CHAPTER 1

INTRODUCTION

Just as how important the air that humans breathe, the food they eat, or even the
water they drink, sleep is indeed vital in shaping one's well-being as it is considered as
the "food for the brain". A brain that is hungry for sleep will have the difficulty to learn,
listen, concentrate, and solve problems (National Sleep Foundation, 2019). To keep the
brain full, Targonskaya (2019) stated that everybody has an internal body clock that
regulates the time of an individual’s sleep-wake patterns, also known as the circadian
rhythm. However, according to Zuckerman (2019), when one reaches the puberty stage
(from ages 8-12 or earlier), this biological process starts to change as people begin to stay
up later at night and sleep in the morning. Zuckerman further stated that most adolescents
feel that it is only "natural" to be awake at night, making it difficult for them to go to
sleep before 10 in the evening.
In the context of education, sleeping is also essential as it improves students’
holistic performance while neglecting it can reduce cognitive performance and learning
potential (Gamsky, 2016). At present, the disturbed sleep cycle of students is mostly the
cause of their conflict in waking up early, especially when the school day begins. This
conflict in waking up early and sleeping in school are relevant to what Peri (2013) stated
about excessive sleepiness. As he explained, excessive sleepiness, also known as
hypersomnia, is a condition that makes people nap repeatedly at any context they are in,
which is mostly caused by poor sleeping habits. This condition affects many today with
approximately 28, 262 people from 12 states of America alone who reported that they
unintentionally sleep during the day (Center for Disease Control and Prevention, 2011).
As a consequence, about 20 percent of adults in the United States find the problem of
daytime sleepiness a disturbance to daily activities and is considered the leading
symptom of patients presenting to sleep clinics (Pagel, 2009). Most importantly, people,
particularly students, who experience excessive sleepiness find it hard to be in their best
condition to pay attention to their classes, especially in the daytime (National Sleep
Foundation, 2019).
Nevertheless, the dilemma of sleeping in classes is commonly perceived as an act
of misbehavior and lack of interest in the subject or teachers, leaving several factors such
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 2

as medical concerns, emotional difficulty, motivational problem, or a disciplinary issue

widely overlooked (Shore, 2019). According to Watanabe-Crockett (2018), many
strategies are suggested to combat classroom sleepiness- incorporating movements in
lessons, picking up students’ pace, making the teachings interactive, and suchlike. On the
other hand, most students, even if they have a little sleep at night, keep themselves awake
in classes by taking a shower, sitting straight, being active, and drinking water, among
other things. These ways were only considered as some of the alternative ways of being
awake to avoid lower concentration and productivity in classes that might result to lower
academic performance (Targonskaya, 2019). Despite being able to identify ways on how
to prevent classroom sleepiness, still about three in ten high school students say they fall
asleep in school (28%) at least once a week, and 22% say they fall asleep doing
homework or studying (Indiana Youth Institute, 2011).
From the given data, it can be concluded that in the school setting of the 21st
century, sleeping in the classroom is indeed prevalent. It is in this situation why the
researchers would like to diagnose the sleepiness of the learners of Assumpta Technical
High School and whether or not natural interventions can help in mitigating it.
Assumpta Technical High School (ATHS) was the chosen setting for the research
problem. Located in Sta. Monica, San Simon, Pampanga, ATHS started offering
transformative education to its barrio folks before starting to influence the wider
communities. Since its foundation in 1970, the school has been continuously improving
in terms of population, facilities, and instruction, making it possible for the school to
receive a level III accreditation from the Philippine Accrediting Association of Schools,
Colleges and Universities (PAASCU). Aside from the academic and technical fields that
the school offers, the school also implements sets of rules and regulations that intend to
instill discipline and responsibility to students. Included in these rules and regulations is
the enforcement of proper conduct inside the classroom which obliges learners to be
attentive and cooperative during class hours, hence prohibiting sleeping inside the
classroom. Conducting a study that deals with classroom sleepiness will give aid to
learners and the institution in preventing the said misbehavior.
The context of classroom sleepiness on the research locale and the inefficiency of
the abovementioned strategies to solve the said phenomenon have paved the way for
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 3

researchers to look for other methods in preventing daytime sleepiness. From previous
studies, few researchers have found that there is also nature's answer in mitigating the
sleepiness of a person: the peppermint scent. As acclaimed by the National Sleep
Foundation (2019), the aroma of peppermint can make individuals feel alert, focused, and
stimulated. Moreover, it can also help people better perform tasks that require attention.
Balakrishnan (2015) has also recognized the therapeutic uses of the peppermint as the
author stated its neuro-psychiatric effects wherein the plant, as mentioned earlier, is
proven to be a central nervous system stimulant. Its effectiveness, as unearthed by other
researches, is based on the possible changes it can bring to the brain activity. This has
been proven by the study of Norrish and Dwyer in 2004 which revealed that there was a
significant difference in the sleepiness of the students who have experienced classes
administered with peppermint oil scent and no-odor conditions. It was shown that the
initial daytime sleepiness of the students decreased due to the intervention of the
peppermint oil scent. Though the functionality of peppermint scent can be cited on
different sources, still the National Center for Complementary and Integrative Health
(2016) recognized that very little research has been conducted concerning peppermint.
The insufficiency of researchers about peppermint scent, the irrelevance of the
outdated ones, and the continuous problem on classroom sleepiness were the primary
motivation of the urgency of the study. By examining whether peppermint scent indeed
intervenes with the classroom sleepiness of learners, specifically the Grade 11 Students
of ATHS, adequacy on researchers regarding the said variable will be one step easier to
attain, the outdated data will be replenished with relevant ones, and the occurrence of
classroom sleepiness will be given a possible solution.
In general, this research aimed to provide an intervention to the classroom
sleepiness of learners by examining whether peppermint scent intervenes with the stated
occurrence. Specifically, its objective was to deliver relevant findings regarding the
differences in classroom sleepiness of learners before and after the administration of
peppermint scent, and the overall influence of the scent to the learners.
With the aid of the data to be gathered, this research will offer help to students by
investigating methods to prevent classroom sleepiness and the negative consequences it
brings. Moreover, the teaching and learning process can be improved since factors that
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 4

