, an article from Science Daily from Simon Fraser University
(2021), suggests that students who learn remotely become night owls, but they don't
sleep more so that they don't spend as much time commuting, working, or attending
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social events. The team led by Professor Ralph Mistlberger, Andrea Smit and
Myriam Juda found that during the summer 2020 session, students who were
learning remotely went to bed an average of 30 minutes later than students who had
not been exposed to the pandemic before the outbreak. Despite having no early
classes and 44 percent fewer work days than previous semesters, they slept less
efficiently, less at night and more during the day, but did not sleep more in general.
In accordance with Phan (2016), she mentioned a healthy lifestyle involving
student’s sleep deprivation. In terms of a healthy lifestyle, the focus remains on
issues like establishing and maintaining a regular sleeping schedule, avoiding
stimulants just before bedtime, and generally limiting activities that stimulate
cognitive and emotional engagement and may interfere with sleep. Avoiding
excessive pressure to perform and achieve is always recommended, as is
authoritative parent caring guidance, support, monitoring, and modeling. Sleep
deprivation is likely to be exacerbated by the numerous pressures and commitments
that teenagers and college students must manage during the school day. School
assignments, schedules, and accountabilities can be extremely demanding for
students, regardless of their motivation or abilities, and can lead to poor
performance. A good night's sleep is a lower priority. Participation in extracurricular
activities can exacerbate the situation. Excessive competitive pressures can do the
same.
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Moreover, according to Alavynejad (2014), the amount of sleep a person
needs depends on the brain’s nucleus, which determines the amount of sleep
necessary for our brain to function properly. He said that social circumstances also
create changes in our sleep patterns. Natural sleep schedules are typically different
from demanding schedules people have at school and work. “If you are a person
who likes to sleep at midnight and is able to sleep until seven or eight in the morning,
for a total sleep time of seven hours, that may not be allowed by our social
circumstances anymore because of what the school requirements dictate,”
Alavynejad said. He also mentioned that the students that cram for their studies at
night, as opposed to the ones that have been studying on a daily basis, tend to
retain the information that they have learned on a very shorter basis than the
students that have been preparing for the test on a long term basis. Unfortunately,
people mostly have themselves to blame for sleep deprivation. Humans are the only
mammals who willingly delay sleep, according to the National Sleep Foundation. Not
only does sleep deprivation cause problems with our school studies, there are many
health risks for those who are chronically sleep deprived.
As stated by the National Institute of Neurological Disorders and Stroke
NINDS (2014), the most common of the 70 sleep disorders out there include
insomnia, sleep apnea, restless leg syndrome and narcolepsy. Sleep deprivation
can also lead to mood disorders such as anxiety disorder, depression and bipolar
disorder. Sleep is an important factor to a number of brain functions, including how
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nerve cells (neurons) communicate with each other. In fact, the brain and body stay
remarkably active while you sleep. Recent findings suggest that sleep plays a
housekeeping role that removes toxins in your brain that build up while you are
awake. Moreover, according to Healthcare Channel (2020), insomnia is not the only
sleep disorder associated with depression and anxiety. Sleep apnea is a common
cause of depression, as is hypersomnia. Sleep apnea is characterized by blockage
of the airway and repeated awakenings during the night. Chronic sleep apnea can
result in weight gain, increased risk of heart attack and stroke, and memory
problems. Lack of sleep and the resulting physiological stress may predispose
insomnia sufferers to major mood disturbances, making early treatment of sleep
disorders essential, especially in people with a family history of mental health issues.
Moreover, according to Kelly Bilodeaeu (2021), in many cultures, napping in
the afternoon is not only common, but a regular part of daily life. If you are in good
health, these short daytime sleeps can bring benefits: helping you catch up on a late
night, making you feel less cranky, or ensuring you’re well rested if you do a job that
falls outside traditional daytime work hours. They can also keep you safe on the road,
protecting you from drowsy-driving accidents. But the research on napping isn’t all
rosy." There have been some large epidemiology studies that have suggested both
benefits and harms with napping on a population level," she says. It is difficult to
draw conclusions on the individual level. For example, some studies have found that
adults who take long naps during the day may be more likely to have conditions
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such as diabetes, heart disease, and depression. The urge to sleep during the day
may be a sign that they are not getting enough sleep at night, which is associated
with a higher risk of developing those chronic conditions. Daytime drowsiness may
also be a sign that you are getting low-quality sleep, which may indicate a sleep
disorder.
In sleep medicine, sleep deprivation is defined based on sleep duration,
which is the total amount of time a person spends asleep. In reality, though, being
well-rested is about more than just how many hours you sleep. As a result, the terms
sleep deficiency or sleep insufficiency are more frequently used to describe factors
that reduce the quantity and or quality of sleep and keep a person from waking up
refreshed. In this way, sleep deficiency has a broader application. For example, a
person who sleeps for a total of eight hours but with many awakenings that fragment
their sleep may have insufficient sleep even though their sleep duration technically
meets the recommended amount. This terminology can be distinct from everyday
conversation in which the term sleep deprivation may be used with a wider meaning
that refers to poor sleep overall and not just total sleep duration. Even in the medical
field, studies may use different technical definitions of sleep deprivation as some
classify it as seven hours of sleep or fewer while others use six hour as the cutoff.
(Suni, 2021)
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Effects of Sleep Deprivation
Persky (2018) stated that sleep deprivation can lead to several health issues.
A teen's fragile body is put under a lot of stress when school starts early in the
morning. Insufficient sleep raises the risk of diabetes, obesity, and high blood
pressure, as well as other health problems. Mentally, as a result of sleep deprivation,
students may experience clinical depression or anxiety, irritability, or a lack of
motivation in their minds. Sleep deprivation increases the risk of drug and alcohol
abuse, depression, and suicide among teenagers. As a result of school boards' poor
decision to start the school day too early, the rate of addiction increases among
those who are sleep deprived, putting lives and families at risk.
In addition, sleep deprivation can also cause the difficulty of remembering
things as it affects the brain function and memory of a student. Due to the fact that
the brain does not have enough time to create new pathways for the information that
the student just learned, sleep deprivation can have a negative impact on how
memories are consolidated. Learning and focusing difficulties, reduced decision-
making abilities, and poor emotional and behavioral control are all possible cognitive
consequences. (Pacheco, 2020)
Likewise, Kushida, MD, PhD (2017), said that there is data that sleep
deprivation has been linked to learning and memory problems, as well as decreased
vigilance and attention. For adolescents from middle school to college, studies have
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found that factors such as self-reported shortening of sleep time, erratic sleep/wake
schedules, late bed and rise times, and poor sleep quality are negatively associated
with school performance. Because of this, there is a lot of evidence that insufficient
nighttime sleep can cause brain function problems, which can lead to poor academic
performance. While a few studies have found no evidence of null effects, the
majority of studies on the effects of sleep quality and duration on academic
performance have found that sleep that is longer and better quality is associated
with better academic performance, such as higher grades and more time spent
studying. Moreover, Apstein, MD (2017), says that sleep deprivation affects not only
whether a student can stay awake in class but how they perform as well.
Likewise, according to Neha Pathak, MD (2021), most people who don’t get
enough sleep don’t recognize the toll that it takes on their cognitive and mental
health. Scientists measuring sleepiness have found that sleep deprivation leads to
lower alertness and concentration. It’s more difficult to focus and pay attention, so
you’re more easily confused. This hampers your ability to perform tasks that require
logical reasoning or complex thought. To make it short, sleepiness slows down your
thought processes.
Additionally, according to Carskadon (2015), she stated that in the body there
is an internal circadian timing system by recognizing by what time it is and if it is day
or night. If the message is substantially different everyday, then it will not be able to
set things appropriately in motion. Carskadon continued that in addition to the lack of
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sleep, adolescent health and well-being can be harmed by this disturbed rhythm.
She quoted saying, “It has a significant impact on memory and learning. It has an
impact on appetite, metabolism, and weight gain, among other things. It affects one's
mood and emotions, which are already at a high level at that age. Taking risks while
driving, taking risks with drugs, and possibly taking risks with sexual activity are all
examples of risk behaviors that are influenced by it. As a result, the more we look
outside, the more we're learning about sleep's fundamental importance.”
Sleep problems have been linked to a higher risk of suicidal thoughts and
suicide, which is the third leading cause of death among 15- to 24-year-olds,
according to research. The link between sleep and suicidal thoughts, according to
some studies, remains strong regardless of whether the teen is depressed or has
drug or alcohol problems. Joshi MD (2015), an associate professor of psychiatry and
behavioral sciences at Stanford supported this idea. He stated, “You can think more
clearly when you're awake if you get enough sleep, and it may make it easier for you
to seek help if something goes wrong. You're able to use your faculties. Your first
thought might be, "I have 16 things to do, but I know where to start." Lack of sleep
makes it difficult to remember what you need to do in the midst of your busy
adolescent years. It takes away the support, the infrastructure.” Joshi added that
many mood disorders, such as anxiety, depression, and bipolar disorder, are linked
to sleep deprivation, which is thought to help regulate emotions. Better sleep can act
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as a buffer and help students who are prone to these disorders avoid a downward
spiral.
On the other hand, Dr. Rosenberg (2020), addressed the various factors that
contribute to this unexpected cause of sleeplessness and fatigue. People are more
glued to the screens than ever before, with work meetings and classes moving
online. In addition, laptops, tablets, and cell phones have become the primary
means of entertainment and communication. However, spending a lot of time in front
of the screens makes it more difficult for people of all ages to fall asleep and reduces
sleep quality. Electronic devices, according to experts, emit artificial blue light, which
reduces the amount of melatonin produced by the body. Time spent on computers,
phones, and in front of the television disrupts the natural circadian rhythm in this way.
In addition, spending the day indoors and staying up late with the lights on exposes
us to more artificial light. Sleep deprivation increases the risk of other serious health
problems in the long run.
According to Zwarensteyn (2022), lights and the temperature of the room
affects the quality of someone’s sleep. A room that's too warm can affect the quality
of sleep. Temperatures that are too high or low will allow them to fall asleep faster
but may find themselves waking up several times during the night. Zwarensteyn also
added that the air quality and the bed mattress could also affect sleep, it is shown in
the data that the students do not experience this kind of item. The relationship
between the sleep environment and quality of sleep is closely related. To get a
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good night's sleep, you need to be in an environment conducive to sleep, which
means having the right sleeping conditions and creating a sleep environment that
is dark, quiet, and cool. Sleeping in an environment that's not conducive to sleep
would lead to low sleep quality. Changing how your sleeping environment looks can
have a big effect on your quality of sleep by helping you fall asleep faster and stay
asleep until the morning.
Moreover, according to the Patient Safety Network (2019), fatigue is the
feeling of tiredness and decreased energy that results from inadequate sleep time or
poor quality of sleep. Fatigue can also result from increased work intensity or long
work hours. Sleep deprivation has long been known to impair various cognitive
functions, including mood, motivation, response time, and initiative. The need for
sleep varies individually. The absolute amount of sleep required per 24 hours is
generally understood to be a minimum of 5 hours. Correspondingly, Dr. Dutta PhD.
(2019) stated that a lack of sleep can be caused by a variety of factors. People who
work longer hours than usual, such as caregivers, rarely get enough sleep, which is
a potential risk factor for sleep deprivation. People who work in shifts or have jobs
that require frequent travel are also at a higher risk. She added that sleep
deprivation can be caused by a variety of factors, including voluntary behavior,
personal obligations, work schedules, and medical issues. A conditioned emotional
response is one of the major causes of chronic sleep deprivation. That is, obsessing
over sleep issues or being concerned about not getting enough sleep. Such
20
emotions can have a big impact on normal sleeping habits and make sleep
deprivation last longer.
Moreover, according to a study at the Marche Polytechnic University, the
brain in mice will start to break down a cell called astrocytes, which helps clean out
worn cells. While not always a negative process, if the lack of sleep becomes
chronic, it will make it more difficult for the microglial cells to rid the brain of the
damaged ones. This has shown to increase the risk for neurodegeneration issues,
like Alzheimer’s disease and dementia. Another study published by the Canadian
Association for Neuroscience recently found an increased risk for Parkinson’s
disease as well. According to the study, 80% of those who have a REM sleep
behavior disorder are connected to having neurodegenerative disorders later in life.
When the REM-active neurons do not “switch on,” it causes synucleinopathies to
develop, which can be an early indicator for Parkinson’s disease and dementia.
Research Literature
This study will teach about the different impacts of sleep deprivation as well
as its effects on the memory of the students. This section contains all of the literature
from the various studies that the researchers used to analyze ideas that were
important in developing the study's critical concept.
The role of sleep quality had a big factor on affecting the effects of sleep
deprivation. For instance, the academic performance and the emotional health of the
21
students. A research study about sleep deprivation by Xiaoning Zhang et al. (2021)
aims to explore the influence of sleep disturbances to the sleep quality of the
students in China. There are ninety-nine adolescents ranging from 15-17 years old
who were recruited from two public schools in Baishan City, Jilin Province, China. It
was distributed in an online questionnaire that asked about the demographics of the
adolescent population as well as their screen time habits, academic performance,
level of anxiety, sleep disturbances, and sleep-related impairment. According to the
analyzed data and results of the questionnaire, the study revealed that students who
started school later and finished later had more severe sleep disturbances and
sleep-related impairment. Moreover, adolescents who used a computer at bedtime
were more likely to have a more severe sleep disturbance than those who did not
use a computer at bedtime. Anxiety and academic achievement were higher in
adolescents with more severe sleep disturbances than in those with less severe
sleep disturbances.
The study of Guadiana and Okashima (2021) about the effects of sleep
deprivation on college students aimed to investigate and further research the effects
of sleep deprivation in order to alleviate the problem. It is stated in the problem that
college students are especially vulnerable to poor sleep quality. Academic pressures
add to stressors that affect the body and may contribute to sleep deprivation.
Focusing on nursing students, exams, coursework, projects, and clinical rotations
place tremendous stress on the body. As a student progresses through their
22
program, they are exposed to more stressors. In the results of the study, sleep
deprivation resulted in poor psychomotor performance and brain function. Napping
for a short period of time early in the day can help maintain optimal brain function
and combat the effects of sleep deprivation on one's physiological health. In terms of
psychological health, people who are sleepy during the day tend to compensate by
sleeping excessively on weekends. Moreover, unhealthy lifestyle choices can have
an impact on sleep quality and, as a result, reduced academic performance. In terms
of cognitive function, sleep deprivation has been linked to lower academic
performance and an increase in procedural errors. Maintaining a consistent and
adequate sleeping schedule is more important than getting enough sleep the night
before an exam. Sleep deprivation also leads to more procedural errors because
cognition is reduced at night in sleep deprived individuals. Hence, sleep deprivation
has been shown to have a significant impact on brain function, mental health, and
psychomotor abilities.
Moreover, the study of Chiang, Arendt, Zheng, and Hanisch (2014) entitled:
The Effects of Sleep on Academic and Job Performance aimed to see how sleep
influenced academic performance and job performance. A total of 172 students are
enrolled in the undergraduate program and their GPAs were obtained from the
registrar's office after they completed an online questionnaire. The findings matched
delayed sleep phase syndrome, a common sleep disorder among college students.
Additionally, sleep latency and sleep medicine were found to be negatively related to
23
academic performance, while sleep quality was found to be significantly linked to job
performance. Educators and employers can help students with sleeping problems by
understanding the impact of sleep. Educators and employers must understand the
significance of sleep for students' academic success.
A study of Alhola (2017), wherein the sleep deprivation was focused on the
impact on cognitive performance. The ability to cope with sleep deprivation is
influenced by a number of factors, including age and gender. There are also
significant interindividual differences in responses. Apart from coping with sleep
deprivation, recovering from it is also important. Although not well understood,
cognitive recovery processes appear to be more demanding in partial sleep
restriction than in total sleep deprivation. The distinction between total and partial
sleep deprivation is critical when considering the effects of sleep loss. Although both
conditions have a number of negative consequences, including cognitive
