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 Assessing the Sleep Quality of Senior High School Students: A
Descriptive Quantitative Study
Bearenee P. Quinagan and Norman R. Galabo, EdD
Mintal Comprehensive High School, Davao City

Abstract: This study investigated sleep quality in senior high school students, considering sex and academic strand. A total of 207
respondents were selected through stratified random sampling, and data was collected using the Pittsburgh Sleep Quality Index
(PSQI) survey questionnaire. Statistical analysis methods including mean, standard deviation, t-test, and ANOVA were employed.
Overall, senior high school students in the academic track experienced mild sleep difficulty or good sleep quality. Sex differences
were observed wherein males having mild sleep difficulty and good sleep quality, while females had moderate sleep difficulty and
average sleep quality. However, no significant variations in sleep quality were found among students in the ABM, HUMSS, and STEM
academic strands. ABM students achieved good sleep quality with mild sleep difficulty, while HUMSS and STEM students had
moderate sleep difficulty or average sleep quality. Prioritizing sleep is recommended for students, as it has a significant impact on
overall health.

Keywords: Basic education, sleep quality, senior high school, Davao City

1. Introduction studies, this research is conducted during the post-

Sleep is characterized by reduced awareness of and
response to the environment. It typically happens while
a person is lying down, being still, and not moving much
(Stores, 2001). Sleep is essential for our physical,
mental, and emotional health. Sleep deprivation is a
widespread and visible issue in today's 24-hour society.
A substantial body of evidence suggests that a lack of
sleep causes a variety of negative medical and mental
dysfunctions.
In the global scale, inadequate sleep is prevalent
across various age groups and is considered a public
health epidemic that is frequently unrecognized, under-
reported, and has rather high economic costs (Chattu et
al., 2018). In the United States, 35.2% of all adults claim
to sleep less than seven hours every night (Suni, 2023).
The COVID-19 pandemic had a significant impact on
teen sleep hygiene as well as mental health. The report
of Sleep and Mental Health Amidst the 2020
Coronavirus Pandemic by Sleep Cycle (2020)
examined user data on sleep quality between January
and May 2020, collected from more than 33 million
sleep nights. The data showed that during the
pandemic, teens and young adults globally had the
poorest sleep quality on average.
Locally, Filipinos have one of the highest rates of
sleep deprivation in Asia, according to the 2016 Healthy
Living Index Survey; 46% of Filipinos report not getting
enough sleep, and 32% report sleeping for less than six
hours each night (Philippine Daily Inquirer, 2017).
According to the study conducted by Cordero (Philstar,
2021), 34.5% of teenagers go to bed at three in the
morning. while 32.7% of people sleep from midnight to
1 a.m. to 2 a.m. According to the study, only 54.5% of
teenagers get between four and six hours of sleep each
night. Only 41.8% of people report sleeping for seven to
nine hours daily.
In Davao City, academic stress keeps 68 percent of
pupils awake after their heads hit the pillow, based on
the latest data of Medical News from Mindanao. Just
30% of students get the necessary eight hours of sleep
every night for young adults. At least once a month, 20%
of students pull an all-nighter. In a local study, it was
discovered that one night of sleep deprivation resulted
in a 30% loss of cognitive skills and a 10% decrease in
performance (Abanto et al., 2019).
This study aims to discover the sleep quality level of
senior high school students. In comparison with other
pandemic transition where regular classes are being
held after almost three years of distance learning.
Existing studies have been conducted in the
Philippines, but no recent research focused on Davao
region. Thus, this study fills in the gap to collect and
assess data on the current sleep quality level of
students and its behavioral manifestations that may
affect their daily living which may be used to generate
strategies to aid students to improve their quality of
sleep.
There is a need to conduct a study on sleep quality
of senior high school students because sleep is a crucial
factor which affects the daily living of students. Sleep
deprivation has been a widespread issue which was not
given attention and no effective solution was created
yet. This study is ought to make people realize of the
current sleeping issues in the local area for proper
interventions to be made.