hinder productivity in the classroom can possibly be prevented. Also, school

administrators may come up with innovations, conduct talks, and implement programs
that are based on the results of this research.
Review of Related Literature
Classroom Sleepiness. The experience of failure to control and maintain
alertness during daytime which results in unintended falling into sleep and lethargy is
called sleepiness (American College Health Association, 2011). It is undeniable that
education imposes excessive demands on students and that their attendance in school
diminishes the amount of time necessary for sleep. In order to compensate for this sleep
deprivation, sleepiness increases and sleep occurs disregarding external conditions and
contexts. Indeed, sleepiness and even naps are observed on students during lessons
(Barros & Hoshino, 2011). Some experts believe the cause is biological, whereas others
believe that it could be because of adolescent distractions, early high school class hours,
hormones such as melatonin, and changes on sleep and wake cycles (Glosser, 2017 and
Shaddox, 2017). Moreover, research indicates that adolescents do not get enough sleep at
night and go to school worn out. To justify, a study by Zeek, Savoie, Song, Kennemur,
Qian, Jungnickel, and Westrick (2015) entitled, Sleep Duration and Academic
Performance Among Student Pharmacists have found that almost half (47.8%) of
learners experience daytime sleepiness almost every day on a school week and more than
half (54.4%) of them feel tired when waking up. As explained by Zuckerman (n.d.) from
the National Center for Health Research, falling asleep in class makes it impossible for
students to learn because their ability to concentrate and remember what they see or hear
is impaired. Furthermore, according to Bowers and Moyer (2017), factors such as lack of
sleep, school issues, and sleep duration are associated with sleepiness. In addition, health
conditions and sleep disorders can affect sleepiness in different cases (Shahid et al.,
2010).
Sleep Deprivation. One of the major causes of sleepiness among students is sleep
deprivation and it has lately become an issue that increases higher stress prevalence,
extenuating routines, and use of new technological devices that influence students’ sleep.
A study conducted by De Souza Vilela, Bittencourt, Tufik, and Moreira (2015) which
aimed to assess the excessive sleepiness frequency and the factors that might be
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 5

associated to it showed that sleep deficiency appears to be very much prevalent among
adolescents; especially on students from private schools. Furthermore, accumulating
evidence suggests that sleep plays a crucial role in healthy adolescent development.
Shochat, Cohen-Zion, and Tzischinsky (2012) conducted a review which systematically
explored descriptive evidence on the basis of inferential and cross-sectional
investigations which concluded that inadequate sleep is associated with negative results
in health and functioning, including somatic and psychosocial health, school performance
and risk-taking behavior. The findings emphasized the need for longitudinal studies
aimed at establishing the foundations of these associations and for developing and
implementing interventions designed to achieve sleep patterns which are healthier and
more balanced for the adolescent population.
Excessive Sleepiness. Over the past decade, excessive sleepiness among children
and adolescents has been identified as a major societal concern (Baddam et al., 2018).
Professionals working with pediatric groups must increasingly factor sleepiness into
assessments of waking function. The study conducted by Baddam et. al defines and
discusses excessive sleepiness in children and adolescents and reviews the available
evidence regarding effects on behavior, mood, and performance. Their findings for
daytime sleepiness and subsequent impairment in these domains are classified as robust
to unknown. Empirical evidence clearly indicates that children and adolescents
experience significant daytime sleepiness as a result of inadequate or disturbed sleep. The
specific effect of sleepiness on functional domains in pediatric groups are less well
studied, but existing data suggest that children are likely to experience impairment in
behavioral, mood, and performance domains. However, variables such as developmental
differences in the type and degree of impairment, the degree of sleep disturbance required
to produce impairments, and potential risk and protective factors for the effects of
sleepiness in children have yet to be described. Further research is clearly warranted, and
the researchers discuss important questions and methodological concerns to encourage
inquiry in both clinical and experimental settings. Advice is offered with regard to
screening for sleep problems and associated sleepiness with children and adolescents.
Fatigue. Medically, fatigue is defined as a feeling of having a lack of energy and
motivation and getting lethargic due to either or both physical and mental demands
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 6

