THESISPRACTICALRESEARCHEMERALD Erkj 1

EASTERN TAYABAS COLLEGE, INC.
EFFECTS OF SLEEP INSUFFICIENCY ON STUDY

HABITS OF THE SELECTED SENIOR HIGH
SCHOOL STUDENTS TO THEIR ACADEMIC
PERFORMANCE AT EASTERN TAYABAS
COLLEGE INC.
S.Y 2023-2024
-------------------------------------------
An Undergraduate Thesis
Presented to the Faculty of
Eastern Tayabas College Inc.,
Lopez, Quezon
-------------------------------------------
In partial Fulfillment
Of the Requirements for the Practical Research
-------------------------------------------
by:
Ma. Eunice P. Villanueva
John Russelle J. Tabien
Krysthyl Anne T. Vizarra
Jonas A. Macabuhay
Charles Justin F. Onato
Pauline A. Nombela
Dann Loyd T. Marcaida
Aleah D. Villapando
2024
ii
APPROVAL SHEET
In partial fulfillment of the requirements for the Practical Research 1 and

Research Inquiries, this research entitled “Effects of Sleep Insufficiency on Study
Habits of the Selected Senior High School Students to their Academic
Performance at Eastern Tayabas College Inc. S.Y 2023-2024” has been prepared
and submitted by EMERALD – GROUP 3 who is hereby recommended for Pre -
Oral Examination.
LENSIE SHANE PORTELLANO

Research adviser
COMMITTEE ON FINAL EXAMINATION
Approved by the committee on Pre – Oral Examination on April 24, 2024, with the
grade of _____.
DARRYL GUERRERO, LPT

Chairman
RAYMOND B. GUTLAY, LPT MARY NOLE P. URSOLINO

Member Member
ERROL S. RUSTIA
Principal
iii
ACKNOWLEDGEMENT
The researcher wishes to recognize the entire person who contributed to the
efficacious accomplishment of this study.
Dr. Arnel V. Rodelas, the School President who supported the school program and
for the enhancement of the skills of the students and the institution.
Dr. Melchor B. Espiritu, Dean of Research and Chairman of the panel for his proper
guidance, patience and support to make this research study successful.
Dr. Filipina R. Vasquez, College Dean for the approval to conduct school survey and
keep on motivating all the researchers.
Dr. Gloria L. Ching, her manuscript editor for giving suggestions and advice to
improve the study.
Dr. Flormando P. Baldovino, the master statistician for sharing his precious time and
fortitude on assessing this research, members of the panel for the necessary
suggestions to improve her research study.
Dr. Maria Celerina D. Oreta, Research adviser for the guidance and undying support
to finish the manuscript with better feedback.
Mr. Gil T. Segui and Mr. Arvin D. Burce, for their expertise, validating my
questionnaire.
The Respondents, for their cooperation and patience for answering the questionnaire.
The Researcher would like to thank her family and friends for the inspiration and for
their full support.
M.B.C.
iv
DEDICATION
The researcher would like to dedicate this work

to the beloved sister and brother who are
always there to care, love
and financial support.
To the researcher’s friends and classmates

who shared their words of advice and
encourage to finish this study.
And lastly, we dedicated this book to the

Almighty God, thank you for
the guidance, power of mind
and protection for giving
us a healthy life.
M.B.C.
v
ABSTRACT
TITLE: LEVEL OF AWARENESS ON PHILIPPINE FOLK