1.1 Statement of the Problem
This study aimed to determine the current sleep
quality level of senior high school students in Mintal
Comprehensive High School. The research specifically
aimed to address the following questions:
1. What is the demographic profile of the
respondents in terms of:
1.1 Sex; and
1.2 Strand?
2. What is the sleep quality level of students
according to:
2.1 Subjective Sleep Quality.
2.2. Sleep Latency;
2.3 Sleep Duration;
2.4 Sleep Efficiency;
2.5 Sleep Disturbance;
2.6 Use of Sleep Medication; and
2.7 Daytime Dysfunction?
3. Is there a significant difference between sleep
quality of students in terms of:
3.1 Sex; and
3.2 Strand?
4. What is the assessed level of sleep quality of
students?
1.2 Hypothesis
The null hypothesis formulated and tested at 0.05
alpha level of significance that there is no significant
difference between the sleep quality of senior high
school students when grouped according to sex and
strand.
1.3 Review of Related Literature and Studies
The following were the significant literatures and
related studies considered by the researchers with the
aim of strengthening the argument and importance of
the study.
Sleep Quality
Sleep quality is described as a person's level of
satisfaction with all aspects of their sleeping experience.
Sleep efficiency, sleep latency, sleep length, and waking
after sleep start are the four characteristics of sleep
quality. Physiological (e.g., age, circadian rhythm, body
mass index, NREM, REM) and psychological (e.g.,
stress, anxiety, depression) factors, as well as
environmental (e.g., room temperature,
television/device use), and family or social
commitments, are all antecedents. Positive impacts of
good sleep quality include feeling rested, having normal
reflexes, and having pleasant connections. While,
fatigue, irritation, daytime dysfunction, slower
responses, and increased caffeine or alcohol
consumption are outcomes of poor sleep quality
(Nelson et al., 2022).
Additionally, sleep quality differs according to sex. In
a study by Arboleda (2022), it was revealed that a
significant positive link between sleep quality and sex.
Males and women have varied sleeping patterns,
habits, and even routine duties before bed. His study on
the Sleep Quality and Psychological Well-being of
Senior High School Students indicated that the
respondents had a poor overall level of sleep quality.
Furthermore, in terms of sex, females exhibited lower
sleep quality than males. Research conducted by
Fatima et al. (2016) demonstrates that young females
had a higher prevalence of poor sleep quality. According
to data from 3,778 young adults, girls have a higher
prevalence of poor sleep quality than males. The sex
difference in poor sleep appears to be independent of
depression, socio-demographics, and lifestyle factors,
since the greater chances of poor sleep quality in
females was robust when depression, socio-
demographics, and lifestyle factors were controlled for.
Only in males were lifestyle factors connected with
sleep quality. Similarly, poor sleep quality was
significantly associated with undergraduate students,
female sex, skipping breakfast, tea drinking, a higher
tendency toward internet addition, poor social support,
higher neuroticism, and higher Chinese Health
Questionnaire scores, according to the results of
multivariate logistic regression analysis (Cheng et al.,
2012).
Apart from that, there is a significant positive
correlation between sleep quality and year level,
showing that senior high school students experience
worse sleep quality as they improve academically. Still
based on the study of Arboleda (2022), sleep quality
and academic strand had a significant negative
relationship. This connection could be linked to the fact
that each academic strand has its own set of academic
competences, academic criteria, and even a culture that
contributes to their level of sleep quality. Results of the
said study revealed that among the different academic
strands, the HUMSS strand had the lowest level of sleep
quality, followed by GA, ABM, and STEM strands in that
order.
Subjective Sleep Quality. Subjective sleep quality
differs from objective sleep quality. Subjective sleep
quality it is often calculated using a mix of parameters
such as sleep commencement, sleep continuity
(number of awakenings), and/or depth of sleep (Zavecz
et al., 2020). The same study further summarized that
subjective and objective measures should be used
together to identify the type of treatment and medicine
for sleep disorders. Thus, in addition to its therapeutic
value, subjective sleep quality appears to offer
additional explanatory value for cognitive performance
when compared to objective measures. Subjective
reports of sleep quality are useful in the clinical setting
because they can assist determine whether more
screening and/or therapy for a sleep complaint is
necessary (O’Donnel et al., 2009).