impairments, the underlying mechanisms appear to be somewhat different. Existing
research supports the negative effects of both acute total and chronic partial sleep
deprivation on attention and working memory. Total sleep deprivation also affects a
variety of other cognitive functions. A more thorough evaluation of higher cognitive
functions is required in partial sleep deprivation. Furthermore, the effects of sleep
deprivation on some important subpopulations have not been thoroughly compared.
The link between sleep and cognitive function has piqued researchers'
interest for more than a century. Better sleep has been linked to a variety of superior
24
cognitive functions, including better learning and memory, in well-controlled sleep
studies conducted with healthy adults. These effects have been found to extend
beyond the laboratory setting, with self-reported sleep measures from students in
the comfort of their own homes being linked to academic performance. In the study,
it is stated that despite the fact that numerous survey studies have found links
between sleep and cognitive function, quantitative data using objective measures to
directly assess the relationship between sleep and academic performance is still
lacking. Overall, better grades were associated with better sleep quality, duration,
and consistency. However, there was no link between sleep quality and test
performance on the night before a test; instead, sleep duration and quality for the
month and week before a test were linked to higher grades. Sleep variables
explained nearly a quarter of the variation in academic performance. These findings
provide quantitative, objective evidence that better sleep quality, duration, and
consistency are strongly linked to better college academic performance. The
differences between men and women are discussed. (Okano et al., 2019)
The study of Maureen Cort-Blackson (2018) about the effects of sleep
deprivation on Online University student performance stated that it aimed to look at
how online university students felt about their sleep patterns, sleep deprivation, and
how it affected their academic performance. This study's theoretical foundation was
built on the sleep-wake homeostatic process and the circadian rhythm processes
which are the two fundamental processes that individuals must understand in order
25
to function at their best. The research question looked into the beliefs and
perceptions of ten online university students, with sub questions focusing on how
distractions, social media, family, and work-related responsibilities influenced their
sleeping patterns. Participants were recruited using purposeful sampling from
current online university students with a full-time job, a family, and family
responsibilities. Participants were recruited using purposeful sampling from current
online university students who had a full-time job, a family, and other responsibilities.
Pattern coding and structural analysis were used to look over the data. The effects
of sleep deprivation, adjustment to daily lives, factors affecting sleep deprivation,
and impressions of online education were the four themes that emerged from the
data analysis. The outcomes were demonstrated that sleep deprivation causes
fatigue, sluggish thinking, and irritability
Besides this, Chraif (2012) highlights the relationship between fatigue and
performance. The study focuses on highlighting the impact of a 24-hour period of the
effects of sleep deprivation on short-term memory and detail-oriented tasks. The
participants were 74 young students, aged between 19 and 24 years old. The
findings provide psychological evidence that supports the hypothesized hypothesis.
It's also worth noting that, in the short term, the subjects who were deprived of sleep
outperformed the control group due to the arousal that the organism triggers as a
defense mechanism. Previous studies on the effects of sleep deprivation on time
reaction and multiple stimuli time reaction highlighted and confirmed that sleep
26
deprivation can have a statistically significant impact on the human operator's ability
to perform multiple actions simultaneously while driving.
Students frequently have erratic sleep schedules, poor sleep hygiene, and
poor sleep quality, all of which can negatively impact their performance and
cognitive abilities. A study of Rose and Ramanan (2018) entitled: Effect of Sleep
Deprivation on the Academic Performance and Cognitive Functions among College
Students aimed to see how sleep deprivation affects academic performance and
cognitive functions in college students. A total of 150 respondents, with a response
rate of 75%, were obtained.Insufficient sleep has hampered the academic
performance of 79 (52.7 percent) students. As a college student, 118 students
(78.7%) said they are sleep deprived. The findings revealed that the majority of
students do not get the recommended 7-8 hours of sleep each night. Sleep
deprivation had a negative impact on academic performance as well as cognitive
functions such as memory, attention, and concentration. Sleep deprivation can be
effectively addressed by incorporating appropriate health interventions among
college students.
Insufficient sleep, increased short-term sleep, and sleeping late and waking
up early have all been linked to decreased learning capacity, academic performance,
and neurobehavioral functions, according to studies. In this regard, students are
particularly vulnerable to developing sleep disorders, which has a negative impact
on their academic performance across grades 11–13. However, there is no
27
consensus in this case, and not all studies claim that sleep disorders have a
negative impact on academic performance. The goal of this study was to see if there
was a link between sleep quality and academic performance among students at
Kermanshah University of Medical Sciences. 102 medical students from various
fields completed the Pittsburgh Sleep Quality Index in this cross-sectional study with
maximum variation sampling (PSQI). The Pearson correlation test, Spearman test,
and t-test were used to analyze the data using SPSS 19. The results showed no
significant difference between students with high grades and those with low grades
based on the quality of sleep questionnaire scores. Both groups, however,
experienced moderate to severe sleep disturbances. (Jalali et al., 2020)
As stated by Toyong (2020), he focused on sleeping habits, classroom
behavior and academic performance of Senior High School students. Being sleepy
in class can have a significant impact on a student's academic performance. Sleep
deprivation can be dangerous and even fatal. It is a basic requirement of life and an
important component of education. This study examined 119 senior high Electrical
Installation and Maintenance (EIM) students who were chosen through simple
random sampling using descriptive and correlational design. According to the
findings, 88 percent of the students are sleep deprived, sleeping for less than 6
hours on average. Using Facebook and Messenger accounts, as well as playing
mobile games, were two reasons for sleeping late. Making assignments and doing
homework were the third reasons. Students were sleepy during class discussions,
28
slept in class during free periods, and felt tired during classes were the three most
common classroom behaviors.
Synthesis
The above mentioned literature provided the researchers vast information on
different topics closely related to the present study. It covered a wide range of topics,
including discussions and explanations about the effects of sleep deprivation and
their implications for memory. The similarities of various concepts in relation to the
current study are presented here.
Based on the findings of Zhang et al. (2020), adolescents are having trouble
sleeping to cope with academic demands during COVID-19, which causes a
negative impact on their mental health. Many schools around the world have
continued to offer online education to students, and longitudinal studies on how
COVID-19 has affected adolescents' sleep and mental health would be helpful in
determining the pandemic's impact. (Chiang et al., 2014) also mentioned the
understanding of the results related to Delayed Sleep Phase Syndrome (DSPS) as
well as sleep hours. Symptoms of DSPS were discovered in undergraduate students
in the current study, as evidenced by their self-reported sleep habits. In comparison
to weekdays, students went to bed and woke up later on weekends. It is supported
by the study of Rose and Ramanan (2018), in which the findings revealed that the
majority of students sleep less than the recommended 7-8 hours per night. Adults
need more than 7 hours of sleep per day, which is why Healthy People 2020 has
29
made it one of their goals to improve national health. In this study, 44.6 percent of
students slept for 6-7 hours at night. Sleep deprivation has been shown to have
negative effects on academic performance and health in studies. According to the
current study, 86 (57.3%) students require 30 minutes to fall asleep at night, 42
(28%) students require 1 hour or more to fall asleep at night, and 22 (14.6%)
students require only 10 minutes. Sleep deprivation had a negative impact on most
students' academic performance and cognition abilities.
Correspondingly, according to Okano et al., (2019), longer sleep duration,
better sleep quality, and greater sleep consistency were all linked to improved
academic performance in this study. These three sleep measures accounted for
24.44 percent of the variance in overall grade performance, according to a multiple
linear regression. As a result, there was a strong link between sleep and academic
performance. The current findings, which link overall sleep quality and duration to
academic performance, are consistent with previous research. The current research
also sheds light on the timing of the sleep-academic performance relationship. The
researchers found no link between sleep duration the night before an exam and
better test performance, contrary to a previous study. Instead, they discovered that
better test performance was more closely linked to both longer sleep duration and
better sleep quality over the month preceding a midterm. Furthermore, according to
Toyong (2020), the number of hours of night sleep and sleepiness in the classroom
had a significant negative relationship. This suggests that a lower number of hours
30
of night sleep is linked to a higher incidence of sleepiness in the classroom. The
number of hours of night sleep and academic performance had a significant positive
relationship. This suggests that getting a lot of sleep at night is linked to better
academic performance. Students who got less sleep, on the other hand, performed
poorly in school. There was a strong negative correlation between sleepiness in the
classroom and academic performance. This meant that a high rate of sleepiness in
the classroom was linked to poor academic performance.
Along with that, Guadiana and Okashima (2021), show the evidence that
adequate sleep is required to function effectively as an undergraduate college
student and as an employee in a hospital setting. Lack of sleep has been shown to
have a negative impact on academic and clinical performance, as well as cause
issues such as an increase in medication and procedural errors, according to their
review of the literature. They also added that sleep deprivation has been shown to
have a significant impact on brain function, mental health, and psychomotor abilities.
To support that statement, it can be found in the findings of Chraif (2012), which
stated that sleep deprivation affects short-term memory, visual perception field, and
attention, resulting in better results for a short period of time. This is because, as a
defense mechanism against sleep deprivation, the human organism becomes
activated. However, the findings of this study must be compared to previous findings
on reaction time and reactivity to multiple stimuli, as well as findings on memory,
31
visual and auditory perception, and long-term motor coordination, specifically after
30 to 50 minutes of exposure to various tasks that must be completed.
In the study conducted by Cort-Blackson (2018), it is stated that ineffective
time management was found to be a factor in this study's findings. Participants are
getting less sleep and having trouble finishing their schoolwork. It is clear that more
research into the effects of sleep is required in the future. Due to the increased
popularity of this education model, there is a detriment to the performance of online
university students. Additional findings from this study revealed that participants had
both positive and negative experiences with online education, with their sleep
deprivation experiences leaning toward the positive in terms of their lifestyle. Lack of
time management and distractions in the home, such as the television, as well as a
sense of isolation, inflexible work schedules, and tiredness from lack of adequate
sleep, all contributed to students' negative experiences.
(Jalali et al., 2020) The difference in sleep quality between the two groups
was not statistically significant, according to the findings. Despite the fact that the
link between sleep and academic success has been discussed in medical literature
for quite some time, there is still no conclusive answer in this case. Although all
three variables were related to academic achievement in a meta-analysis study
conducted to examine the impact of sleep quality, sleep duration, and sleepiness on
adolescents' academic performance.
32
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the discussion on the research methodology of the
study, and the procedures that will be used in the study. This includes research
design, subjects of the study, data gathering instruments and procedures and the
statistical treatment of data.
Research Design
This research study used the descriptive research design to further determine
the effects of sleep deprivation to the academic performance of Senior High School
Students as well as its factors which can greatly influence the effects of sleep
deprivation. According to Adi Bhat (2022), descriptive type of research is elucidated
by the motive of observing, describing, and documenting aspects of a situation as it
naturally occurs and sometimes to serve as a starting point for hypothesis
generation. With the use of this strategy, researchers were able to gain insight into
the consequences of sleep deprivation and its repercussions in the memory.
In keeping with this, a quantitative method approach was employed to fulfill
the goals outlined in the issue statement, which included quantitative data. This
aided the researchers in gaining a better understanding of the data required for the
study
Respondents of the Study
The respondents of this study were the 43 Senior High School Students of
Marian Learning Center and Science High school Inc. No sampling was done
33
because the study involved all Senior High School students. For the section of
Grade 11 students, which is Copper, was divided by different strands. In (STEM), it
has 7 students, while (ABM) and (HUMSS) both have 2 students. As for the Grade
12-Zinc, their (STEM) has 22, (ABM) has 3 and (HUMSS) has 7 students.
Data Gathering Instruments
For the survey of the research, the researchers created questionnaires and a
documentary analysis will be used to analyze the data of the questionnaires. This
was used as the main data gathering tools in the effects of sleep deprivation on the
academic performance of Senior High School Students in MLCSHSI.
The main data gathering instruments underwent a procedure:
Construction. The researchers created a questionnaire that served as the
main data collection tool. By surfing the internet for concepts that may be utilized as
the basis of items for the instrument, the researchers looked at journals, publications,
linked studies, and surveys. The questionnaire was divided into two parts. The first
part looked at the factors that can influence how sleep deprivation affects senior high
school pupils. While, the impacts of sleep deprivation on senior high school pupils
were covered in the second section.
Validation. Validation was used to determine whether the questions are valid.
The researchers enlisted the assistance of their adviser to help validate the
34
questionnaires. They scrutinized each item to ensure that the questions serve the
study's aim.
Administration. After the process, the researchers wrote a letter of request
to the administration of Marian Learning Center and Science High School, Inc.
asking for approval to distribute the questionnaire to the Senior High School
students. It pursued accreditation in conducting a survey with students. Upon
consent, the questionnaires will be to the respondents. The respondents were given
one day to answer the questionnaire in order for them to have enough time on
answering them without any pressure.
Retrieval. The responses of the respondents was acquired by the
researchers using a questionnaire.The researchers encoded all of the survey
responses of the respondents from printed questionnaires in order to collect or
retrieve data from the execution of research instruments. Following that, the
responses were ready for analysis and interpretation.
Scoring Responses
The items in the questionnaire was graded on a scale of one to four, with four
(4) being the highest and one (1) being the lowest. The scale utilized is as follows:
35
Option Weighted Mean Verbal Interpretation
4 3.26 - 4.00 Very Evident
3 2.51 - 3.25 Evident
2 1.76 - 2.50 Least Evident
1 1.00 - 1.75 Not Evident
Data Gathering Procedure
This study uses the questionnaire that was prepared by the researchers to
gather data from 43 Senior High School Students in Marian Learning Center and
Science High School Inc., school year 2022-2023 on the matter of the effects of
sleep deprivation on the academic performance of senior high school students in
MLCSHSI. Questionnaires were created in order to obtain responses from Senior
High School students regarding their sleep deprivation experiences. Rating scale
options were used in the questionnaire in a 4 point scale to get their answers about
their experience of sleep deprivation. After obtaining a large number of respondents,
survey questionnaires was prepared and distributed to each with their permission to
perform surveys in advance. For the purpose of presenting the results, the
documentation analysis was done to critical and analytical methods of interpretation.
The study's conclusions were determined once all necessary processes are
completed.
36
Statistical Treatment of Data
The responses of the respondents are acquired in compliance with the study's
data standards. The following statistical tools were used to collect and evaluate data
for this study:
Likert Scale. The survey questionnaire used a 5-point likert scale to provide
respondents with handy response alternatives for questionnaires containing strongly
agree, agree, disagree, and strongly disagree. Having strongly agree as the highest
and strongly disagree as the lowest rate.
Range. Range was used to calculate the measures of interpretation in survey
questionnaires; having 4.00 as the highest and 1.00 as the lowest.
Weighted Mean. Weighted mean were utilized to make all of the numbers or
data collected from the self-made survey questionnaires easier to understand and
calculate.
Ranking. The items on the survey questionnaire were ranked according to its
total number of items; 1 as the highest rank, and 10 as the lowest.
T-test. T-test is an inferential statistic used to determine if there is a
significant difference between the means of two groups and how they are related.
37
Interpretation of Qualitative Instrument
The responses of respondents in interview questions were patterned
according to the major idea in the interpretation of qualitative instruments. It was to
see the connections and get an overview of the information gathered.
38
CHAPTER IV
RESULTS AND DISCUSSION
This chapter describes the analysis of data followed by a discussion of the
research findings based on the responses from the survey questionnaire which were
distributed to the Senior High School students of Marian Learning Center and
Science High School Inc. The findings relate to the research questions that guided
the study.
1. Factors that alter the Effects of Sleep Deprivation to Senior High School
Students
In this table, it presents the items describing the factors that alter the effects
of sleep deprivation to Senior High School Students in terms of Sleep Hygiene. The
results presented in the table give answers to the research questions.
Sleep Hygiene… Weighted Mean Verbal Interpretation Rank Standard Deviation
1.I sleep for around 8-10 hours every night.