SONGS BY SELECTED GRADE V AND GRADE
SIX PUPILS IN APOLINARIO MABINI
ELEMENTARY SCHOOL S.Y 2020-2021
RESEARCHER: MYKA B. CATAPANG
THESIS ADVISER: MARIA CELERINA D. ORETA, Ed. D.
SCHOOL: EASTERN QUEZON COLLEGE, INC.
DEGREE CONFERRED: BACHELOR OF ELEMENTARY EDUCATION
YEAR CONFERRED: 2021
This study aimed to determine the level of awareness on Philippine folk songs
by selected grade V and grade VI pupils in Apolinario Mabini Elementary School S.Y
2020-2021. The study involved 50 selected pupils through purposive sampling in
Apolinario Mabini Elementary school. The findings shows most of the respondents
according to sex male with 58 % and 42% are female which describes that most pupils-
respondents of Apolinario Mabini are male. According to grade were 38% are grade
Vand 62% are grade VI which describes that most pupils of Apolinario Mabini are
grade VI. The level of awareness on the Philippine folk songs bahay kubo of grade five
and grade six pupils in terms of written evaluation. The high gain of the weighted mean
is the indicator number 1 I know the song of Bahay kubo with a weigthed mean very
aware. The lowest weighted mean is indicator 5, I can sing and dance with the music of
bahay kubo with a weighted mean slightly aware. It also revealed that the average
weighted mean moderately aware indicated must pupils-respondents are moderately
aware of the song bahay kubo. The second Philippine folk songs are Magtanim ay di
biro the high gain of the weighted mean is the indicator number 1, I know the song of
Magtanim ay di biro with moderately aware. The lowest weighted mean is indicator 4, I
know the message of Magtanim ay di biro with a weighted mean moderately aware. It
also revealed that the average weighted mean moderately aware indicated must pupils-
vi
respondents are moderately aware of the song Magtanim ay di biro. The third
Philippine folk songs are paru-parong bukid. The high gain of the weighted mean is the
indicator number 1, I know the song of Paru-parong bukid with the weighted mean very
aware. The lowest weighted mean is indicator 5, I can sing and dance of Paru-parong
bukid with a weighted mean slightly aware. The fourth Philippine folk song is Leron-
Leron Sinta. The high gain of the weighted mean is the indicator number 1, I know the
lyrics of Leron- Leron Sinta with the weighted mean very aware. The lowest weighted
mean is indicator 5, I can sing and dance with the music of Leron leron sinta with a
weighted mean 3.1 moderately aware. It also revealed that the average weighted mean
moderately aware indicated must pupils-respondents are moderately aware of the song
Leron- Leron Sinta. And the last Philippine folksong is Sitsiritsit Alibangbang. The
high gain of the weighted mean is the indicator number 1 I know the song of Sitsiritsit
Alibangbang with the weighted mean moderately aware. The lowest weighted meanis
indicator 5, I can sing and dance with the music of Sitsiritsit alibangbang with a
weighted mean slightly aware. It also revealed that the average weighted mean
moderately aware indicated must pupils-respondents are slightly aware of the song
Sitsiritsit Alibangbang. Table 4 shows Philippine folksongs Leron- leron the weighted
mean moderately aware while the folk song Sitsiritsit alibangbang has the lowest
average mean with a slightly aware description. It simply indicate that the Philippine
folksong under study are not very familiar with the respondents with a moderately
aware description. The result of the study implied that the level of awareness on
Philippine folk songs on the selected grade V and VI student is moderately aware on
selected different Philippine folk songs. As a result of the study the researcher would
like to recommend the following: Parents, Teachers,. Pupils, and future researchers.
Keywords: Level, Awareness, Philippine folk song, Pupils, School
TABLE OF CONTENTS
TITLE PAGE ....................... i
APPROVAL SHEET ....................... ii
ACKNOWLEDGEMENT ....................... iii
DEDICATION ....................... iv
ABSTRACT ....................... v
TABLE OF CONTENTS ....................... vi
LIST OF TABLES ....................... vii
LIST OF FIGURES ....................... vii
vii
CHAPTER I – THE PROBLEM AND ITS BACKGROUND
Introduction ....................... 1
Statement of the Problem ....................... 2
Conceptual Framework ....................... 3
Research Paradigm ....................... 4
Significance of the Study ....................... 5
Scope and Delimitation ....................... 5
Definition of Terms ....................... 6
CHAPTER II – REVIEW OF RELATED LITERATURE

AND STUDIES
RELATED LITERATURE ....................... 8
FOREIGN LITERATURE ....................... 8

LOCAL LITERATURE ....................... 11
RELATED STUDIES ....................... 15
FOREIGN STUDIES ....................... 15