Sleep Latency. The amount of time it takes for
someone to fall asleep after turning out the lights is
known as sleep latency or sleep onset latency. A healthy
individual takes between 10 and 20 minutes to fall
asleep on average. Although everyone has a distinct
sleep latency, one that is shorter than eight minutes long
shows greater drowsiness and may be a sign of sleep
deprivation or poor sleep as a result of an underlying
sleep problem. Depending on the level of sleepiness, a
single person can have varying sleep latency. For
instance, if someone tries to fall asleep earlier than
usual, they can wake up later. They take longer to fall
asleep since they are not as exhausted. On the other
hand, if someone stays up longer, they are more likely
to experience a shorter sleep latency since they are
more exhausted than usual (Pacheco, 2023).
Sleep Duration. There are recommended hours of
sleep depending on the age and current health status of
individuals. Based on the National Sleep Foundation
(Hirshkowitz et al., 2015) study, for healthy people with
normal sleep patterns, the recommended sleep duration
for newborns is between 14 and 17 hours, for infants
between 12 and 15 hours, for toddlers between 11 and
14 hours, for preschoolers between 10 and 13 hours,
and for school-aged children between 9 and 11 hours. 8
to 10 hours of sleep per night was recommended for
adolescents, 7 to 9 hours for adults and young adults,
and 7 to 8 hours for older adults.
Sleep Efficiency. The percentage of time a person
sleeps in relation to the quantity of time a person spends
in bed is referred to as sleep efficiency. Overall Sleep
Time divided by Total Time in Bed yields the percentage.
Normal sleep efficiency is defined as 80% or higher. For
example, if a person spends 8 hours in bed (from 10
p.m. to 6 a.m.), they need sleep for at least 6.4 hours or
more to attain an 80% or higher sleep efficiency. Sleep
efficiency is greater than 90% in most healthy young
adults (Perth Sleep Disorders Centres, 2023).
Sleep Disturbance. The most common sleep
disturbance is nocturnal awakenings. One-third of the
general population's sleep is disrupted by nocturnal
awakenings. Sleep disturbance or nocturnal
awakenings is the process of awakening from any state
of sleep. Both the cause of the awakening and the
difficulty returning to sleep play a role in nocturnal sleep
disturbance episodes. According to research,
hyperarousal states, psychological factors, and
physiologically determined alterations in sleep onset all
have a role in insomnia. In one sleep study, self-
reported causes of awakening from sleep included: the
need to urinate, spontaneous waking, feeling thirsty,
hearing a noise, disturbance by children, co-sleepers,
or pain, and hunger pangs or breathing problems
(Thomas, 2019).
Use of Sleep Medication. Sleep medications,
commonly known as sleeping pills, are prescribed for
the treatment of insomnia by inducing drowsiness and
promoting relaxation (Cleveland Clinic, 2021). To
mitigate the effects of insomnia and other sleep-related
disturbances, individuals often resort to sleep aids
encompassing a range of interventions. These
encompass prescription medications, over-the-counter
remedies, and dietary supplements. In specific cases,
older adults grappling with chronic health conditions
may opt for sleep aids to facilitate adequate rest.
Additionally, individuals encountering sleep problems
attributed to circadian rhythm disruptions, such as jet
lag or shift work sleep disorder, may find utility in utilizing
sleep-inducing supplements (Suni, 2023).
Daytime Dysfunction. Daytime dysfunctions are a
broad category of impairments that can have an impact
on a person's functioning in their social, professional,
and educational spheres of life. These dysfunctions
may show up as changes in mood, a loss of energy or
motivation, hyperactivity, an increase in aggression, an
increase in mistakes committed at work or school, and
excessive worry about sleep (The Insomnia and Sleep
Institute of Arizona, 2020).
1.4 Theoretical and Conceptual Framework
Theory of Restoration. This study is anchored
mainly on the restoration theory of sleep proposed by
Oswald (1980) and Horne (1988). According to the said
theory, sleep serves to heal and restore the body and
brain. The brain and body would progressively stop
working properly if sleep quality is poor and inefficient.
This theory suggests that various sleep patterns are
essential for healing various biological functions. For the
brain to develop, mend, and reorganize, REM sleep is
essential. This is made possible by changes in the
brain's activity patterns during REM sleep. Slow Wave
Sleep (SWS) is essential for physical development and
restoration (Dokie, 2018).