(Davis, 2019). Fatigue and daytime sleepiness are said to be associated with sleep
problems, psychosocial impacts, and medical disorders. According to Chen et al. (2015),
this has been considered as one of the causes of classroom sleepiness with alarming
effects such as task performance decrement, cognitive impairment, emotional
disturbance, decline in school performance, or even refusal to attend school. In a study
conducted by Ramaly (2014), he hypothesized that academics and school hours have a
correlation to the level of tiredness and stress. He made himself his own participant and
discovered the factors that affect his daytime tiredness in a span of 17 days by recording
the time of waking up and the hours of sleep acquired, the quality of sleep in scale of 1-
10 (1 being poor quality and 10 being high quality), level of tiredness, amount of
assignments, and overall stress level. Through the self-assessment, he found out that it
was not the academics that made him tired and stressed but rather the amount and quality
of his sleep recorded throughout the 17 days. It was then found in the recommendations
to discover more about the things that could help to solve the sleep quality that will be
beneficial for reduced daytime tiredness and overall stress level.
Interventions on Classroom Sleepiness. When teachers instruct in classes, it is
inevitable to see some students feeling sleepy and unmotivated. Though teachers come to
school well-prepared for their lessons, it is still unto the learners whether they will listen
and be interested in what is being taught. However, classroom sleepiness will result in
negative consequences both for the students and teachers.
To avoid the aforementioned scenario, ways of waking students up and keeping
the class active during classes are needed by teachers. Some of these methods are
engaging students in role-plays, having stations in the classroom and grouping the
students to prompt them to have a group discussion, short energizers, and stretching
activities (Finley, 2015). Moreover, Mathis (2015) suggested in her article that teachers
should maintain a respectful classroom environment. For instance, if students sleep in
class, the teacher should lightly tap their students’ shoulders so that they would not be
embarrassed, and encourage them to sleep well during the night so that they could
actively participate in class. The same author further stated that talking to the students’
parents may also help in the situation. Sharing to them what teachers witness and
expressing their concerns can help parents comprehend the situation so that they could
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 7

help their children. Implementing and applying these in the classroom may prevent
classroom sleepiness. However, teachers cannot control students: their sleeping and
waking time, as well as their attitude and thoughts during classes. (Linsin, 2013).
Peppermint scent. Aromatherapy is the proficient usage of essential oils for both
physical and emotional wholesomeness (Dunnigan, 2013). In the year 2019, the National
Sleep Foundation (NSF) proposed a list of scents that wake and energize a person in
which on the list is peppermint, one of the perennial herbs of the mint family which
contains a strong aroma. This hybrid plant, according to NSF, is known to help in
attaining and maintaining alertness, focus, and stimulation. It can also contribute to a
person's better performance in various tasks and works (National Sleep Foundation,
2019).
An investigation conducted by Mahachandra, Yassierli, and Garnaby in 2015
disclosed the idea that peppermint scent is indeed effective in keeping individuals awake
by stimulating alertness. An experiment was performed in a car-driving simulator
laboratory which involved twelve participants. The experimentation took place within
two conditions; one with placebo and the other with peppermint fragrance. The
respondents’ alertness level was monitored within 30 minutes. The result of the study
suggested that the peppermint scent truly hampered the participants’ sleepiness which
increased their alertness for better driving experience.
An experimental research performed by Meamarbashi (2014) revealed that
peppermint aroma helps improve attentional processes. Thirty male university students
were divided into two groups, namely, experimental and controlled groups. The
participants in the experimental group received 50 µl of peppermint essential oil onto
their tongues with the use of samplers while the latter group took mineral water without
peppermint. The results found out that the cognitive performance of the group who
received peppermint essential oils increased rapidly.
According to Balakrishnan (2015), herbalists confirmed that peppermint scent
could act as a stimulant which is any material that is capable of influencing the human
body, specifically increasing its physiological activity. They usually work on the central
nervous system to improve alertness, thus, reducing sleepiness (Smith, 2018). In other
words, acquiring peppermint scent in aromatherapy will reduce the feeling of sleepiness.
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 8

Likewise, Kennedy et al. (2019) propounded in his research that peppermint

essential oil which has high levels of menthol enhances the cognitive performance of a
person when it is administered orally.
Unlike the abovementioned researches, Lillehei and Halcon (2011) found a
distinct positive association between inhalation of essential oils and sleep wherein
statistically significant results regarding sleep quality improvement and peppermint oil
were confirmed that might most likely be due to the chemical properties of the oil.
Furthermore, the authors stated that relaxation is identified as one of the additional
therapeutic properties of essential oils. This is comparable to the study conducted by
Zhao et. al (2019) which perceived its participants to be more relaxed after smelling
pleasant aromas compared to neutral ones. Richards (2018) backed the previous studies
by indicating in an article that peppermint has a menthol component that relaxes the
muscles, aids stress, and relieves anxiety, thus stimulating a more relaxing sleep.
Despite the differences in results, it is worth noting that all individuals differ in
terms of their sense of smell thus different scents can prompt recognizably different
responses (Hipgrave, 2018).
Theoretical Framework
Two-process Theory of Sleep Regulation. Alexander Borbely developed the
Two-process Model of Sleep Regulation (1982) which stresses that sleepiness occurs
from the combination of two components, namely: Homeostatic-monotonic component
(S Process) and Circadian-rhythmic component (C Process). The S Process pertains to
the sleep need that ascends during wakefulness and descends during sleep. This interacts
with the C Process, a biological system that keeps the body in sync with the cycles of day
and night, which oscillates on a circadian time scale (Borbély, Daan, Wirz-Justice, &
Deboer, 2016). The interaction of these two components results in sleep-wake tendencies
that are relative to the sleep (H) and wake (L) thresholds (Webb, 1988). With the
influence of the Circadian rhythm, sleep satisfies the sleep threshold and when filled,
initiates wakefulness which in turn meets wake thresholds.
Moreover, found at the uppermost portion of the Model are the External
Conditions (Zeitgeber) which influence the Circadian system. Doering (2013) stated that
light is the main Zeitgeber for synchronizing the circadian clock. Though natural light
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 9