1.93 Less Evident 9.5 0.67
2.I have problems going to sleep.
2.77 Evident 6 0.84
3.I had a good quality of sleep when I was a
child. 3.51 Very Evident 2 0.67
4.I feel drowsy during the day, more than
expected. 3.02 Evident 4 0.64
5.I have uncontrollable urges to fall asleep
during the day. 2.84 Evident 5 0.84
6. I stay awake till midnight.
3.09 Very Evident 3 0.81
7. I have an excessive amount of time spent
sleeping 2.21 Less Evident 8 0.80
8. I take naps in the daytime.
2.42 Evident 7 0.98
9. I use my phone or laptop before going to
sleep. 3.60 Very Evident 1 0.62
10. I have a consistent bedtime routine.
1.93 Less Evident 9.5 0.70
COMPOSITE MEAN 2.73 Evident
*Very Evident - 3.26-4.00; Evident - 2.51-3.25; Less Evident - 1.76-2.50; Not Evident - 1.00-1.75
39
The results above present how sleep hygiene influences the effects of sleep
deprivation to the Senior High School students. With a composite mean of 2.73, it
shows that students are evident in not having proper sleep hygiene. Sleep hygiene
is the habits of a person that will help people to have a good night’s sleep. With
proper management of sleep hygiene, students will be able to prevent having sleep
deprivation.
As presented in the table “I use my phone or laptop before going to sleep.”
got the weighted mean of 3.60 on the first rank and interpreted as very evident.
While, “I had a good sleep quality when I was child.” attained the weighted mean of
3.51 on rank 2, verbally interpreted as very evident. Next to that, “I stay awake till
midnight.” on rank 3, obtained a weight mean of 3.09, verbally interpreted as very
evident.
The findings are clear that student-respondents are using their phones or
laptops every night which can also relate to rank 3 where students are very evident
on staying awake till midnight. According to Dr. Rosenberg (2020), spending a lot of
time in front of the screens makes it more difficult for people of all ages to fall asleep
and reduces sleep quality. Students also usually stay awake to finish or do their
school activities in order to submit it the next day. According to Weisse (2021), with
the addition of online classes, sleep patterns have changed; all-nighters and naps
are more common than they were a year ago. In result, students will be even more
prone on getting sleep deprived if these sleep hygiene is continuously done by the
students. According to Toyong, his study examined 119 senior high Electrical
40
Installation and Maintenance (EIM) students who were chosen through simple
random sampling using descriptive and correlational design. According to the
findings, 88 percent of the students are sleep deprived, sleeping for less than 6
hours on average. Using Facebook and Messenger accounts, as well as playing
mobile games, were two reasons for sleeping late.
There is a weighted mean of 3.02 on rank 4 in the item “I feel drowsy during
the day, more than I expected.” which is interpreted as evident. On rank 5, “I have
uncontrollable urges to fall asleep during the day.” obtained a weighted mean of 2.84
verbally interpreted as evident. While, “I have problems going to sleep.” have the
weighted mean of 2.77 verbally interpreted as evident , it is on the 6th rank. The
results show that students experience difficulty going to sleep which causes them to
not sleep at night. This could cause students to experience sleepiness and could fall
asleep suddenly in the middle of the class. This also shows that students who feel
drowsy during the day may have spent their time the entire night with no sleep due
to problems at sleeping. According to Barrera (2020), students had more freedom to
do as they pleased with the start of online classes without having to be reminded to
complete their assignments, resulting in students becoming more flexible with their
sleeping schedules.
Furthermore, the item on rank 7 is “I take naps in the daytime.” which
obtained the weighted mean of 2.42 and interpreted as evident. Moreover, “I have
an excessive amount of time spent sleeping.” on the 8th rank attained a weight
mean of 2.21 verbally interpreted as less evident. This shows that student-
41
respondents are evident in sleeping during the day which could disrupt their sleeping
cycle more. Students try to make up the sleep they had not achieved because of
staying up late at night. As for rank 8, student-respondents do not experience
sleeping too much, hence they could still do their daily activities during the day.
According to Kelly Bilodeaeu (2021), in some instances, sleeping during daytime
sets up a vicious cycle. Students sleep during the day to make up for lost sleep at
night, but then they have a harder time falling asleep at night because they slept
during the day.
Lastly, there is a weighted mean of 1.93 interpreted as less evident on the
items “I sleep for around 8-10 hours every night.” and “I have a consistent bedtime
routine.” with the rank of 9.5. The results show that student-respondents do not have
a consistent bedtime routine which can mess with their circadian rhythms. It also
means that without having a consistent bedtime routine, they can easily choose what
time they would sleep even if it’s 12 am or 1 am. Student-respondents are also less
evident on sleeping for 8-10 hours which reveals that students do not sleep on time.
According to the Centers for Disease Control and Prevention (CDC), most adults
need seven to eight hours of sleep per night on average to feel alert and well rested
in the morning and evening. Depending on their age, teenagers require an average
of nine hours of sleep per night, while children require nine or more hours of sleep
per night.
42
Table 2 presents the items describing the factors that alter the effects of sleep
deprivation to Senior High School Students in terms of Psychological Problems. The
Table 2. Factors that alter the Effects of Sleep Deprivation to Senior
High School Students
Psychological Problems Weighted Mean Verbal Standard