Sleep Drive Theory. This study is supported by the
Sleep Drive theory proposed by Alexander Borbély.
According to the Sleep Drive theory, the body grows
more sleep-deprived the longer a person is awake,
which increases the pressure on them to go to bed
(Borbély, 1982).
Two-Process Model Theory. Alexander Borbély
presented the two-process model of sleep regulation.
The onset of sleep, according to the original conception,
might be viewed as a break from the stringent regulation
maintained by the circadian pacemaker. The two-
process model postulates that interactions between a
history-dependent and a history-independent process
influence sleep, and that empirical variables can be
used to track the two processes (Borbély, 2022).
As shown in Figure 1, input consists the indicators.
This includes subjective sleep quality, sleep latency,
sleep duration, sleep efficiency, sleep disturbances, use
of sleep medication, and daytime dysfunction. The
process stage involves the distribution of
questionnaires, tabulation of responses, interpretation,
and statistical evaluation of data. Output refers to the
assessment of the results or findings of the research
INPUT PROCESS OUTPUT
Profile of the
Respondents
• Sex
• Strand
Analysis on the
Sleep Quality Profile of the
• Subjective Respondents
Assessed Level
Sleep Quality
of Sleep Quality
of Senior High
• Sleep Latency
Analysis on the School Students
•
Sleep Duration
Sleep Quality of
• Sleep
Efficiency Respondents
• Sleep
Disturbance
• Use of Sleep
Medication
• Daytime
Dysfunction
study.
Figure 1. Conceptual Framework Showing the
Variables of the Study
1.6 Scope and Delimitation
The respondents of this study were 207 grade
12 students under the academic track (ABM, HUMSS,
STEM) who are currently enrolled during the school
year 2022-2023. This study was conducted in Mintal
Comprehensive High School in Davao City, Philippines.
The inclusion criteria states that the
respondents of this study are strictly grade 12 students
attending face-to-face classes. The exclusion criteria
consider students who are not enrolled do not attend in-
person classes. The main limitation of this study was the
time constraints faced by the research during the
conduct of the study; the financial aspect of surveys is
quite costly to conduct.
The weakness of this study include: an unequal
ratio of the respondents based on sex and strand which
may reduce the generalizability of the research, and that
only academic strands were included in the study, other
tracks were not represented. Nonetheless, the results of
this study were unbiased since only the respondents’
answers were computed.
1.7 Definition of Terms
For clarification, important terms used in this study
have been defined operationally. The terms are as
follows:
Sleep Quality. Sleep quality refers to an individual's
satisfaction with their sleep experience, encompassing
aspects such as the ease of falling asleep, staying
asleep, the duration of sleep, and feeling refreshed
upon awakening (Kline, 2013).In this research, sleep
quality is defined as how well a person slept at night
based on his subjective sleep quality, sleep latency,
sleep duration, sleep efficiency, sleep disturbances, use
of sleep medication, and the daytime dysfunction an
individual experienced (Buysse et al., 1989).
Subjective Sleep Quality. Subjective sleep quality
is evaluated based on individual experiences, including
qualitative factors like feeling rested, mood, and dream
content, as well as quantitative aspects like sleep
duration, nocturnal awakenings, and sleep onset
latency (Pérez-Olmos et al., 2012). This research
defines subjective sleep quality as the perceived quality
of sleep by an individual based on his or her sleep
experience.
Sleep Latency. Sleep latency, also referred to as
sleep onset latency, is the duration it takes for an
individual to fall asleep once they have switched off the
lights (Pacheco, 2023). In this study, sleep latency is
defined as the amount of time a person spends in bed
before he eventually falls asleep. The higher sleep
latency the longer an individual takes to fall asleep.
Sleep Duration. This study defines sleep duration
as the amount of time an individual sleeps at night. This
is the actual hours of night sleep an individual gets
(Buysse et al., 1989).
Sleep Efficiency. Sleep efficiency (SE) is commonly
defined as the proportion of total sleep time (TST) to the
time spent in bed (TIB) (Reed & Sacco, 2016). This
research defines sleep efficiency as the percentage of
the number of hours slept divided by the amount of time
spent in bed. This identifies how effective the night sleep
an individual had for him to do well the day after.