(light coming from the Sun) regulates the Circadian rhythm, artificial light disrupts it
(National Sleep Foundation, n.d.) That is why, light exposure in the morning or in the
evening has been proven to advance or delay the circadian phase, respectively (Doering,
2013). Aside from light, the Division of Sleep Medicine at Harvard Medical School also
cited external factors that influence sleep, namely: work environment, medical
conditions, medications, and sleep environment. These factors greatly affect the quantity
and quality of sleep – increase the number of awakenings and limit the depth of sleep.
Furthermore, at the upper right portion of the Model is a critical aspect of the
theory, the conscious decision. These decisions are hypothesized to be influencing the
sleep and wake thresholds. Thus, a person can elevate his or her sleep threshold and the
sleep need will continuously increase. This aspect is also the reason why people tend to
feel sleepy at daytime because the satisfaction of the sleep threshold that is in accordance
with circadian rhythm is not being achieved.
Concerning the study being conducted, the Two-process Theory of Sleep
Regulation will be useful for it will be the main foundation of why learners experience
classroom sleepiness and how external factors determine their sleep tendencies. Knowing
the reason behind the phenomenon mentioned above is advantageous for mitigation, and
proving that there are identified external factors that affect sleep calls for more exploration.
Conceptual Framework

Figure 1. Peppermint Scent Intervention on Classroom Sleepiness

PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 10

The study aimed to examine whether peppermint scent intervenes with the
classroom sleepiness of learners. In detail, the independent variable of study was the
peppermint scent with the dependent variable being classroom sleepiness, while the
Grade 11 STEM 1 students were the chosen respondents. Classroom sleepiness were
examined before and after administering the peppermint scent to see whether there will
be a significant difference between the two conditions. The effects of the said
intervention were analyzed using both quantitative and qualitative methods.
Statement of the Problem
The general intent of this study was to examine whether peppermint scent intervenes
with the classroom sleepiness of the Grade 11 students of Assumpta Technical High
School.
Explicitly, it aimed to identify the following:

1. the classroom sleepiness of students after the peppermint scent

administration as revealed by the Cleveland Adolescent Sleepiness Questionnaire;
2. the significant difference between classroom sleepiness of students before
and after the administration of peppermint scent as seen in the Cleveland Adolescent
Sleepiness Questionnaire; and
3. the effects of peppermint scent to the classroom sleepiness of the students
as tackled in the focus group discussion.
Scope and Delimitation
The main focus of the study was to examine whether peppermint scent intervenes
with the classroom sleepiness of learners. The researchers looked into the students’ level
of sleepiness in classes before and after the 3-day administration of peppermint scent.
The study was conducted at Assumpta Technical High School which started from
November 2019 until March 2020. The respondents were the Grade 11 students of the
said institution.
It delimits that the study did not assess as to why and how peppermint scent
eliminates the sleepiness of a person because these areas may require complex
experimentations that require specialized methods that could not be accomplished given
the limited timeframe of the research. In addition, external factors contributing to the
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 11

classroom sleepiness of the respondents were not examined since identifying these
elements is unnecessary in achieving the primary objective of the study.
Significance of the Study
Students. Missing one lesson due to sleeping in class can potentially be
detrimental to students’ learning. Thus, conducting research that will test whether
peppermint scent intervenes with classroom sleepiness will be advantageous for learners.
Teachers. Preventing classroom sleepiness from happening is beneficial to
teachers because the teaching and learning process will improve since the factors causing
inefficiency such as sleepiness is diminished.
School Administrators. The findings of the current study can be utilized by the
school as the basis for innovations that will help in mitigating classroom sleepiness such
as the application of peppermint scent if proven to be effective or the development of
new teaching styles and implementation of programs if not.
Future researchers. The gathered data and findings of the research may guide
researchers to further explore this area of literature which will serve as their starting point
and source of information in doing their analysis.
 CHAPTER 2

METHOD

Research Design
This study followed a Mixed-Method sequential explanatory design. The nature
of this design is first to collect, analyze, and interpret quantitative data, which will then
be supported by qualitative data, thus integrating the final results from both methods
(Creswell & Clark, 2017). The researchers opted for this design as the methods will
ideally complement each other since the research questions call for a response to the
effects of peppermint in practice and the experience of students.
Participants and Sampling Technique
The participants of this study were the Senior High School students of Assumpta
Technical High School. They were sampled to the 48, Grade 11 STEM 2 students
through the use of purposive sampling, which is defined as a non-probabilistic sampling
technique wherein the researchers select the elements for the sample which they believe
will be representative of the population (Black, 2011). Furthermore, the students were
chosen upon the criterion of having the same schedule for their classes right after
lunchtime, thus having the same teachers; this was in light of removing possible external
phenomena not intended to be examined in the study. For the focus group discussion
(FGD), the participants were further sampled to 10 students using convenience sampling
which is described to be a non-probabilistic sampling method where the sample is drawn
from the groups convenient to reach (Saunders, 2011). The choosing of 10 participants
for the FGD, who must be present during the 3-day peppermint scent administration, was
mainly due to this part of the study being used to further substantiate the quantitative data
to be gathered but also with reference to the optimal number of FGD participants being
around 8-10 (Escalada & Heong, 2011). As such, the researchers inferred that 10 would
be adequate for its given purpose.
Research Instrument
This study made use of a questionnaire to quantify the initial data necessary for
this study. Moreover, a focus group interview was performed to further identify the effect
of peppermint scent to the classroom sleepiness of the Grade 11 STEM 1 Students.
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 13