LOCAL STUDIES ....................... 17
CHAPTER III – RESEARCH DESIGN AND METHODOLOGY
Research Method and Techniques ....................... 20

Research Locale ....................... 20
Sampling Design ....................... 20
Instrumentation ....................... 21
Data Gathering Procedure ....................... 21
Statistical Treatment ....................... 22
viii
CHAPTER IV – PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA
CHAPTER V – SUMMARY, SUMMARY OF FINDINGS,

CONCLUSION AND RECOMMENDATIONS
Summary ....................... 37
Summary of Findings ....................... 37
Conclusions ....................... 39
Recommendations ....................... 39
4
BIBLIOGRAPHY ....................... 1
APPENDICES ....................... 43
4
ADMINISTRATIVE LETTERS ....................... 4
RESEARCH INSTRUMENTS ....................... 46
CERTIFICATIONS ....................... 53
CURRICULUM VITAE ....................... 58

ix
LIST OF TABLES
Table Title Page

No.
1 Frequency and Percentage Distribution of the Respondents 25
According to Sex
2 Frequency and Percentage Distribution of the Respondents 26

According to Grade
3 Average Weighted Mean Distribution of the Respondents on the level 27

of awareness of Grade V and Grade VI pupils of Apolinario
Mabini Elementary School in terms of written evaluation
on the Bahay Kubo Philippine folk songs

on the Magtanim ay di biro Philippine folk songs

of awareness of Grade V and Grade VI pupils of Apolinario Mabini
Elementary School in terms of written evaluation on the Paru-parong
Bukid Philippine folk songs

on the Leron Leron Sinta Philippine folk songs
7 Average Weighted Mean Distribution of the Respondents on the level of 35

awareness of Grade V and Grade VI pupils of Apolinario Mabini
Elementary School in terms of written evaluation on the
Sitsiritsit Alibangbang Philippine folk songs
8 Average Weighted Mean Distribution of the respondents on the level of

x
awareness of Grade V and Grade VI pupils of Apolinario Mabini

Elementary School in terms of written evaluation on the
different selected Philippine folk songs
LISTS OF FIGURE
Figure Title Page

No.
1 Level of awareness on Philippine folk songs by selected grade 4

five and six pupils in Apolinario Mabini Elementary School
S.Y2020-2021
EASTERN TAYABAS COLLEGE, INC. 1
CHAPTER I
THE PROBLEM AND ITS BACKGROUND

This chapter presents the problem and its setting it includes the introduction,
Statement of the problem, conceptual framework, research design, significance of the
Study, scope and delimitation and definition of terms.
Introduction
Sleep is an inseparable part of human health and life and is pivotal to learning
and practice as well as physical and mental health. Studies have suggested that
insufficient sleep, increased frequency of short-term sleep, and going to sleep late and
getting up early affect the learning capacity, academic performance, and
neurobehavioral functions. Previous studies have indicated that the quantity of sleep
reported by individuals as delayed or inappropriate sleep, waking up too late,
especially at weekends and daytime sleepiness is associated with compromised
academic performance in children and adults. Some studies have emphasized the
relationship between delayed starting time of classes and academic success. Reduced
overnight sleep or altered sleep patterns has been associated with severe drowsiness
and failure in academic success. In a study, people who had enough sleep compared to
their sleep-deprived individuals used innovative solutions twice as often when 2
confronted with complex mathematical problems.
The chance of academic failure was if one or more than 1 year in students with
inadequate sleep compared to those with proper sleep. People who sleep less and
sleep during the day are more prone to vehicle and work accidents. In some studies,
sleep efficiency has been considered as essential for recovery, cognitive processing,
and memory integration. On the other hand, lack of sleep has been associated with
emotional instability and impaired concentration. In this regard, students are
particularly at risk of developing sleep disorders and development of the disorder
among them has a negative effect on their academic performance across different
grades, However, there is no consensus in this case and not all studies state that sleep
disorders yield a negative effect on academic performance. Eliasson (2010) believes
that the time it takes to fall asleep and waking up affect academic performance more
than duration of sleep does. Sweileh and colleagues (2011) also believe that there is
no relationship between sleep quality and academic success. Similarly, it is claimed
there is no relationship between the night sleep before the exam and test scores
either.16
In another study, the author believes stress from lack of sleep causes poor school
performance. On the other hand, in a systematic review, the authors could not
establish a cause-and-effect relationship between sleep quality and academic
performance. In their meta-analysis study, Dewald and colleagues (2010) emphasized
that because of the diversity of the methodology of studies, it is impossible to derive a
relationship between sleep quality and academic performance, and thus more
longitudinal intervention studies are warranted. According to different conclusions in
this respect, the researchers decided to determine the relationship between sleep
quality and academic performance among students at Kermanshah University of
Medical Sciences.
The researcher chose this study the effects of sleep insufficiency on study
habits of the selected senior high school students in our school because nowadays
most of the students struggling in sleep insufficiency and researcher choose this study
because we aimed to determine the effects of sleep insufficiency on study habits as
much as the students, so researcher expect them to be aware on Sleep Insufficiency.
Statement of the Problem
This study aims to determine the effects of Sleep Insufficiency on Study Habits of
the selected Senior High School Students to their Academic Performance at Eastern
Tayabas College Inc.
Specifically, this study seek to answer the following:
1. What is the demographic profile of the respondents in terms of:

a. age
b. sex
c. grade
d. strand
2. What are the perceived effects of Sleep Insufficiency on Study Habits of the
Students in terms of:
a. retention
b. productivity
c. absentminded
3. What is the study habits of the selected senior high school students of Eastern
Tayabas College?
Conceptual Framework
Sleep Insufficiency refers to the inadequate amount or poor quality of sleep

experienced by senior high school; it includes other lifestyle choices affecting sleep.
Study Habits refers to the behaviors and practices adopted by senior high school
students in relation to their academic work, such as time management, organization,
concentration, and study techniques.
To understand more what sleep insufficiency is, this is common in modern
society and may result from a variety factor, including work demands, social and
family, responsibilities, medical conditions, and sleep disorders. As sleep debt
accumulates, individuals may experience reduced performance, increased risk for
accidents and death, and detrimental effects on both psychological and physical health.
The above-mentioned are the importance of students’ awareness on Sleep
Insufficiency, the researcher, overwhelmed to the idea to conduct this study and
determine the effects of sleep insufficiency on study habits of the selected Senior High
School Students to their Academic Performance at Eastern Tayabas College Inc.
Lack of sleep has become a worldwide health problem, and medical staff
members are no exception (Basner et al., 2013). In fact, due to the increasing demand
for medical treatment and various medical emergencies, medical staff are under higher
pressure, as they usually need to work with mental fatigue and in a state of sleep
deprivation (Basner et al., 2013). Sleep deprivation is a state of sleep loss induced by
various reasons, which can lead to physiological and psychological changes, causing
various cognitive impairments (Fullagar et al., 2015). Depending on the amount of
sleep loss, sleep deprivation can be classified into two categories, i.e., total (TSD) and
partial (PSD), where the former refers to the complete absence of sleep for at least 24 h
(Reynolds and Banks, 2010). Sleep deficit can significantly impact various cognitive
functions, including attention, working memory, short-term memory, hippocampus-
dependent memory, processing speed, and reasoning (Lim and Dinges, 2010; Krause et
al., 2017).
Moreover, it may jeopardize the health of medical staff and reduce the quality of
medical treatment (Johnson et al., 2014; Neville et al., 2017; Yan et al., 2023). Besides,
sleep deprivation causes dysregulation of sleep–wake cycle and the neuroprotective
effect of sleep deprivation for short periods may participant in the sleep–wake cycle
alterations (Zhou, 2019). TSD can lead to cognitive impairments, and there are still
numerous questions to be answered about the neural changes underlying these
impairments (Krause et al., 2017). Functional MRI-based neuroimaging provides a
noninvasive in vivo way to explore the mechanism. Previous studies have revealed
alterations in brain activity in subjects after TSD under controlled laboratory conditions
(Chee and Choo, 2004). Resting-state functional MRI (rs-fMRI) is a brain functional
imaging technique that measures blood oxygen level-dependent (BOLD) signals when
subjects are in the resting state (Biswal et al., 1995; Lv et al., 2018). Deantoni et al.
utilized rs-fMRI to investigate sleep-related alterations in seed-based functional
connectivity (FC) and amplitude of low-frequency fluctuation (ALFF) after spatial
navigation learning and relearning (Deantoni et al., 2021). Network changes were also
observed through rs-fMRI-based neuroimaging. A previous study proved that TSD
reduces the network modularity of the limbic, default mode, salience, and executive
modules, and these changes were associated with the behavioral impairments elicited
by TSD (Ben Simon et al., 2017). Therefore, rs-fMRI can serve as a promising imaging
technique for exploring the underlying mechanism of how TSD impacts cognition.
Most previous TSD studies were performed under controlled laboratory conditions,
where subjects were usually instructed to engage in low-intensity activities during TSD,
such as reading, talking to their partners, or watching movies (Lei et al., 2015). In
contrast, in routine clinical practice, medical staff must work in a fast-paced and high-
pressure environment during their night shifts, which is markedly different from
experimental TSD conditions (Curtis et al., 2019). Therefore, the effects of TSD on the
brain are likely to be diverse under different conditions (Eide et al., 2021). Given that
medical work is a matter of life and death, it is important to investigate the potential
harm of TSD to medical staff. Besides, there may be some beneficial effects of
education on brain neuroplasticity and neuroprotection, considering the relatively
higher education levels in medical doctors and nurses (Zhou, 2023).
Research Paradigm
INPUT PROCESS OUTPUT
 Demographic  Validation  Identify