Sleep Disturbances. Sleep disturbance or
nocturnal awakenings refer to the occurrence of waking
up from any stage of sleep (Suni, 2022). In this study,
sleep disturbances are defined as the number of
awakenings of a person at night or nocturnal
awakenings, and the causes of these awakenings. The
higher the sleep disturbances, the more frequent
awakenings occur.
Use of Sleep Medication. Sleeping pills are
medications designed to assist with the initiation of
sleep, particularly for individuals experiencing sleep
disorders like insomnia. They can also be helpful in
reducing nocturnal awakenings and promoting
uninterrupted sleep for those who commonly
experience them (Cleveland Clinic, 2021). In this
research, this means the need for an individual to take
sleep medications like sleeping pills to help him or her
fall asleep when struggling to do so.
Daytime Dysfunction. This study defines daytime
dysfunction as having trouble staying awake while
driving, eating meals, or engaging in social activity and
in keeping enthusiasm to get things done caused by
their quality of sleep (Buysse et al., 1989).
1.8 Significance of the Study
This research may be beneficial to the following:
The Department of Education. This study may
provide awareness of the current sleep quality level of
students which may be influenced by the school setting
and arrangement. The data gathered in this research
will help them in creating programs and interventions for
students to have a good sleep quality as they study.
The Department of Health. Findings of this study
may be relevant to the Department of Health as this may
be useful in creating interventions to maintain health
and prevent detrimental effects caused by poor sleep
quality.
The Teachers. This research may help teachers
know their students more; what they do before they
sleep and why they arrive to school in certain time
periods.
The Parents. This study may help parents as they
become aware of how their children are doing; to know
whether they are getting enough sleep and check up on
their health which may be influenced by the quality of
their sleep.
The Students. This research may also provide the
students data on how many hours of sleep are the
majority getting and if it is healthy for their holistic well-
being. Through the data gathered in this study, they may
be able to realize that they must practice healthy
sleeping habits to have a better sleep quality and
perform daily tasks efficiently.
Future Researchers. This may be a useful
reference for future researchers as they create studies
of the same topic or add variables to correlate.
2. METHOD
Presented in this part are the discussions on the
research design, research locale, research
respondents, research instrument, data gathering
procedure and statistical treatment of data.
2.1 Research Design
This quantitative research used a descriptive survey
research design. Quantitative research methods are
commonly used because they are scientific and provide
immediate results (Fellows and Liu, 2008). Descriptive
research, according to Aggarwal and Ranganathan
(2008), is focused on acquiring data regarding current
circumstances or conditions in order to describe and
interpret them. The variable being researched in this
study is the sleep quality of students from the Academic
Track in Mintal Comprehensive High School.
2.2 Research Locale
This study was specifically carried out in Mintal
Comprehensive High School Senior High School
Campus located at San Francisco St, Tugbok, Davao
city, Davao del Sur. The researchers particularly chose
this school because the researchers of this study are
students of the said school and it is the nearest within
the vicinity which lessens the costs of the researchers.
2.3 Research Respondents
The respondents of this study were 207 Grade 12
students from Mintal Comprehensive High School under
the Academic Track (STEM, HUMSS, ABM). This
category of students is chosen because students are
graduating from high school, thus it is a crucial year for
them academically. Presented in Table 1 is the
distribution of respondents among Grade 12 Academic
Track students.
Table 1. Distribution of Respondents
2.4 Research Instrument
To identify the sleeping habits of students, the
Pittsburgh Sleep Quality Index (PSQI) was used. The
Pittsburgh Sleep Quality Index (PSQI) was developed
by Buysse et al. (1989). It has 19 self-rated questions
and 5 to be answered by a roommate. However, the
researchers only utilized the first 18 questions, items 1-
9, as they are the only ones to be scored, it shortens the
duration of the survey proper without affecting the
results. These 18 self-rated questions are combined to
form seven “component” scores. The PSQI has an
internal consistency coefficient and a reliability
coefficient (Cronbach's alpha) of 0.83. To avoid
plagiarism, the researchers requested permission to
use the tool, which was granted. This questionnaire
measures the subjective sleep quality, sleep latency,
sleep duration, sleep efficiency, sleep disturbance, use
of sleep medication, and daytime dysfunction of the
students. The PSQI global score can range from 0 to 21
points. Actual scores ranged from 0 to 20, with an
overall group mean of 7.4, a median of 6.0, and a
standard deviation of 5.1. The observed ranges for
separate component indicators, each having a possible
range of 0-3 each scored 0 (no difficulty) to 3 (severe
difficulty) (Buysse et al., 1989). The following scale was
used:
2.5 Data Gathering Procedures
In gathering data, the researchers conducted the
following steps and procedures for data collection:
Asking Permission to Conduct the Study. This
study was conducted during the school year 2022-2023.