Interpretation Rank Deviation
1.I cannot stop thinking about a lot of

things when I’m attempting to sleep. 3.21 Very Evident 2 0.83
2.I feel unsatisfied and tired even after

sleeping. 3.12 Evident 3 0.73
3.I find it harder to sleep when there are

too many activities that I have to finish 3.49 Very Evident 1 0.63
up.
4.I cannot sleep because of

nervousness when I am about to do a 3.09 Evident 4.5 0.81
task. (e.g., attend a competition, take a
test)
5. I struggle to manage my worries,
which I cannot control when I am about 3.09 Evident 4.5 0.87
to sleep.
6.I experience hallucinations when I try
to sleep. 1.91 Not Evident 10 0.92
7.I experience repeated awakenings at

night. 2.19 Less Evident 8 0.76
8.I keep having disturbing dreams that

prevent me from falling asleep. 2.02 Less Evident 9 0.74
9.I have difficulty going to sleep even if I

tried to. 2.74 Less Evident 6 0.90
10. I cannot help but feel restless which
makes it difficult for me to sleep 2.63 Evident 7 0.79
properly.
43
The results above present how psychological problems influence the effects
of sleep deprivation to Senior High School students. With a composite mean of 2.75,
it shows that students are evident in showing problems while sleeping.
As presented in the table, “I find it harder to sleep when there are too many
activities that I have to finish up.” is in 1st rank with a weighted mean of 3.49 and
verbally interpreted as very evident. As for, “I cannot stop thinking about a lot of
things when I’m attempting to sleep.” falls into rank 2 with a weighted mean of 3.21
and verbally interpreted as very evident. While, “I feel unsatisfied and tired even
after sleeping.” is in rank 3 with a weighted mean of 3.12 and verbally interpreted as
evident. It shows that students experience anxiety about their school activities which
causes them to not fall asleep. They cannot fall asleep when there are too many
activities that they have not finished as well as thinking about other things. As stated
by the National Institute of Neurological Disorders and Stroke NINDS (2014),the
most common of the 70 sleep disorders out there include insomnia, sleep apnea,
restless leg syndrome and narcolepsy. Sleep deprivation can also lead to mood
disorders such as anxiety disorder, depression and bipolar disorder.
Furthermore, “I cannot sleep because of nervousness when I am about to do
a task, (e.g. competitions, test).” and “I struggle to manage my worries which I
cannot control when I am about to fall asleep.” fall under the same rank of 4.5 with a
weighted mean of 3.09 and verbally interpreted as evident. This reveals that
nervousness and worries take over the mind of the students before they fall asleep
which keeps their mind awake and causes them to not fall asleep.
44
Moreover, “I have difficulty going to sleep even if I tried to.” is in 6th rank with
weighted mean of 2.74 and interpreted as less evident. “I cannot help but feel
restless which makes it difficult for me to sleep properly.” falls on 7th rank with a
weighted mean of 2.63 and interpreted as evident. As for “I experienced repeated
awakenings at night.” is at 8th rank with a weighted mean of 2.19 and interpreted as
less evident. This shows that students are less evident on experiencing repeated
awakenings at night which could be a sleep disorder. Students still are evident on
feeling restless when they are going to sleep which is one of the reasons why
students cannot sleep. According to Healthcare Channel (2020), Insomnia is not the
only sleep disorder associated with depression and anxiety. Sleep apnea is a
common cause of depression, as is hypersomnia. Sleep apnea is characterized by
blockage of the airway and repeated awakenings during the night. Chronic sleep
apnea can result in weight gain, increased risk of heart attack and stroke, and
memory problems.
Lastly, “I keep having disturbing dreams that prevent me from falling asleep.”
is rank 9 with weighted mean of 2.02 and interpreted as less evident. While, “I
experience hallucinations when I am trying to sleep.” fall under the last rank 10,
weighted mean of 1.91 interpreted as not evident. It means that students do not
experience having nightmares and hallucinations when they are going to sleep.
Having hallucinations and having dreams could be part of some psychological
problems and sleeping disorders which could affect sleep, but the student-
respondents are not evident with this area.

45
deprivation to Senior High School Students in terms of Environmental factors. The
Table 3. Factors that alter the Effects of Sleep Deprivation to Senior
High School Students
Environmental Factors Weighted Mean Verbal Interpretation Rank Standard

Deviation
1. I use white noises (e.g rainfall, and ocean waves)

when I am trying to sleep. 2.05 Not Evident 9.5 1.13
2. I listen to music while I am sleeping
2.51 Evident 5 1.14
3. I find it hard to fall asleep when there are people

around me. 2.74 Evident 3 0.95
4. I find it difficult to sleep when my bed mattress is
too soft or too firm to sleep in. 2.19 Less Evident 8 1.01
5. I prefer sleeping with the lights off.
6. I cannot sleep properly when my room is too hot.

7. I cannot sleep when my room is too cold.
2.49 Less Evident 6 0.96
8. I cannot sleep when I have pets in/out of our `

house. 2.05 Not Evident 9.5 0.97
9. I find it difficult to sleep due to night noises (e.g.
cars driving, dogs barking, neighbor noises) 2.56 Evident 4 0.91
10. I cannot sleep because of the air quality of my

room making it difficult to breathe. (e.g. smoke, 2.35 Not Evident 7 1.17
dust)
The results above present how environmental factors influence the effects of
sleep deprivation on Senior High school Students. With a composite mean of 2.58
46
and interpreted as evident, it reveals that the environment of what the students sleep
in had a great impact on their sleep.
The statement, "I prefer sleeping with the lights off" is on 1 with a weighted
mean of 3.51 and is perceived as being very evident. Furthermore, “I cannot sleep
properly when my room is too hot.” falls to 2nd rank with a weighted mean of 3.30
and interpreted as very evident. While, “I find it hard when there are people around
me” is ranked 3rd and has a weighted mean of 2.74 and is interpreted as evident. It
reveals that the environment of the students influences how easily they could sleep
on their bed. According to Zwarensteyn (2022), lights and the temperature of the
room affects the quality of someone’s sleep. A room that's too warm can affect the
quality of sleep. Temperatures that are too high or low will allow them to fall asleep
faster but may find themselves waking up several times during the night.
Additionally, "I find it difficult to sleep due to night noises (e.g. cars driving,
dogs barking, neighbor noises)" with a weighted mean of 2.56 in rank 4 and
interpreted as evident. While, "I listen to music while I am sleeping" received a
weighted mean of 2.51 in rank 2 which is regarded as being evident. As for, "I
cannot sleep when my room is too cold." falls under rank 6th with a weighted mean
of 2.49 and interpreted as less evident. It reveals that the noise on the environment
also has a large impact on the sleep of students. Interpreted as evident, night noises
such as barking of dogs and cars driving will make it difficult for them to sleep.
Listening to music while sleeping is also interpreted as evident which means that it
47
can minimize the sounds in their room. This was also supported by Zwarensteyn
(2022), a combination of noises that are too loud will affect your quality of sleep.
Moreover, “I cannot sleep because of the air quality of my room making it
difficult to breathe. (e.g. smoke, dust)” is under rank 7 with weighted mean of 2.35
and interpreted as not evident. While, "I find it difficult to sleep when my bed
mattress is too soft or too firm to sleep in" with a weighted mean of 2.19 in rank 8
and interpreted as less evident. This shows that the air quality and the bed that the
students sleep in do not affect their sleeping quality. While Zwarensteyn (2022) may
have said that the air quality and the bed mattress could also affect sleep, it is
shown in the data that the students do not experience this kind of item.
Lastly, "I use white noise (e.g rainfall, and ocean waves) when I am trying to
sleep." and "I cannot sleep when I have pets in/out of our house." both had a
weighted mean of 2.05 and in rank 9.5 and interpreted as not evident. It means that
students do not use white noises and their pets do not affect their sleep at all. A
research study about sleep deprivation by Xiaoning Zhang et al. (2021) aims to
explore the influence of sleep disturbances to the sleep quality of the students in
China. According to the analyzed data and results of the questionnaire, the study
revealed that students who started school later and finished later had more severe
sleep disturbances and sleep-related impairment. Moreover, unhealthy lifestyle
choices can have an impact on sleep quality and, as a result, reduced academic
performance.
48
deprivation to Senior High School Students in terms of School Obligations. The
Table 4 Factors that alter the Effects of Sleep Deprivation to Senior High
School Students
School Obligations Weighted Mean Verbal Standard

1. I do not sleep until I finish all my

homeworks. 2.91 Evident 7 0.81
2. I stayed up late doing activities in

order to reach the deadline. 3.28 Evident 3 0.67
3. I feel sleepy when I do my homework

in the evening after school. 3.26 Evident 4 0.66
4. I struggle to stay awake while

studying. 2.88 Evident 8 0.73
5. I do my homework during the night

time. 3.47 Evident 1 0.55
6. I wake up early to attend school or

online classes. 3.37 Very Evident 2 0.72
7. I go over my notes at night, especially

if I have a test the following day. 3 Evident 6 0.76
8. I have an extracurricular activity (e.g.

academic clubs, non-academic clubs) that 2.37 Evident 10 1.02
made me take a little longer to leave school.
9. I leave the school late because of the

day-long schedule of classes. 2.77 Evident 9 0.92
10. I have to adjust my sleep schedule in order

to do my project. 3.19 Evident 5 0.76
49
The chapter contains the data acquired, the outcomes of the statistical
analysis performed, and an interpretation of the results that demonstrates school
obligations that are the outcomes and are displayed above.
As presented in the table, "I do my homework during the night time" had a
weighted mean of 3.47 on rank 1 and was interpreted as evident. While, "I wake up
early to attend school or online classes." is on rank 2 and has a weighted mean of
3.37 and is viewed as very evident. Moreover, "I stayed up late doing activities in
order to reach the deadline." with a weighted mean of 3 on rank 3 and is deemed to
be evident. The results revealed that students use night time as a way to do their
activities which results on them staying up late in order to complete their activities.
Additionally, "I feel sleepy when I do my homework in the evening after
school." followed by a weight mean of 3.09 on rank 4 and was assessed as being
evident. While, "I have to adjust my sleep schedule in order to do my project" with
3.19 weighted mean is at rank 5 and considered as evident. Furthermore, "I go over
my notes at night, especially if I have a test the following day" is at rank 6 with a
weighted mean of 3 and is deemed to be evident.
The statement, "I do not sleep until I finish all my homeworks." had a
weighted mean of 2.91 on the 7th rank in the table and was judged as being evident.
Moreover, "I struggle to stay awake while studying." got a weighted mean of 2.88 in
rank 8 and interpreted as evident. While, "I leave the school late because of the day-
long schedule of classes " is placed 9th with a weighted mean of 2.77 and is
considered to be evident. Lastly, "I have an extracurricular activity (e.g. academic

50
clubs, non-academic clubs) that made me take a little longer to leave school ranked
10th weighted mean of 2.37 and deemed to be evident.
2. Effects of Sleep Deprivation on Senior High School Students
It is written in the table below the effects of sleep deprivation on Senior high
school students. Moreover, the interpretation of the effects of sleep deprivation on
memorization skills will be discussed on the following table.
Table 5. Effects of Sleep Deprivation on Senior HIgh School Students
Memorization Skills Weighted Mean Verbal Standard