Cleveland Adolescent Sleepiness Questionnaire (CASQ). The study utilized

this questionnaire crafted by James C. Spilsbury, PhD, MPH in 2007. This instrument
consists of 13 core items which determined the class sleepiness percentage before and
after the administration of the peppermint scent. In these items, people were given
statements about their tendencies to feel sleepy, to which they can respond on a five-
point Likert scale ranging from Never to Almost Every day. In detail, three of the
questions asked about: (1) sleepiness on morning classes; (2) whole school day liveliness
(reverse coding); and (3) sleepiness on last classroom period. Finally, the validity and
reliability of the CASQ questionnaire are ensured given that its Cronbach alpha is 0.89
which equates to Good.
Peppermint Scent Assessment on Sleepiness Interview. The study also made
use of this researcher-made interview guide during the focus group discussion, which
was validated by an english teacher, a psychometrician, and a guidance counselor. As
defined by Nyumba, Wilson, Derrick, and Mukherjee (2018), focus group discussion is a
method that aims to obtain data from a purposely selected group of individuals to gather
more in-depth information from the chosen respondents of the
questionnaire. The interview guide further examined the following: (1) students’
awareness of the effects of peppermint on sleepiness; (2) elaborated difference with the
classroom sleepiness of the students before and after the peppermint scent
administration; and (3) student’s opinion regarding the scent of peppermint and how it
could be improved.
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 14

Data Gathering

Figure 2. Data Gathering Process of Peppermint Scent on Classroom Sleepiness

Data Analysis
This study made used of SPSS Paired Sample T-test and Thematic Analysis for
the data analysis. According to Hun Myoung Park (2009), in using SPSS Paired Sample
T-test, one can compare the change in outcomes before and after a treatment is applied.
This was utilized to analyze the information derived from the questionnaire. Thematic
Analysis, on the other hand, is a qualitative method for systematically identifying,
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 15

analyzing, and inferring sample responses into themes and patterns of meaning (Braun &
Clarke, 2012). In this way, the researchers were able to see and identify what is common
among the obtained information.
 CHAPTER 3
RESULTS

This chapter presents the results acquired from the Cleveland Adolescent
Sleepiness Questionnaire (CASQ) and Peppermint Scent Assessment on Sleepiness
Interview given to the learners of grade 11 STEM 2. The results obtained were analyzed
to answer the specific questions presented in the statement of the problem.
Table 1 presents the mean score and standard deviation of the classroom
sleepiness of learners before and after the peppermint scent administration. As seen on
table 1, classroom sleepiness after peppermint scent administration garnered higher mean
score of 3.14 with a standard deviation of 0.55. This mean score shows that the
participants experienced classroom sleepiness sometimes (1-2 times per week). The
classroom sleepiness that has a lower mean score was before the peppermint scent
administration. It garnered a mean score of 3.08 with a standard deviation of 0.57. This
classroom sleepiness was also experienced sometimes (1-2 times per week) by the
participants.

Table 1
Classroom Sleepiness Mean Scores and Standard Deviations
Classroom Sleepiness M SD

Before Peppermint Scent 3.08 0.57

Administration

After Peppermint Scent 3.14 0.55

Administration

Note. 1.0-1.99=never (0 times per month); 2.0-2.99=rarely (less than 3 times per month);
3.03.99=sometimes (1-2 times per week); 4.0-4.99=often (3-4 times per week); and
5.0=almost every day (5 or more times per week).
 PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 17

Table 2 presents a paired samples t-test that was conducted to compare the
classroom sleepiness before and after the peppermint scent administration among grade
11 STEM 2 learners. There was no significant difference in score between the mean
scores before and after the intervention, p=0.421>0.05.

Table 2
Paired Samples T-test of Classroom Sleepiness Before and After Peppermint Scent
Administration

Paired Samples Test

Paired Differences
95% Confidence
Std. Std. Interval of the
Deviatio Error Difference Sig. (2-
Mean n Mean Lower Upper t df tailed)
Pair SLEEPINE
1 SS_BEFO
RE -
-.06854 .58538 .08449 -.23852 .10144 -.811 47 .421
SLEEPINE
SS_AFTE
R
Note. p≤.05 = with significant difference; p>0.05 = with no significant difference

Table 3 shows the awareness of the interviewees regarding the function of the
peppermint scent for classroom sleepiness intervention. A common response was
identified, and all of the participants were not aware of the effects of the aforementioned
scent on sleepiness.
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 18

Table 3
Awareness of the Effects of Peppermint Scent on Sleepiness
Number
Theme of Verbatim Response
Students
Not 10 Hindi po.
Aware I also not aware, I’m not aware about the ano the effect of
peppermint on… sleepiness.
Ahh, hindi po. Uhm, and like, first time ko pa lang na narinig na
may effect pala siya sa sleepiness ng person. Kasi ahh, di ako
aware na… Pwede pala yung… Ay pwede paulit? Dami kong
sinabi. Ahh, basta’t ngayon ko lang na ano, ngayon ko lang na…
Nalaman na pwede palang ano yun sa sleepiness and kung pano
yung ano yung isang tao.
Ako din, hindi ko ano, wala talaga akong idea na ginagamit pala
yun para sa sleepiness.
Note. 10 students were interviewed.