The context and procedure of the study were planned.
A letter of request to conduct the study was prepared
and sent to the principal of Mintal Comprehensive High
School - Senior High School Department, Mr. Rodrigo
Cayanong.
Administration and Distribution of the
Questionnaire. The researchers invested a lot of time,
energy, and cooperation into finalizing their
questionnaire to best serve their target respondents. An
adopted survey questionnaire was used as it is most
applicable for the purpose of the study and a more
advantageous means. It was then distributed to the
survey respondents selected through stratified random
sampling which are 207 grade 12 students under the
Academic Track from Mintal Comprehensive High
School.
Retrieval of the Questionnaire. Following the
completion of the questionnaire, the researchers
collected and tallied the data for interpretation. The
instruments used were the mean, standard deviation, T-
Test, and ANOVA. The data was then presented and
discussed; the conclusion was then generated.
2.6 Statistical Treatment of Data
The following statistical tools were used with
computation of data:
Mean. The mean, calculated by the researcher, is
the average or most frequent value among a set of
numbers. In this study, the mean was used to measure
the sleep quality level of students.
Standard Deviation. The standard deviation is a
metric for gauging how widely spaced the data are from
the mean.
t-Test. It is employed to compare the means of two
groups; the sleep quality of students in terms of their
sex.
ANOVA. Analysis of Variance is used to examine the
difference between the sleep quality means (or
averages) of several groups. The difference between
the means of the strands of respondents (ABM,
HUMSS, STEM) is analyzed using this tool.
2.7 Ethical Considerations
Proper ethics were followed in the conduct of the
study. Permission to carry out a survey was secured.
The study participants were chosen at random,
informed of the procedure of the research, and were
given informed and assent consents. The researchers
maintained the anonymity of the respondents and
secured the participants' responses with utmost
confidentiality. The original authors and sources of ideas
and information acquired to support the study were
listed and cited to avoid plagiarism.
3. RESULTS AND DISCUSSION
The sleep quality level of the respondents and the
analysis of their responses based on the sub-questions
are presented in this section. Specifically, the following
are discussed in this chapter: the sleep quality level of
senior high school students; the significant difference in
sleep quality between sex; and the significant difference
in sleep quality in accordance to academic strand.
3.1 The Demographic Profile of the Respondents
Tables 2 and 3 show the demographic profile of
respondents: representing 75 (32.23%) of the
respondents were male and 132 (63.77%) were female;
64 which represents (30.92%) were from the ABM
strand, 111 (53.62%) of the respondents represent the
HUMSS strand, and 32 which represents (15.46%)
were from STEM.
Table 2. Profile of Respondents by Sex
Grade 12 No. of Percentage
Students Respondents
Male 75 36.23
Female 132 63.77
Total 207 100.00
Table 3. Profile of Respondents by Strand for their bodies to restore appropriately (Oswald, 1980
SHS ACADEMIC No. of Percentage & Horne, 1988).
STRAND Respondents
3.3 The Difference on the Level of Sleep Quality of
Science, Technology, 64 30.92 G12 Students when Analyzed according to Sex
Engineering and
Mathematics (STEM) The significant difference in the sleep quality level of
the respondents was tabulated and analyzed, and the
Humanities and Social 111 53.62
Sciences (HUMSS)
results of the computations are presented in Table 5 with
the overall PSQI score of males and females showed a
Accountancy, Business 32 15.46 significant difference with a p-value of 0.034, thus
and Management (ABM) rejecting the null hypothesis. This is in line with the
results of the study by Fatima (2016). that young
Total 207 100.00 females have a higher prevalence of poor sleep quality
compared to males. The said research observed that
girls exhibited a greater likelihood of experiencing poor
3.2 The Level of Sleep Quality of G12 Students sleep quality when compared to their male counterparts.
Table 4 presents the sleep quality level of senior high Importantly, this difference in sleep quality between the
school students. The overall PSQI score was 7 with a sexes remained significant even after accounting for
descriptive equivalence of mild sleep difficulty, factors such as depression, socio-demographic
specifically indicating good sleep quality. This value was variables, and lifestyle factors.