Because of sleep deprivation…
1. I often forget all the lessons that were
taught to us after a whole day. 2.74 Evident 6 0.54
2. I easily forget the things that I memorized.
2.86 Evident 5 0.71
3. I usually forget where I put my things (eg.
phone, pen, eraser, wallet) 3.09 Very Evident 1 0.84
4. I often have a hard time memorizing
information despite having the time to do so. 2.72 Evident 7 0.73
5. I frequently experience mind-blocked

situations. 3.07 Evident 2.5 0.70
6. I easily forget my schedule for the day.
2.63 Evident 8 0.69
7. I usually have trouble recalling some

information that I had previously seen or read. 3 Evident 4 0.72
8. I usually found myself suddenly forgetting
what I was about to say. 3.07 Evident 2.5 0.77
9. I often forget that I still have homework
and activities to complete. 2.47 Evident 9 0.83
10. I usually cannot recall the things that I have
reviewed after a whole night of study. 2.37 Less Evident 10 0.72
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The evidence above shows that sleep deprivation alters the memorization
skills of the Senior High School Students. With the composite mean of 2.80, it
appears that the students are evident of indicating how sleep deprivation alters their
memorization skills.
As presented in the table above, “I usually forget where I put my things (eg.
phone, pen, eraser, wallet)” is in the 1st rank with a weighted mean of 3.09 and
verbally interpreted as very evident. Concerning, “I frequently experience mind-
blocked situations.” is in the 2nd rank with a weighted mean of 2.5 and is verbally
interpreted as evident. As for, “I usually found myself suddenly forgetting what I was
about to say.” lies under the same rank with a weighted mean of 2.5 and is also
verbally interpreted as evident same as rank 2. According to Pacheco (2020), sleep
deprivation can cause the difficulty of remembering things as it affects the brain
function and memory of a student. The table shows that students tend to be forgetful
even on the smallest things and experience mental-blocked situations. The evidence
also proves that sleep deprivation decreases attentiveness which results in the
effects shown above.
Moreover, “I usually have trouble recalling some information that I have
previously seen or read.” falls into rank 4 with a weighted mean of 3 and verbally
interpreted as evident. The item “I easily forget the things that I memorized.” got the
mean 2.86 that is verbally interpreted as evident is fifth to the rank. While, “I often
forget all the lessons that were taught to us after a whole day.” attained the
weighted mean of 2.74 which was remarked as evident and falls into rank 6.
52
According to Kushida, MD, PhD (2017), there is data that sleep deprivation has been
linked to learning and memory problems, as well as decreased vigilance and
attention. It proves that lack of sleep affects the academic performance of a student
due to forgetting the lessons that were taught just after a whole day. In addition, it
shows that students experience low function of memory when it comes to school
when they are sleep deprived.
Alongside, “I often have a hard time memorizing information despite having
the time to do so.” is ranked 7 with a weighted mean of 2.72 and is verbally
interpreted as evident. It shows that the students are evident of having difficulties in
storing and instilling information in their minds due to poor memory. The item “I
easily forget my schedule for the day.” acquired the weighted mean 2.63 and is on
the 8th rank which is verbally interpreted as evident. According to Carskadon (2015),
in the body there is an internal circadian timing system by recognizing by what time it
is and if it is day or night. If the message is substantially different everyday, then it
will not be able to set things appropriately in motion.” It appears that having lack of
sleep affects the adjustment of the body of students to schedules because of the
circadian timing system that helps them to recognize time, which then results in
forgetting their schedule of the day.
As for “I often forget that I still have homework and activities to complete.” got
the mean 2.47 and is verbally interpreted as evident in the 9th rank. For the last
item, “I cannot usually recall the things that I have reviewed after a whole night of
study.” falls into rank 10 and acquired a weighted mean of 2.37 which is verbally
53
interpreted as less evident. For rank 9 and 10, these fall under the interpretation of
rank 4 to 6 which is inclined in the students’ academic performance. Lack of sleep
affects the students' performance since their brain cannot function properly due to
sleep deprivation which results in poor memory.
Table 6 presents the items describing the effects of sleep deprivation to
Senior High School Students in terms of Cognitive Health. The results presented in
the table give answers to the research questions.
Table 6. Effects of Sleep Deprivation on Senior High School Students
Cognitive Health Weighted Mean Verbal Interpretation Standard Deviation

Rank
1. I usually have a hard time focusing on

studying. 3.02 Evident 2 0.67
2. I easily lose all my focus once there is
something that distracts me. 3.33 Very Evident 1 0.71
3. I usually find it difficult to regain focus
once I lose it. 2.95 Evident 4 0.72
4. I usually have a hard time thinking of
something creative. 3 Evident 3 0.79
5. I easily get confused and have trouble
learning new things. 2.51 Less Evident 10 0.91
6. I tend to make more mistakes in my
daily activities. 2.81 Less Evident 7 0.85
7. I often have difficulty making proper
and important decisions. 2.84 Evident 6 0.65
8. I often have a hard time carrying out

instructions. 2.53 Less Evident 8.5 0.91
9. I usually become senseless when I do

not get enough sleep. 2.86 Evident 5 0.94
10. I often have a delayed reaction time 2.53
when things are urgent. Evident 8.5 0.88
54
The evidence above shows that sleep deprivation alters the cognitive health
of the Senior High School Students. With the composite mean of 2.84, it shows that
the students’ cognitive health is evidently affected by sleep deprivation.
As for “I easily lose all my focus once there is something that distracts me.”
attained the weighted mean 3.33 which is very evident and is on the 1st rank. It
shows that most students who are sleep deprived are easily distracted when they
are doing something. The item “I usually have a hard time focusing on studying.”
with a weighted mean of 3.02 and is considered as rank 2. Just like in rank number 1,
this proves that students who are having a hard time focusing experiences sleep
deprivation. While, “I usually have a hard time thinking of something creative.”
acquired the weighted mean 3 which is in rank 3 and is considered as evident. Rank
1, 2, and 3 simply shows that lack of sleep can affect a students behavior in doing
their task. Sleep deprivation had caused them to have poor concentration. According
to Neha Pathak, MD (2021), sleepiness slows down one’s thought processes.
Moreover, “I usually find it difficult to regain focus once I lose it.” with a
weighted mean of 2.95 falls into rank 4 which is assessed as evident. Same as the
interpretation in ranks 1 to 3, this also proves that students who are sleep deprived
experience low concentration which results them to be easily confused. Additionally,
“I usually become senseless when I do not get enough sleep.” has a weighted mean
of 2.86 on the fifth rank is considered as evident. This proves that students do not
function well because of lack of sleep that makes them feel fatigued which results in
them being senseless. On the 6th rank, “I often have difficulty making proper and
55
important decisions.” resulted in a weighted mean of 2.84 and is considered as
evident. This rank is also connected to the interpretation of ranks number 1 to 4.
Because of sleep deprivation, students are not well concentrated when facing
problems or difficulties. Simply put, this basically indicates that their brain isn't
functioning correctly, which prevents them from making wise and significant
decisions.
Furthermore, “I tend to make more mistakes in my daily activities.” lies into
rank 7 with a weighted mean of 2.81 and is remarked as less evident. It shows that
making mistakes due to sleep deprivation is very unusual for senior high school
students. Still, a few students do experience carelessness in doing activities due to
lack of sleep. The item, “I often have a hard time carrying out instructions.” and “I
often have delayed reaction time when things are urgent.” both has a weighted
mean of 2.53 and falls under rank 8.5 and is appraised as less evident and evident.
The result shows that only a few students encounter difficulty in carrying out
instructions. This means that when they are sleep deprived, they cannot absorb
instructions carefully. Moreover, due to lack of sleep, students who experience
delayed reaction time when things are urgent show poor concentration. This simply
means that their body and mind does not focus well in a certain situation.
Lastly, on the 10th rank, “I easily get confused and have trouble learning new
things.” with a weighted mean of 2.51 is evaluated as less evident. Few students
experience confusion while learning new things because of sleep deprivation. Just
56
like the other ranks, the result above proves that lack of sleep does affect a students’
concentration that leads them to confusion.
Senior High School Students in terms of Academic Performance. The results
presented in the table give answers to the research questions.
Academic Performance Weighted Mean Verbal Standard

1. I have a hard time answering the

exams that require identification. 2.79 Evident 3.5 0.71
2. I score lower on tests when I stay

awake at night. 2.28 Less Evident 9 0.73
3. I find it difficult to grasp the thought
mentally when my teacher is teaching in class. 2.63 Evident 7 0.76
4. I find it challenging to process
information, especially while reading literature or 2.84 Evident 2 0.72
calculating mathematics.
5. I find it difficult to find the right words
to say when I am reciting in class. 2.98 Evident 1 0.86
6. I find it hard to concentrate and listen

in class. 2.65 Evident 6 0.84
7. I experience being slow in thinking
that makes me fall behind in recitations. 2.79 Evident 3.5 0.80
8. I feel sleepy in class, so I could not

pay attention to the lessons. 2.70 Evident 5 0.91
9. I get tired easily especially when there

is physical activity involved. 2.21 Less Evident 10 0.91
10. I find it difficult to think of words and
sentences when I’m writing an essay. 2.53 Less Evident 8 0.85
57
The evidence above shows that sleep deprivation is evident in the academic
performance of Senior High School Students. With a composite mean of 2.64, the
effects of sleep deprivation affects how they perform in class as well as performance
in their written activities.
As presented in the table above, “I find it difficult to find the right words to say
when I am reciting in class.” got a weighted mean of 2.98 in rank 1 and interpreted
as evident. While, “I find it challenging to process information, especially while
reading literature or calculating mathematics.” which attained a weighted mean of
2.84 is at rank 2 and verbally interpreted as evident. The item concluded with saying
that students had a hard time processing words and information whenever they
needed to answer or read a question. According to Kushida (2017), there is a lot of
evidence that insufficient nighttime sleep can cause brain function problems, which
can lead to poor academic performance. The effects of sleep quality and duration on
academic performance have found that sleep that is longer and better quality is
associated with better academic performance, such as higher grades and more time
spent studying.
Moreover, “I experience being slow in thinking that makes me fall behind
recitations.” and “I have a hard time answering the exams that require identification.”
both fall under the rank of 3.5 and with a weighted mean of 2.79 and interpreted as
evident. It means that student-respondents had a hard time keeping up in recitations
due to slow down in thinking. Sleep deprivation also affects the student-respondents
on their memory which influences their academic performance. According to

58
Carskadon (2015), sleep deprivation had a significant impact on learning processing
and memory, which was also supported by Pacheco (2020), that sleep deprivation
affects the brain and memory of a student.
Next to that, “I feel sleepy in class, so I could not pay attention to the
lessons.” got the weighted mean of 2.70 in rank 5 and interpreted as evident. As for,
“I find it hard to concentrate and listen in class.” attained the weighted mean of 2.65
in rank 6 and interpreted as evident. Furthermore, “I find it difficult to grasp the
thought mentally when my teacher is teaching in class.” falls under rank 7 with a
weighted mean of 2.63 and interpreted as evident. The finding is clear evidence that
the effects of sleep deprivation on cognitive health affects the academic
performance of senior highschool students. According to Kushida (2017), not only it
has been linked to memory and process learning but also to decreased vigilance
and attention. It results in poor academic performance because of having a hard
time focusing on class as well as difficult to grasp the information easily.
While, “I find it difficult to think of words and sentences when I am writing an
essay.” attained the weight mean of 2.53 in rank 8 and interpreted as less evident.
As for, “I score lower on tests when I stay awake at night.” got the weighted mean of
2.28 in rank 9 and interpreted as less evident. Lastly, “I get tired easily especially
when there is physical activity involved.” falls under the rank 10, with a weighted
mean of 2.21 and interpreted as less evident. The results reveal that student-
respondents are less evident on experiencing the effects of sleep deprivation such
59
as scoring low on tests especially if they stay awake that night. Moreover, they are
also less evident on getting tired easily when there is physical activity involved.
Senior High School Students in terms of Emotional Health. The results presented in
the table give answers to the research questions.
Weighted Mean Verbal Standard Deviation

Emotional Health Interpretation Rank
1. I am easily irritated when something is

bugging me. 3.09 Evident 2.5 0.78
2. I am always triggered even with the

smallest of things. 2.65 Less Evident 5 0.92
3. I have sorrowful feelings when none are

necessary. 2.42 Less Evident 7 0.91
4. I feel overly emotional to the point of
tears. 2.28 Not Evident 9 1.14
5. I felt fatigued after going back to school.

2.77 Evident 4 0.84
6. I do not have any motivation or interest

to do any activities. 2.37 Evident 8 0.79
7. I am frequently angry and aggressive.