Table 4 shows the intensity of sleepiness of the interviewees during classes

without the peppermint scent. Three levels of sleepiness were identified. The most
experienced intensity of sleepiness by the interviewees was sleepy. The least
experienced, on the other hand, was neutral.

Table 4
Intensity of Sleepiness Without the Peppermint Scent
Number
Theme of Verbatim Response
Students
Sleepy 2 Nung wala pa pong peppermint scent, ano, inaantok po
ako.

Palagi akong… napapatulog.

• Due to 1 Nung wala pang peppermint scent ayun, parang normal
lack of na antok na dahil sa puyat and ganon.
sleep

• During 1 Uhm… without the peppermint I was always sleepy

classes whenever there is a discussion on class.
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 19

• Due to 1 Ako din, nung wala pang peppermilk… peppermint

boring scent ano, inaantok nako dahil kapag boring sa klase…
classes Ganon.
Very Sleepy 3 Kahit walang peppermint, natutulog parin ako sa klase.
Ako din, kahit walang pepperment… natutulog ako
Kahit wala yung peppermint nakakatulog parin ako

• Seldom 1 Ako nung walang peppermint, hindi man na, hindi

naman ako natutulog, ma… maybe… 1 to 2 times a
month lang. Rarely lang yung… Na- nafifeel kong
inaantok pero, hindi ako palaging natutulog… if walang
peppermint scent.
Neutral 1 Ano… nung wala pang peppermint, oks lang.

Note. 10 students were interviewed.

Table 5 shows the effect of the inhaled peppermint scent to classroom sleepiness
of the participants. Five themes were identified. The most mentioned response was the
peppermint scent contributed to the increase of their sleepiness. In detail, one elaborated
that it decreased their awareness and alertness, two explained that they felt relaxed, and
one expressed that he was influenced by their sleeping classmates. Two of the
participants admitted that they have fallen asleep due to the peppermint scent. Lastly, one
said that the scent stimulated his awareness in class.

Table 5
Effects of the Peppermint Scent to the Classroom Sleepiness
Number
Theme of Verbatim Response
Students
Increased Sleepiness 3 Ano, nung pong… pinaamoy na ng yung
peppermint scent, ano… mas lalo po akong inantok.
Pero pinipigilan ko po para tignan ko po kung
meron talagang effect pero meron po siyang effect,
pero lalo po talaga akong inantok.
Ako ano… mas lalo akong inantok. Ano… mas di
ko nalang- mas nahirapan akong labanan yung antok
ko kasi, halimbawa bibigay nila ngayon yung…
peppermint scent, mga next subject non or after two
next subjects, tulog na ako non.
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 20

• Decreased 1 Ako rin, yung uhm… yung awareness ko

Awareness nabawasan. Yung alertness ko rin nabawasan, kasi,
and Alertness ah… diko alam kung narelax lang ako dun sa…
effect nung peppermint… tapos maybe, kasama na
rin yung puyat and school works, pero lalo akong
inantok nung naamoy ko yung peppermint scent.
• Increased 2 Ahh… after kong na receive yung perppermint, I
Relaxation felt relaxed and because of that I felt kinda sleepy

• Influenced by 1 Nung nalaman kong ano, parang pampatanggal ng

Sleeping antok yung peppermint, syempre na-k… na excite
Classmates ako kasi kalako di nako makakatulog… ay di na
ako. Hindi na ako aantukin, tapos nung ano… nung
kabigay non, mga… Nakita ko yung mga kaklase
ko… nakaduk- nakaano lahat sila… nakayuko, tas
yon inaantok rin ako non.
Stimulated 1 Ahh… para sa akin may effect naman talaga siya
Awareness sa… ano, sa ta- sa ano, sa sleepiness ng person, kasi
after nung time na yon, parang medyo sleepy pa ako
and after kong ma inhale yung scent, parang
lalong… mas na stimulate yung… awareness dun sa
klase.
Fell Asleep 2 Dati natatapos ko yung BCAL, ngayon kalahati
palang, tulog na ‘ko.
Note. 10 students were interviewed.

Table 6 illustrates the opinions of the participants regarding the scent of the
peppermint ointment. Two opinions were concluded. Majority of the participants uttered
that they liked the scent. One of them, on the other hand, claimed to be undecided
between liking the scent or not.