obtained based on the scoring of the following
components: Subjective Sleep Quality (1.24), indicating Table 5. The Difference on the Level of Sleep Quality
mild sleep difficulty (good sleep quality); Sleep Latency of G12 Students when Analyzed according to Sex
(1.46), indicating mild sleep difficulty (good sleep
quality); Sleep Duration (0.88), indicating mild sleep
difficulty (good sleep quality); Sleep Efficiency (0.64),
indicating mild sleep difficulty (good sleep quality);
Sleep Disturbance (1.66), indicating moderate sleep
difficulty (average sleep difficulty); Use of Sleep
Medication (0.44), indicating no sleep difficulty
(excellent sleep quality); and Daytime Dysfunction 3.4 The Difference on the Level of Sleep Quality of
(1.40), indicating mild sleep difficulty (good sleep G12 Students when Analyzed according to Strand
quality).
Data analysis showed that the sleep quality The summary of the findings and calculations from
level of senior high school students was described as this analysis are presented in Table 6. Overall, the sleep
good with mild sleep difficulties. quality components varied among the different strands,
but the overall PSQI score did not significantly differ (p
Table 4. The Level of Sleep Quality of SHS Students = 0.054), leading to the acceptance of the null
Indicator Mean Score
SD Descriptive hypothesis. These findings yield a different result from
Equivalence
a study by Arboleda (2020) which revealed that the
Subjective Sleep Quality 1 0.81 Mild
HUMSS strand exhibited the lowest level, followed by
the GA, ABM, and STEM strands consecutively. The
Sleep Latency 1 0.89 Mild said study also noted that the relationship between
Sleep Duration 1 0.96 Mild
sleep quality and academic strand can be attributed to
the fact that each academic strand possesses distinct
Sleep Efficiency 1 1.02 Mild academic competences, criteria, and even a cultural
environment that influences the quality of sleep
Sleep Disturbance 2 0.67 Moderate
experienced within that particular strand.
Use of Sleep Medication 0 0.82 No Difficulty
Table 6. Significance on the Difference of the Level of
Daytime Dysfunction 1 0.79 Mild
Sleep Quality when Analyzed by Strand
Overall Mean 7 3.20 Mild

Overall, senior high school students under the

academic track obtained an average Global PSQI Score
of 7, which is the sum of the scores corresponding to
their responses, falling under the mild sleep difficulty or
good sleep quality level. This sleep quality level has 4. SUMMARY, CONCLUSIONS, AND
implications for the Restoration Theory of Sleep. RECOMMENDATIONS
Adequate sleep quality is critical for the recovery of Presented in this portion is the summary of the
biological systems such as the immune system, findings based on the results of the data gathered, the
metabolism, and cognitive function. Thus, with the drawn conclusions and the suggested
students' good sleep quality level characterized by only recommendations.
mild sleep difficulties, they generally had enough sleep
4.1 Summary of Findings
This study was conducted to identify and assess the
sleep quality level of senior high school students
particularly grade 12 students under the academic
strand (ABM, HUMSS, STEM). This research utilized a
descriptive quantitative design and the statistical tools
used are mean, standard deviation, t-test, and ANOVA.
The Pittsburgh Sleep Quality Index was used to collect
data in this study.
The findings of the study were as follows:
1. The demographic profile of the respondents is
composed of 75 male (32.23%) and 132 female
(63.77%) for sex, 64 (30.92%) ABM students, 111
(53.62%) HUMSS students, and 32 (15.46%) STEM
students.
2. The respondents' overall PSQI score is 7. This
score is based on the individual scores of seven
components: Sleep Duration scored 1, Sleep Latency
scored 1, Sleep Efficiency scored 1, Sleep Disturbance
scored 2, Subjective Sleep Quality scored 1, Use of
Sleep Medication scored no sleep difficulty at 0, and
Daytime Dysfunction scored 1.