1.98 Less Evident 10 0.77
8. I feel fatigued already after waking up in

the morning. 2.53 Less Evident 6 0.85
9. I am often feeling overwhelmed when

some things are happening suddenly at the same 3.12 Evident 1 0.73
time.
10. I cannot help but think negatively when

something doesn’t go in my way. 3.09 Evident 2.5 0.78
60
The results above show that the effects of sleep deprivation on emotional
health is evident on Senior High School Students. With a composite mean of 2.63, it
shows that emotional health of senior high school students is evidently affected by
sleep deprivation.
As presented in the table above, “I am often feeling overwhelmed when some
things are happening suddenly at the same time.” attained the weighted mean of
3.12 in rank 1 and verbally interpreted as evident. While, “I am easily irritated when
something is bugging me” and “I cannot help but think negatively when something
doesn’t go my way.” both got the weighted mean of 3.09 and rank 2.5, and verbally
interpreted as evident. Emotional health is the control of a person’s emotions,
thoughts, feelings and behaviors. Sleep deprivation can affect emotional health by
being so moody, and irritating about everything. This includes the increase of
negative moods such as anger, frustration and sadness. According to Persky (2018),
students may experience clinical depression or anxiety, irritability, or a lack of
motivation in their minds. Sleep deprivation increases the risk of drug and alcohol
abuse, depression, and suicide among teenagers.
Moreover, “I felt fatigued after going back to school.” in rank 4 attained a
weighted mean of 2.77 and interpreted as evident. Furthermore “I am always
triggered with the smallest of things” rank 5 with a weighted mean of 2.65 and
interpreted as less evident. While, “I felt fatigued already after waking up in the
morning” got a weighted mean of 2.53 in rank 6 and interpreted as less evident. It
shows that students experience fatigue after going back to school which also
61
describes the need for sleep. Fatigue is often described as a lack of energy and
motivation both physical and emotional. It is a response to physical and mental
activities. However, students are less evident on showing emotional response with
the smallest of things as well as fatigue after waking up in the morning. According to
Patient Safety Network (2019), fatigue is the feeling of tiredness and decreased
energy that results from inadequate sleep time or poor quality of sleep. Fatigue can
also result from increased work intensity or long work hours.
Next to that, “I have sorrowful feelings when none are necessary” got a
weighted mean of 2.42 in rank 7 and interpreted as less evident. While “I do not
have any motivation or interest to do any activities” in rank 8 attained a weighted
mean of 2.37 and interpreted as evident. Moreover, “I feel overly emotional to the
point of tears.” got a weighted mean of 2.28 in rank 9 and interpreted as not evident.
Lastly, “I am frequently angry and aggressive.” got a weighted mean of 1.98 in rank
10 and interpreted as less evident. The findings reveal that students are less evident
in having sorrowful feelings and not having any motivation or interest in doing
activities. It also reveals that students are not evident getting overly emotional and
less evident on showing anger and aggressiveness. This all means that students are
not evident on showing too much emotional response even when none are
necessary. According to Breus (2018), even a single night of sleep deprivation sets
us up to react more strongly and impulsively to negative or unpleasant situations.
When operating with chronic sleep debt, they contend with this heightened
emotional reactivity on a daily basis. Studies show that, when sleep-deprived,

62
people are more reactive across the whole spectrum of emotions, positive or
negative.
3. Significant Difference between Factors of Sleep Deprivation and its
effects to Senior High School Students
Table 9
Difference Between the Factors That Alter the Effects of Sleep Deprivation in terms
of Sleep Hygiene and Its Effects to Senior High School Students
Effects f-value p-value Decision on Ho Interpretation
Memorization Skills 2.7035 <0.00001 Reject Significant
Academic Performance 2.9865 <0.00001 Reject Significant
Cognitive Health 3.7866 0.0023 Reject Significant
Emotional Health 3.0858 0.0004 Reject Significant
The effects of sleep deprivation in memorization skills got a f-value of 2.7035
and a p-value of <0.00001. While, academic performance obtained a f-value of
2.9865 and p-value of <0.00001. Cognitive health got the f-value of 3.7866 and p-
value of 0.0023. Lastly, emotional health received the f-value of 3.0858 and p-value
of 0.0004. Based on the given results, “memorization skills”, “cognitive health”,
“academic performance”, and “emotional health” all got the results of rejecting the
null hypothesis, which indicates that there is a significant difference between the
factor sleep hygiene and the effects of sleep deprivation in these terms. The
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gathered data presented on the table denotes that the factor of sleep deprivation in
terms of sleep hygiene affects the Senior High School Students in memorization
skills, cognitive health, academic performance, and emotional health evidently.
According to Neha Pathak, MD (2021), most people who don’t get enough sleep
don’t recognize the toll that it takes on their cognitive and mental health. Scientists
measuring sleepiness have found that sleep deprivation leads to lower alertness and
concentration. It’s more difficult to focus and pay attention, so you’re more easily
confused. This hampers your ability to perform tasks that require logical reasoning or
complex thought. To make it short, sleepiness slows down your thought processes.
Table 10
of Psychological Problems and Its Effects to Senior High School Students
Memorization Skills 3.0624 0.0012 Reject Significant
Academic Performance 3.2102 0.0010 Reject Significant
In terms of psychological problems, the effects of sleep deprivation in
memorization skills got the f-value of 3.0624 and p-value of 0.0012. While academic
performance obtained an f-value of 3.2102 and p-value of 0.0010. Moreover,
64
cognitive health got the f-value of 4.2834 and p-value of 0.0156. Lastly, emotional
health received the f-value of 4.8205 and p-value of 0.0011. The results means that
all of the effects of sleep deprivation got the decision of rejecting the null hypothesis,
which indicates that there is an existing significant difference between the factor
psychological problems and the effects of sleep deprivation. The gathered data
shows that psychological problems are significant in making a change to the effects
of sleep deprivation which are memorization skills, cognitive health, academic
performance, and emotional health. According to Healthcare Channel (2020),
insomnia is not the only sleep disorder associated with depression and anxiety.
Sleep apnea is a common cause of depression, as is hypersomnia. Sleep apnea is
characterized by blockage of the airway and repeated awakenings during the night.
Chronic sleep apnea can result in weight gain, increased risk of heart attack and
stroke, and memory problems.
Lack of sleep and the resulting physiological stress may predispose insomnia
sufferers to major mood disturbances, making early treatment of sleep disorders
essential, especially in people with a family history of mental health issues.
Guadiana and Okashima (2021), show the evidence that adequate sleep is required
to function effectively as an undergraduate college student and as an employee in a
hospital setting. They also added that sleep deprivation has been shown to have a
significant impact on brain function, mental health, and psychomotor abilities. To
support that statement, it can be found in the findings of Chraif (2012), which stated
65
that sleep deprivation affects short-term memory, visual perception field, and
attention, resulting in better results for a short period of time.
Table 11
of Environmental Factors and Its Effects to Senior High School Students
In terms of environmental factors, the effects of sleep deprivation on
memorization skills got the f-value of 2.5658 and p-value of 0.0236. While, academic
performance obtained the f-value of 2.6157 and p-value of 0.0013. Furthermore,
cognitive health got the f-value of 2.7222 and p-value of 0.0401. Lastly, emotional
health received the f-value of 3.1796 and p-value of 0.0006. Based on the results, all
of the effects of sleep deprivation reject the null hypothesis and are interpreted as
having a significant difference between the environmental factor and the effects of
sleep deprivation. According to Zwarensteyn (2022), the relationship between sleep
environment and quality of sleep is closely related. To get a good night's sleep,
you need to be in an environment conducive to sleep, which means having the
66
right sleeping conditions and creating a sleep environment that is dark, quiet, and
cool. Sleeping in an environment that's not conducive to sleep would lead to low
sleep quality. Changing how your sleeping environment looks can have a big effect
on your quality of sleep by helping you fall asleep faster and stay asleep until the
morning.
Table 12
of School Obligations and Its Effects to Senior High School Students
In terms of school obligations, the effects of sleep deprivation in memorization
skills got the f-value of 2.8217 and p-value of 0.0016. While, academic performance
obtained the f-value of 2.7258 and p-value of 0.0078. Moreover, cognitive health has
the f-value of 3.8149 and p-value of 0.0179. Lastly, emotional health received the f-
value of 3.4899 and p-value of 0.0009. Based on the findings, the effects of sleep
deprivation such as memorization skills, academic performance, cognitive health
and emotional health rejects the null hypothesis which indicates that the factor
67
school obligation had a significant difference on the effects of sleep deprivation.
According to Phan (2016), sleep deprivation is likely to be exacerbated by the
numerous pressures and commitments that teenagers and college students must
manage during the school day. School assignments, schedules, and accountabilities
can be extremely demanding for students, regardless of their motivation or abilities,
and can lead to poor performance.
4. Strategies Proposed in order to Provide a Solution to the Effects of
Sleep Deprivation on the Academic Performance of Senior High School
Students
The table below shows the different strategies that the researchers have
come up with in order to provide a solution to sleep deprivation. The table indicates
the key results area, objectives, proposed strategies and the success indicators.
These are proposed for Senior High School Students as they experience the
consequences of sleep deprivation. There are seven activities in which the
researchers decided to proposed, every activity had a corresponding variable which
will be the solution for the variable. These are: Sleep Checklist, “I Know What Your
Thinking”, A Sleep Playlist, Safe Sleep, Let’s Play: Brain Games, Sleep Right, Sleep
Tight and Emotional Check.
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Table 13. Strategies Proposed in order to Provide a Solution to the Effects of
Sleep Deprivation and its Implication to the Memory of Senior High School
Students
KEY RESULTS AREA OBJECTIVES PROPOSED SUCCESS

STRATEGIES INDICATORS
A. Factors that Students were able

Alter the Effects of to check and
Sleep Deprivation ● To be able to evaluate their sleep
check and hygiene by the
Sleep Hygiene evaluate their schedule and
sleep through a “Sleep Checklist” checklist. They
● Habits of a person in
creative were able to
which they can
schedule and change and
properly manage in
checklist. organize their
order to avoid sleep
habits easily.
deprivation ● To know the
perspective of a Students were
Psychological
person able to know the
Problems
experiencing “I Know What experiences and
● Includes depression psychological Your Thinking” perspective of
and anxiety, both of problems during someone
which can contribute sleep through a experiencing
to students’ inability situational psychological
to sleep. booklet problems during
sleep.
69
Environmental Factors ● To listen to a Students were
specifically able to have a

● Includes how the “A Sleep Playlist”
made playlist in good night’s sleep
environment affects without any
Spotify to
sleep, including the disturbances or
lessen
temperature, noises noises during
environmental
and the situation of sleep.
noises and
the bed.
sleep
peacefully.
School Obligations
Students got to
“Safe Sleep”
● Includes the ● To identify all understand and
obligations and the possible familiarize the
duties that students consequences consequences of
should do inside or of sleep sleep deprivation
outside the school. deprivation through reading
through a the brochure.
brochure
B. Effects of Sleep
Deprivation
Memorization Skills
● To improve
 Includes the Students got to
memory, “Lets Play: Brain
retention of learning improve their
attention, focus, Games”
of the students as memory and focus
comprehension
well as remembering due to the use of
70
the information that or daily brain exercises

they stored. functionality such as memory
through brain games, card
Cognitive Health
exercises/game games and board
s. games.
● includes the alertness
and concentration of a .
person which can
affect your ability to
perform tasks that
require logical
reasoning and
complex thought.
● To know and be Students got to be
aware of the aware of the

Academic Performance effects of sleep effects of sleep
“Sleep Right, Sleep
deprivation and deprivation on
Tight”
● Includes how the their academic
its effects to
students perform on performances.
academic
their written activities
performance
as well as on oral
through an
activities.
awareness
Emotional Health poster
 control of emotions,  To track the