Table 6
Respondents’ Opinion about the Scent
Number
Theme of Verbatim Response
Students
Liked 9 Nagustuhan ko yung amoy… At the same time, ano siya…
hindi siya yung… tipong ayaw mong amuyin na parang…
pesticide ganon. Tas yung recommendation ko naman…
patapangin nalang din yung ano… yung mint. Para mas ma…
bagsik yung amoy niya.
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 21

Nagustuhan ko yung amoy. Pero medyo nahilo ako. Di ko alam

kung dahil sa amoy o sa ano ko lang. Sa ulo ko lang ganon.
Tas… Nagustuhan… ay… Ahh… Ala, gusto ko yung amoy…
wala akong recommendation.
Ako din, nagustuhan ko yung amoy kasi nakakarelax. Tapos
wala akong recommendations kasi ano… ayos naman.
Undecided 1 Ako hindi ko alam kung nagustuhan ko or hindi… Dahil
nakatulog ako. Pero kung dahil nakatulog ako, nagustuhan ko
kasi… Uhm… Narelax yung eyes ko, pero may nafeel ako
na… Parang na stimulate yung brain ko. Pero yung eyes nga
lang is narelax. Tapos… Yung recommendation ko lang is…
Uhm… Tapangan sana yung peppermint kung… Ano… Kung
pampagising siya. Kasi feel- Meron talaga akong naramdaman
na parang na stimulate yung brain ko, kaso lang dahil sa
konting effect niya, may calming effect siya sa eyes. Nakatulog
ako.
Note. 10 students were interviewed.

Table 7 shows the recommendations of the participants concerning the

improvement of the peppermint scent. Five recommendations were identified. Four
students recommended to make the scent stronger. Two from them suggested to make the
peppermint edible and to make the scent milder, respectively. The remaining four gave
no recommendations at all.

Table 7
Recommendations on how the Scent could be Improved
Number
Theme of Verbatim Response
Students
Edible 1 Sobrang bango po. Nakakaadik. Kaya… I like it, I like
peppermint it. Tas yung recommendation ko po… Ano po, uhm…
*laughs* Yung pwedeng kainin, ganon. Hindi kasi, ay
ano… Pwede pong… Ano, ah… lagyan po siya ng
sugar para… kapag, tinry po kasi naming tikman eh.
Lasa po siyang petroleum jelly lang. Kaya kung pwede
po lagyan po ng sugar…Hindi, para po ano diba yung
sugar po pampa- pampahype po yon.. odiba? Pag
tinikman po, mas lalo po kaming mag-eenergize.
Stronger 4 Ano… uhm… mabango siya, masarap amuyin. Kaso
peppermint scent recommendation ko, dapat yung amoy… yung malakas
ganon. Kung gusto mo talagang ma… maano yung
effect niya, dapat malakas, kase parang mild lang yung
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 22

amoy. Mas narerelax ka lang, yung parang mas mafifeel

mong… maaantok ka, pero, pag mas malakas yung
amoy, magigising ka ganon. Ahh.. nagustuhan ko yung
amoy.
Nagustuhan ko yung amoy… At the same time, ano
siya… hindi siya yung… tipong ayaw mong amuyin na
parang… pesticide ganon. Tas yung recommendation
ko naman… patapangin nalang din yung ano… yung
mint. Para mas ma… bagsik yung amoy niya.
Milder 1 Nagustuhan ko yung amoy kasi nakakarelax siya tsaka
peppermint scent gusto ko kasi nakakatulog den… Pala. Tapos yung
sakin, iba yung recommendation ko… medyo bawasan
yung peppermint kasi… Kapag sobra, parang
nakakasakit ng ulo.
No 4 Nagustuhan ko yung amoy. Pero medyo nahilo ako. Di
recommendation ko alam kung dahil sa amoy o sa ano ko lang. Sa ulo ko
lang ganon. Tas… Nagustuhan… ay… Ahh… Ala,
gusto ko yung amoy… wala akong recommendation.
Ako din, nagustuhan ko yung amoy kasi nakakarelax.
Tapos wala akong recommendations kasi ano… ayos
naman.
Ahh… Mabango naman siya, kaya nakakarelax din
siya, at hindi siya parang… hindi siya yung parang…
ayaw mong amuyin. And yung recommendation ko is,
para sakin okay lang siya. Hindi naman kailangan ng
improvement kasi… ma… ayos naman talaga siyang
amuyin,
Note. 10 students were interviewed.
 CHAPTER 4
DISCUSSION

The results of the study are analyzed and discussed in this chapter. From the
results of the study, the researcher draws the conclusions and recommendations.

Summary of Findings
This research aims to examine whether peppermint scent intervenes with the
classroom sleepiness of the grade 11 students of Assumpta Technical High School. It
intends to identify their classroom sleepiness after the peppermint scent administration, the
significant difference between their classroom sleepiness before and after the intervention,
and the elaborated effects of peppermint scent to their classroom sleepiness. The following
are the answers to the specific problems of the study:
1. The garnered data after the peppermint scent administration result to a mean score
of 3.14 which means the participants experience classroom sleepiness sometimes
or one to two times a week.
2. The analyzed mean score of 3.08 and 3.14 before and after the peppermint scent
administration, respectively led to p=0.421>0.05 hence there is no significant
difference in score between the classroom sleepiness before the after the
intervention.
3. The most dominant effect of peppermint scent to classroom sleepiness is
increased sleepiness due to decreased awareness and alertness, increased
relaxation, and influence of sleeping classmates. Moreover, some participants fell
asleep upon the administration of the peppermint scent. Lastly, the increase of
awareness in class that was stimulated by the peppermint scent is the least
dominant effect of the scent on classroom sleepiness.
After the administration of paired samples t-test, it was demonstrated using
quantitative measures that in fact, peppermint scent does not produce any significant
effects on sleepiness. This is in contradiction with the investigation conducted by
Mahachandra, Yassierli, and Garnaby in 2015 which disclosed that peppermint scent is
indeed effective in keeping individuals awake by stimulating alertness. Moreover, as
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 24