3. In terms of sex, there is a varying level of
significance which suggests that different sexes exhibit
different levels of sleep quality indicators. Overall, there
is a significant difference in terms of sex as males yield
a global PSQI score of 7 and females with 8. As
determined according to academic strand, varying
levels of significance suggest that different strands
(ABM, HUMSS, STEM) exhibit diverse levels of sleep
quality components. The overall PSQI score for each
strand showed no significance.
4. With Global PSQI score as basis, the assessed
sleep quality level of senior high school students of
different sexes and under the academic track (ABM,
HUMMS, STEM) is 7 or mild sleep difficulty or generally
a good sleep quality. In terms of sex, females have an
average sleep quality characterized by moderate sleep
difficulties while males have mild sleep difficulties or a
good sleep quality. Considering differences between
strands, ABM students acquired a PSQI score of 7
which is good sleep quality with mild sleep difficulties,
HUMSS with 8 and STEM with 9 or average sleep
quality of moderate sleep difficulties.
4.2 Conclusions
Based on the findings of the study, the following
conclusions were drawn:
1. Most respondents were female and belonged to
the HUMSS strand, while the STEM strand had the least
number of respondents considering it is a lone section
only. The findings revealed significant differences in
sleep quality when grouped according to sex and
strand.
2. The overall sleep quality of Grade 12 students
under the academic strand derived from the indicators
is good or mild sleep difficulty.
3. The study examined the sleep quality of senior
high school students based on sex and strand. The
findings revealed a significant difference in sleep quality
between males and females. Males demonstrated
better sleep quality with good sleep and only mild
difficulties, while females had average sleep quality and
moderate difficulty in sleeping. However, no significant
differences were found between the sleep quality of
ABM, HUMSS, and STEM students. Despite this, the
study indicated that ABM students had good sleep
quality with mild difficulties, while HUMSS and STEM
students had average sleep quality and moderate sleep
difficulty.
4. Based on the Global PSQI score of the
respondents, the assessed sleep quality level of senior
high school students is 7 or mild sleep difficulty or
generally a good sleep quality.
4.3 Recommendations
Based on the findings and conclusions, the following
recommendations were proposed:
1. The Department of Education (DepEd) together
with the Department of Health (DOH) may give
importance to the sleep quality and habits of students
and create interventions and programs to promote
having higher and excellent sleep quality essential for
students.
2. Teachers and parents may work hand-in-hand not
just to monitor the student’s academic performance but
also their sleep as the quality thereof imposes
implications on the behavior of students.
3. Students, despite the effects brought by academic
activities, may also know how to prioritize rest and sleep
as it is only through healthy sleeping habits and good
sleep quality that they may be able to perform tasks
most efficiently.
4. Future researchers may have a more equal ratio
of respondents is preferable so that the results can be
applied to a more general classification of the
population. Other tracks and strands should be included
to provide students with representation across other
tracks and to provide a more meaningful comparison.
Finally, research delving deeper into the relationship of
sleep quality and academic performance is very much
encouraged.
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ACKNOWLEDGMENT

The researchers would like to acknowledge the

extended efforts of the following groupmates of Grade
12 Narra students namely: Ariel John S. Macasero,
Anna Marie C. Mantalaba, Jevy Boy T. Ocso and Cyril
Leonil M. Umbay. Also, the researchers would like to
extend their heartfelt thanks for the enormous support
given by the following individuals: Dr. Lydia V. Ampo,
PhD, Public Schools District Supervisor; Sir Raul A.
Cabilogan, Principal I, School Principal of Mintal
Comprehensive High School; Sir Rodrigo J. Cayanong,
Principal II of the SHS Department; Ma’am Queen
Gladys O. Fiel, MA, Ma’am Jovy A. Dulay, MATCC,
Ma’am Jeanne M. Baliad, MA, Sir Josua C. Barangay
and Ma’am Ligaya B. Sia, members of the research
panelists and instrument validators. Thank you and
salute to all the Faculty Members of the Senior High
School Department of Mintal Comprehensive High
School.

No Government Fund was used in this study.

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