“Emotional Check” The students were
thoughts, feelings and emotional
able to keep track
behaviors. changes of the
of their emotional
students
changes everyday.
everyday.
71
Sleep Checklist
Sleep Hygiene is one of the factors that will alter the effects of sleep
deprivation to students once it is managed properly. Students who have proper
sleep hygiene will be able to maintain their physical and mental health and well-
being. The most important thing to do to sleep better is to maintain a consistent
bedtime routine. This will help the students with their brain processing when they are
preparing for sleep. With good sleeping habits, they will be able to get a good night’s
sleep.
Sleep Checklist will be an activity for the students which will promote their
quality of sleep. In this activity, the students will list all of their habits and what they
usually do before going to sleep. Using a checklist, they will be able to see if their
habits will be a good or bad way that will affect their sleep hygiene. After doing the
activity, they should have a list of ways on what they should do before going to sleep,
wherein, they will have to follow, in order to change their bad habits during bedtime.
This activity will be facilitated by the researchers by guiding them once they start
reflecting on their habits before and during bedtime. They will be using different
information about the proper ways in order to have better sleep hygiene in order for
the students to make a checklist.
“I Know What You’re Thinking”
Psychological problems are one of the factors that alter the effects of sleep
deprivation on students. The psychological factors that affect their ability to sleep
72
include the changes within the body such as variations in brain functions when it
goes through the stages of development or mental stress. This can be caused by a
variety of disorders, including anxiety and PTSD. Anxiety can cause excessive worry
at bedtime, and some people even experience anxiety about sleeping which is
related to PTSD. Experiencing anxiety will make it impossible to relax enough to
sleep.
“I Know What You’re Thinking” is a booklet that will show the different
perspectives of people experiencing psychological problems that disrupt their sleep.
Students will be able to read the effects of sleep deprivation through different
situations of people who are experiencing the psychological problems of sleep. The
researchers proposed this activity to be used so that students will become aware
and know the possibilities of people experiencing such situations.
Sleep Playlist
Environmental factors are one of the factors that will influence the effects of
sleep deprivation. Surroundings greatly determine the quality of the student’s sleep.
Different people have varying views on what makes for an ideal sleep environment.
Some students prefer silence, while others may want some white noises in the
background. People also have differing ideas on temperature, with some preferring
warm environments while others cannot sleep if it isn’t chilly enough. External
factors such as the light, temperature, and noises are factors that affect sleep quality.
73
Sleep Playlist is the proposed activity of the researchers regarding
environmental factors. This is a playlist in which students can listen to while
sleeping in order to avoid disturbances while sleeping. Researchers will compile
different music or noises that are very evident in making people sleep easier. The
researchers proposed this activity so that students will have a better sleep and to
lessen the environmental noises that they may hear while sleeping.
Safe Sleep
School Obligations are one of the factors that affect the sleep of the students.
With different obligations coming from the school, it is inevitable that students will be
using their only time such as the evening in order to complete the requirements they
were assigned to do. With much awareness, students must be able to know the
consequences of sleep deprivation so that they will gain an understanding and
knowledge on how to properly manage their obligations in school.
Safe Sleep is the proposed activity that the researchers suggested regarding
school obligations. Students will be given a brochure that informs them about the
effects of sleep deprivation as well as its factors of how someone could be sleep
deprived. Through this activity, once students have been distributed, they will be
able to share this with other people which will result in them having an
understanding also towards sleep deprivation.
74
Let’s Play: Brain Games
Memorization skills and Cognitive Health are one of the effects of sleep
deprivation to the students. Sleep deprivation will affect the memory of the students
which in return will also affect their ability to remember, and retain information.
Moreover, once cognitive health of the student is also affected, students will have a
hard time focusing and having attention from a specific activity. With some
exercises, students will be able to exercise their mind and memory through this
proposed activity from the researchers.
Brain Games are the proposed activity for the students regarding the effects
of sleep deprivation on their memorization skills and cognitive health. In this activity,
students will play various mind games in order to practice their minds. This will result
in their minds always functioning because they always use their memorization skills
while playing the games. This will also cover up cognitive health as playing this kind
of games require high attention and focus in order to properly absorb information.
Sleep Right, Sleep Tight
Academic Performance is one of the effects of sleep deprivation on students.
Sleep deprivation can affect the performance of the students in school because of
reasons such as falling asleep in class, having difficulty memorizing and retaining
information and difficulty focusing.
75
Sleep right, sleep tight, is the proposed activity that the researchers did in
order to solve the problem in academic performance of the students. In this activity,
awareness posters will be posted in order for the students to see and share with
other people. This will result in students being aware and knowledgeable about the
effects of sleep deprivation on their academic performance.
Emotional Check
Emotional health is one of the effects of sleep deprivation on students. Due to
sleep deprivation, the emotional response of the students are unstable and are
easily affected. Students become more sensitive and they have an increased mood
of anger, sadness and frustration. They are easily irritated and it affects their
relationship with others.
Emotional Check is the proposed activity of the researchers regarding
emotional check in order to provide a solution to it. Students will always reflect on
their emotions everyday and why they feel those emotions. In this way, students will
be able to realize and reflect on their own actions they have done while being
overtaken by their own emotions. They will be able to keep track of their emotions
and will have a rational approach to something.
76
CHAPTER V
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the findings, draws conclusions given based on the
results and discussions and offers recommendations.
Findings
Generally, this study was conducted to know the effects of sleep deprivation
and its implications to the memory of Senior High School students.
Specifically, it sought to answer the following questions:
1. Factors that alter the effects of sleep deprivation in terms of:
1.1 Sleep Hygiene
With a weighted mean of 3.60 and being ranked 1, the results
showed that students are very evident on using their phones and
laptops before sleeping. As spending a lot of time in front of electronic
devices makes it more difficult to fall asleep and reduces the sleep
quality of the students. On the other hand, both having a weighted
mean of 1.93, students are less evident on having a consistent
bedtime routine as well as sleeping for 8-10 hours everyday. Students
can choose whatever time to sleep even if it’s 12 am and 1 am, this
also supports the idea of students not sleeping on time.
1.2 Psychological Problems
The findings demonstrated that students find it harder to sleep
when there are too many activities that they have to finish up. Being in
77
rank 1 and having the weighted mean of 3.49, students are very
evident on experiencing anxiety because of having too many activities
that they have to finish which results in not getting enough sleep.
Whereas, with a weight mean of 1.91, students are not evident on
experiencing hallucinations when trying to sleep. This means that there
is no presence of any sleeping problems or disorders in the senior high
school students.
1.3 Environmental Factors
The findings revealed that students prefer sleeping with the
lights off. Being ranked 1 and having a weighted mean of 3.51, it is
very evident that the environment of the students influences how easily
they could sleep in their rooms. Sleeping with the lights off is an
instance as the lights of the room affects someone’s quality of sleep.
On the other hand, both having the weighted mean of 2.05, students
are not evident on using white noises during sleeping and also not
evident on difficulty breathing due to the air quality of the room. This
means that students do not usually use white noises as a way to easily
sleep and also the air quality of the room is enough for them to sleep
effortlessly.
1.4 School Obligations
The results demonstrated that students are evident on doing
their homework during night time. With a weighted mean of 3.47 and
78
rank 1, students finish their assignments during night time which
results in them not falling asleep. This is also one of the reasons why
school obligations are a factor that starts sleep deprivation. Whereas,
with a weighted mean of 2.37 and despite being rank 10, students are
evident on taking a little longer before leaving school due to their
extracurricular activities. Students are also evident in adjusting their
sleep schedule in order to their duties at school. This results in
students not getting enough sleep.
2. Effects of Sleep Deprivation in terms of:
2.1 Memorization Skills
According to the data, sleep deprivation has a significant impact
on the students' memorization skills. With a weighted mean of 3.09 that
also receives the highest rank, students are very evident on forgetting
where they put their things like phones and other valuables. While, with
a weighted mean of 2.37, forgetting what they have reviewed after a
whole night is less noticeable than others in terms of effects in
memorization problems.
2.2 Cognitive Health
The findings showed that sleep deprivation clearly affects the
student's cognitive health. With a weighted mean of 3.33 and being
rank 1, students are easily distracted and have difficulty focusing on
their tasks. They were also having difficulty coming up with something
79
creative. It demonstrates how a lack of sleep can affect a student's
performance on tasks. Students demonstrate poor concentration,
indicating that their brains do not function properly, preventing them
from making important decisions. On the other hand, with a weighted
mean of 2.51, students are less evident on getting confused easily and
trouble learning new things. Few students experience confusion while
learning new things because of sleep deprivation.
2.3 Academic Performance
The results revealed that sleep deprivation affects how they
perform in class as well as performance in their written works. With a
weighted mean of 2.98, students are evident in having a hard time
processing information during class as well as having a hard time
keeping up during class recitations. Moreover, memory also has a
great influence on the student which affects their academic
performance. On the other hand, with a weighted mean of 2.21,
students are less evident on getting tired easily when there is physical
activities involved. It shows the effects of sleep deprivation of students
to their physical performance but this indicator is less evident to be
seen in students.
2.4 Emotional Health
The findings showed that emotional health of students are
evidently affected by sleep deprivation. With a weighted mean of 3.12

80
and rank 1, it was evidently shown that sleep deprivation affects the
emotional health of the students by the feeling of overwhelming when
something is happening at the same time. The emotional health of the
students will increase due to the effects of sleep deprivation on the
brain. It includes the increase of negative moods such as anger,
frustration and sadness. Whereas, the lowest rank with a weighted
mean of 1.98 and interpreted as less evident, students are less evident
on feeling angry and aggressive. Students are less likely to show this
kind of aggressiveness when they're dealing with their emotions.
3. Significant Difference between factors that alter the effects of sleep
deprivation and its effects to Senior High School students
In general, the findings revealed significant differences between the
factors that alter the effects of sleep deprivation and its effects on Senior High
School students.
4. Proposed strategies in order to provide a solution to the effects of sleep
deprivation and its implications to the memory of Senior High School
Students
The researchers proposed activities to aid Senior High School
Students who experienced sleep deprivation. The proposed activities are
prepared for every variable of sleep deprivation in order to provide a solution
to each effect and factors. The activities are the following: Sleep Checklist, “I
81
Know What You're Thinking”, Sleep Playlist , Safe Sleep, Let’s Play:Brain
Games, Sleep Right Sleep Tight, and Emotional Check.
This research used the descriptive research design to determine the
effects of sleep deprivation to Senior High School students and its factors
which greatly influence the effects of sleep deprivation. This research study
was conducted during the school year 2021-2023 per the requirements of the
subjects of Practical Research I and II.
Conclusion
1. The findings reveal that the factors that alter the effects of sleep deprivation in
terms of sleep hygiene, psychological problems, environmental factors and
school obligations are evident in influencing the effects on Senior High School
Students. Proper sleep hygiene is not evident in students while psychological
problems, environmental factors, and school obligations are all revealed to be
evident on interrupting the student’s sleep during the night.
2. The results show that in terms of memorization problems, cognitive health,
academic performance, and emotional health, students are evident in
showing effects of sleep deprivation. Students are evidently affected on their
attention span and memorization problem as well as on their emotional health
which causes their performance in school to drop.
3. The study confirmed that there is a significant difference between the factors
that alter the effects of sleep deprivation and its effects on Senior High School
students.
82
4. The researchers proposed activities to aid Senior High School Students who
experienced sleep deprivation. The activities grounded from the findings of
the study are the following: Sleep Checklist, I Know What You're Thinking,
Sleep Playlist, Safe Sleep, Let’s Play:Brain Games, Sleep Right, Sleep Tight,
and Emotional Check.
Recommendation
On the basis of the findings the researchers recommended the following:
1. The future researchers are recommended to include more related articles and
references regarding the effects of sleep deprivation to Senior High School
students in every term mentioned.
2. Furthermore, future researchers are advised to check if all the surveys are
answered by the respondents as it will be difficult to reach out to the student
to answer all the blank questions.
3. Additionally, in order to advance the field of study, future researchers may
carry out comparable studies addressing additional variables.
4. Moreover, future researchers are also encouraged to think of more interactive
action plans to provide a solution to sleep deprivation.
5. Future researchers are advised to contribute, participate in group discussions,
and exchange knowledge in order to comprehend how sleep loss affects
students.
83
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CURRICULUM VITAE
I. PERSONAL BACKGROUND
Name: Ken B. Macatangay
Address: Banaba Center, Batangas City
Date of Birth: June 13, 2005
Place of Birth: Batangas City
Civil Status: Single
Religion: Born Again
Name of Parents: Elvira B. Macatangay
Christopher C. Macatangay
Email Address: kenmacatangay7@gmail.com
II. EDUCATIONAL BACKGROUND
Elementary: Marian Learning Center and Science High School Incorporated
Alangilan, Batangas City
(2011-2017)
Secondary: Marian Learning Center and Science High School Incorporated
Alangilan, Batangsas City
(2017-Present)
CURRICULUM VITAE
Name: Carl Daniel D. Magnaye
Address: Sitio 4, Balagtas, Batangas
Date of Birth: May 11, 2005
Place of Birth: San Jose, Batangas CIty
Religion: Roman Catholic
Name of Parents: Alona Magnaye
Delter Magnaye
Email Address: carldanielmagnaye11@gmail.com
(2015-2017)
(2017-Present)
CURRICULUM VITAE
Name: Jesimiel Chen R. Manalo
Address: Sitio 6, Balagtas Looban, Batangas City
Date of Birth: June 16, 2005
Religion: Born Again
Name of Parents: Jesse Guinhawa Manalo
Elaine Red Manalo
Email Address: chenmanalo16@gmail.com
(2011-2016)
(2017-Present)
CURRICULUM VITAE
Name: Zyrel Denise A. Otucan
Address: Balagtas Village, Banaba Center,
Batangas City
Date of Birth: August 18, 2005
Place of Birth: Nasugbu, Batangas
Name of Parents: Digna A. Otucan
Carlo P. Otucan
Email Address: zyrelotucan18@gmail.com
Elementary: Alangilan Central Elementary School
(2011-2017)
(2017-Present)
CURRICULUM VITAE
Name: Nyzia Ghyane A. Ramirez
Address: Centro, Purok 2, Gulod Itaas, Batangas City
Date of Birth: November 21, 2004
Name of Parents: Mary Ann A. Ramirez
Isagani G. Ramirez
Email Address: ramireznyziaghayne@gmail.com
Elementary: University of Batangas (2011)
Scuola Maria (2012-2017)
(2021-Present)
APPENDICES
APPENDIX A
September 14, 2022