acclaimed by the National Sleep Foundation (2019), peppermint’s aroma is helpful for
individuals to stay alert, focused, and roused which could aid in doing their tasks better.
Likewise, it can also help people better perform tasks that require attention. However,
notable from the mean scores of the participants that those who experienced high
classroom sleepiness before the administration of the peppermint scent experienced lower
classroom sleepiness after the intervention. This, unlike the abovementioned result of the
study, is in support of the ones of Mahachandra et. al (2015) which results were based on
the improved performance of sleep deprived drivers after being exposed to peppermint
scents.
Nonetheless, the outcomes of the qualitative methods administered in the study
revealed that the sleepiness felt by the participants increased due to the relaxing
properties of the peppermint scent which the participants found pleasing. This outcome
can be supported by the study of Lillehei and Halcon (2011) which stated that relaxation
was identified as an additional therapeutic property of essential oils related to sleep, and a
study conducted by Zhao et. Al (2019) wherein participants were perceived to be more
relaxed after smelling pleasant aromas compared to neutral ones. Supplementing these is
an article published by Richards (2018) which indicated that peppermint has a menthol
component that causes relaxation to the muscles, aids stress, and relieves anxiety, which
stimulate a more relaxing sleep. Furthermore, results from the focus group discussion
also disclosed that participants would prefer stronger peppermint scent and orally
administered peppermint to efficiently and effectively hamper their sleepiness. This is
parallel to the recent research of Kennedy et al. (2018) that has suggested that peppermint
essential oil with high levels of menthol gives enhancement in the cognitive performance
of a person when it is orally administered. Lastly, distinct results of a positive
relationship between inhalation of essential oils and sleep have been observed by Lillehei
and Halcon (2011) in most studies where authors discovered statistically significant
results regarding sleep quality improvement and peppermint oil that might most likely be
due to the chemical properties of the oil (Lillehei and Halcon, 2011). This implication
may be related to the present study since the essence oil used contained other ingredients
which might have influenced its results.
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 25

Though the result of the conducted research is different from majority of the
previous researches tackling the same concept, it is essential to know that the participants
are initially unaware of the effects of peppermint scent on sleepiness since only few
researches have been conducted concerning the said variable (National Center for
Complementary and Integrative Health, 2016). Furthermore, it is worth noting that the
sense of smell varies according to each individual, thus different scents can trigger
distinct responses (Hipgrave, 2018). Hence, this suggests that the effects that peppermint
can usher are more complex than previously thought, or at the very least need to be
scrutinized and studied in more controlled environments in order to have a definitive
conclusion on its effects.
Limitations of the Study
The findings of this study considered three limiting factors. First, the researchers
were not furnished with enough resources to create a controlled essential oil mixture for
the peppermint scent administration. The essence oil used for the data gathering
procedure, which is usually for air humidifiers or diffusers, could have contained other
ingredients, aside from peppermint, that might have altered its effects on the participants.
Second, the time allotted for the data gathering procedure was constrained which had
limited the observation period intended for the monitoring of the peppermint scent
administration, thus possible disturbances during the intervention could have influenced
the results of the study. Furthermore, since there was time insufficiency, the reasons as to
why and how peppermint scent could have influenced sleepiness were not tackled. As a
result, the researchers failed to acquire additional and complementary knowledge that
could have been beneficial for this research. Lastly, since the external factors that
influence classroom sleepiness were not covered by this study, the primary reason of the
sleepiness of some participants may have been drawn to the peppermint scent.
Recommendations
As the researchers put keen observation and brought together all the data
gathered, recommendations are drawn to better the next contributing body of knowledge.
1. Being the primary benefactors of this study, it was shown that the supposed
function of the peppermint scent was not as it was thought to be, revealing the
scent to be selectively effective in reducing the classroom sleepiness of the
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 26

students. Nevertheless, since the research is initially about providing intervention

to classroom sleepiness through the aid of the peppermint scent, it is instead
recommended for the students to value time management skills in complying to
school requirements and not neglecting the importance of a proper and decent
rest.
2. Aside from that, it is now perhaps even more important for the teachers to instill
engagement in classes through increased active participation and interaction to
avoid the problem of classroom sleepiness. This is to promote a conducive and
productive teaching environment which could in turn improve the teaching
process, given the reality of the peppermint scent administration results.
3. Regarding the recommendations for the school administrators, it is advisable for
them to investigate, propose, and impose improved teaching styles and systems to
mitigate the problem of classroom sleepiness.
4. Lastly, it is recommendable for the future researchers who will study the same
topic to also take into consideration the results of this study particularly its
limitations and implications to further study the effects of peppermint scent on
sleepiness or in the body in general; more specifically, it would serve them well to
address the need for more data and more controlled environments. As this study
made way for new discoveries and contradictions about the known effect of the
peppermint scent, they can use these as an information source and guide on their
future research.
PEPPERMINT SCENT ON CLASSROOM SLEEPINESS 15

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