Mr. Levi Javier L. Ebora
Marian Learning Center and Science High School Inc.
Dear Mr. Ebora

We, the researchers from Grade 12-Zinc, are currently conducting a research
entitled, “Effects of Sleep Deprivation on the Academic Performance of Senior High
School Students of Marian Learning Center and Science High School Inc.”
We would like to request for the total number of the Senior High School Students of
the school from your office in order to conduct a survey questionnaire. We would
highly appreciate it if this request gets approved since it will help our study to
become successful.
Thank you for considering our request! We hope for your approval and will wait
patiently for your answer,
Sincerely yours,
The Researchers
Noted;
CARREN B. DAHAB, LPT

Research Adviser
Appendix B
Survey Questionnaire
EFFECTS OF SLEEP DEPRIVATION ON THE ACADEMIC PERFORMANCE OF
SENIOR HIGH SCHOOL STUDENTS OF MARIAN LEARNING CENTER AND
SCIENCE HIGH SCHOOL INC.
Dear respondents,
The researchers are currently working on a study entitled, “Effects of Sleep
Deprivation on the Academic Performance of Senior High School Students of Marian
Learning Center and Science High School Inc.” which aims to identify the effects of
sleep deprivation on the academic performance of the Senior High School Students.
In line with this, we have chosen you to be one of our respondents of this study and
we hope that you will take time answering the questions honestly. Rest assured that
all the data gathered will be treated with utmost confidentiality and will be used for
academic purposes only.
Thank you for your support and consideration.
The Researchers
Part I. Factors that Alter the Effects of Sleep Deprivation to Senior High School
Students
Directions: Check the appropriate column using the following rating scale to
indicate how evident you performed the indicators.
4 - Very Evident 2- Less Evident

3 - Evident 1- Not Evident
A. Sleep Deprivation
4 3 2 1
1. I sleep for around 8-10 hours every night.
2. I have problems going to sleep.
3. I had a good quality of sleep when I was a child.
4. I feel drowsy during the day, more than expected.
5. I have uncontrollable urges to fall asleep during the
day.
6. I stay awake till midnight.
7. I have an excessive amount of time spent sleeping.
8. I take naps in the daytime.
9. I use my phone or laptop before going to sleep.
10. I have a consistent bedtime routine .

B. Psychological Problems
4 3 2 1
1. I cannot stop thinking about a lot of things when I’m
attempting to sleep.
2. I feel unsatisfied and tired even after sleeping.
3. I find it harder to sleep when there are too many

activities that I have to finish up.
4.I cannot sleep because of nervousness when I am
about to do a task. (e.g., attend a competition, take a
test)
5. I struggle to manage my worries, which I cannot
control when I am about to sleep.
6. I experience hallucinations when I try to sleep.
7. I experience repeated awakenings at night.
8. I keep having disturbing dreams that prevent me from

falling asleep.
9. I have difficulty going to sleep even if I tried to.
10. I cannot help but feel restless which makes it difficult

for me to sleep properly.
C. Environmental Factors
4 3 2 1
1. I use white noises (e.g rainfall, and ocean waves)
when I am trying to sleep.
2. I listen to music while I am sleeping
3. I find it hard to fall asleep when there are people
around me.
4. I find it difficult to sleep when my bed mattress is
too soft or too firm to sleep in.
5. I prefer sleeping with the lights off.
6. I cannot sleep properly when my room is too hot.
7. I cannot sleep when my room is too cold.
8. I cannot sleep when I have pets in/out of our house.
9. I find it difficult to sleep due to night noises (e.g.
cars driving, dogs barking, neighbor noises)
10. I cannot sleep because of the air quality of my
room making it difficult to breathe. (e.g. smoke, dust)

D. School Obligations
4 3 2 1
1. I do not sleep until I finish all my homeworks.
2.I stayed up late doing activities in order to reach the

deadline.
3. I feel sleepy when I do my homework in the evening
after school.
4. I struggle to stay awake while studying.
5. I do my homework during the night time.
6. I wake up early to attend school or online classes.
7. I go over my notes at night, especially if I have a test

the following day.
8. I have an extracurricular activity (e.g. academic

clubs, non-academic clubs) that made me take a little
longer to leave school.
9. I leave the school late because of the day-long
schedule of classes.
10. I have to adjust my sleep schedule in order to do

my project.
Part II. Effects of Sleep Deprivation to Senior High School Students
Directions: Check the appropriate column using the following rating scale to
indicate how evident you experienced the indicators.
4 - Very Evident 2- Less Evident
3 - Evident 1- Not Evident
A. Memorization Skills
Because of sleep deprivation… 4 3 2 1

1. I often forget all the lessons that were taught to us
after a whole day.
2. I easily forget the things that I memorized.
3. I usually forget where I put my things (eg. phone, pen,

eraser, wallet)
4. I often have a hard time memorizing information
despite having the time to do so.
5. I frequently experience mind-blocked situations.
6. I easily forget my schedule for the day.

7. I usually have trouble recalling some information that I
had previously seen or read.
8. I usually found myself suddenly forgetting what I was
about to say.
9. I often forget that I still have homework and activities

to complete.
10. I usually cannot recall the things that I have

reviewed after a whole night of study.
B. Cognitive Health

1. I usually have a hard time focusing on studying.
2. I easily lose all my focus once there is something

that distracts me.
3. I usually find it difficult to regain focus once I lose

it.
4. I usually have a hard time thinking of something
creative.
5. I easily get confused and have trouble learning

new things.
6. I tend to make more mistakes in my daily
activities.
7. I often have difficulty making proper and important
decisions.
8. I often have a hard time carrying out instructions.
9. I usually become senseless when I do not get

enough sleep.
10. I often have a delayed reaction time when things
are urgent.
C. Academic Performance

1. I have a hard time answering the exams that
require identification.
2. I score lower on tests when I stay awake at

night.
3. I find it difficult to grasp the thought mentally

when my teacher is teaching in class.
4. I find it challenging to process information,
especially while reading literature or calculating
mathematics.
5. I find it difficult to find the right words to say

when I am reciting in class.
6. I find it hard to concentrate and listen in class.
7. I experience being slow in thinking that makes

me fall behind in recitations.
8. I feel sleepy in class, so I could not pay attention

to the lessons.
9. I get tired easily especially when there is physical

activity involved.
10. I find it difficult to think of words and sentences
when I’m writing an essay.
D. Emotional Health

1. I am easily irritated when something is
bugging me.
2. I am always triggered even with the smallest of
things.
3. I have sorrowful feelings when none are
necessary.
4. I feel overly emotional to the point of tears.
5. I felt fatigued after going back to school.

6. I do not have any motivation or interest to do
any activities.
7. I am frequently angry and aggressive.
8. I feel fatigued already after waking up in the

morning.
9. I am often feeling overwhelmed when some
things are happening suddenly at the same time.
10. I cannot help but think negatively when

something doesn’t go in my way.
APPENDIX B
Descriptive Data
Part 1. Factors that Alter the Effects of Sleep Deprivation in terms of Sleep
Hygiene
Part 1. Factors that Alter the Effects of Sleep Deprivation in terms of
Psychological Problems
Environmental Factors
Part 1. Factors that Alter the Effects of Sleep Deprivation in terms of School
Obligations
Part 2. Effects of Sleep Deprivation in terms of Memorization Skills

Part 2. Effects of Sleep Deprivation in terms of Cognitive Health

Part 2. Effects of Sleep Deprivation in terms of Academic Performance

Part 2. Effects of Sleep Deprivation in terms of Emotional Health

Numerical Data
Part 1. Factors that Alter the Effects of Sleep Deprivation in terms of Sleep
Hygiene
Psychological Problems
Environmental Factors
Part 1. Factors that Alter the Effects of Sleep Deprivation in terms of School
Obligations
Part 2. Effects of Sleep Deprivation in terms of Memorization Skills

Part 2. Effects of Sleep Deprivation in terms of Cognitive Health

Part 2. Effects of Sleep Deprivation in terms of Academic Performance

Part 2. Effects of Sleep Deprivation in terms of Emotional Health

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Effects of Sleep Deprivation on the Academic Performance of Senior

High School Students in Marian Learning Center and

Science High School

High School Department

MARIAN LEARNING CENTER AND SCIENCE HIGH SCHOOL INC.

for Practical Research

MAGNAYE, CARL DANIEL D.

MANALO, JESIMIEL CHEN

OTUCAN, ZYREL DENISE A.

RAMIREZ, NYZIA GHAYNE A.

MS. CARREN DAHAB, MAEd

This research entitled “THE EFFECTS OF SLEEP DEPRIVATION ON THE

ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS IN MARIAN

by KEN B. MACATANGAY, CAR DANIEL D. MAGNAYE, JESIMIEL CHEN R.

MANALO, ZYREL DENISE A. OTUCAN, NYZIA GHAYNE A. RAMIREZ has been

approved and accepted as partial fulfillment of the requirement in Practical Research 2.

CARREN B.DAHAB, MAEd

RONNIE B. ILAGAN, PhD

contributions have been acknowledged and valued.

this paper, and for His daily blessings and guidance;

entire research paper.

allowing us to conduct the research and providing any assistance requested;

knowledge about our research topic;

support, assist and inspire us along this journey.

This research entitled “The Effects of Sleep Deprivation to the Academic

possible without Him.

To Ms. Carren B. Dahab, our research adviser, who stepped in whenever we

which has increased the researchers’ enthusiasm to complete the study.

courage when we felt like giving up.

problems we couldn’t concur today.

This study entitled “The Effects of Sleep Deprivation on the Academic

Performance of Senior High School Students. We investigate whether the responses

impacted a student's memorizing abilities, cognitive health, academic performance, and

emotional health. Moreover, factors such as sleep hygiene, psychological problems,

Keywords : Sleep Deprivation, Academic Performance, Sleep Hygiene

TITLE PAGE …………………………………………………………………………....i

Background of the Study……………………………………….…1

Statement of the Problem…………………………………………4

Significance of the Study……………………………………….…5

Scope and Limitations of the Study……………………………...7

II. REVIEW OF RELATED LITERATURE

Respondents of the Study………………………………………...33

Data Gathering Instruments………………………………………34

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

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

Interpretation of Qualitative Instrument………………………….37

IV. RESULTS AND DISCUSSION…………………………………..38

V. FINDINGS, CONCLUSION, RECOMMENDATION

CURRICULUM VITAE …………………………………………..………….

THE BACKGROUND OF THE STUDY

The arrival of COVID-19 in the Philippines resulted in a slew of changes in the

reminded to complete their assignments. As a result, when it comes to sleeping

routine of getting up early to go to school.

and process memories. According to the energy conservation theory, sleep is

on the situation. Sleep, according to recent research, helps in the interpretation of

gist information, as well as the unification of different memories, the discovery of

students do not receive an optimal amount of sleep. Instead of trying to sleep

Academic requirements are frequently pushed to the back burner by extracurricular

activities like school clubs, sports practices, music rehearsals, or work.

According to Nanci Yuan MD, a director of the Stanford Children’s Health

Moreover, according to the National Sleep Foundation Poll (2006), students

recommended 8 to 10 hours of sleep per night are less likely to succeed