profile effects of
a. Age  Distribution, Sleep
b. Sex retrieval and Insufficiency
c. Status gathering of on study
d. Grade questionnaire habits
e. Strand
 Gathering,  Study habits
 Sleep Presentation, derived from
Insufficiency analysis, and the study
Interpretation
of data
Figure 1
Figure 1.
The Effects of Sleep Insufficiency on Study Habits of the selected Senior High School
Students to their Academic Performance at Eastern Tayabas College Inc.
The research paradigm, researcher used the (Input, Process, and Output) IPO model
wherein the input is consisting of the following: Demographic profile and Sleep
Insufficiency. On the other side, is the process being used is through validation,
distribution of retrieval of questionnaire, gathering, analysis and interpretation of data.
The output is the identify effects of Sleep Insufficiency on study habits and Study
habits derived from the study.
Significance of the Study
The study is entitled “The Effects of Sleep Insufficiency on Study Habits of the
Selected Senior High School Students to their Academic Performance at Eastern
Tayabas College Inc. aims to know the effects of sleep insufficiency and to enhance
the student’s awareness on Sleep Insufficiency. The researcher is hoping that the
study was beneficial to the following:
For the Parents, this study will be beneficial for parents for them to know how the
health and conditions of their children is. This would give them the
opportunity to help guide their children in dealing sleep insufficiency.
For the Teachers, in developing teaching strategies that can catch the learners’
attention and interest. It can also help the teacher to measure the level of
interest of the student in Philippine folk song. Additionally, can be used to
enhance the learners’ interest in this particular subject.
For the Pupils, this study would give them knowledge regarding the effects of sleep
insufficiency and to maintain sleep hygiene.
For the Future Researchers, must be aware about the needs and wants of the
students to have their interest for them to actively participate on the subject.
Moreover, this study provides additional knowledge to the researcher to
further understand the meaning of sleep-in study habits.
For the Institution, by recognizing the importance of adequate sleep and

implementing strategies to promote healthy sleep habits, institutions can
create a more conducive environment for their members to thrive and succeed.
Scope and Delimitation
The study entitled “Effects of Sleep Insufficiency on Study Habits of the

Selected Senior High School Students to their Academic Performance at Eastern
Tayabas College Inc. This study involved selected Senior High School Students.
Eastern Tayabas College S.Y 2023-2024 will focus on the effects of sleep
insufficiency of the aforesaid students. Through simple convenience sampling the
questionnaire was constructed in the form of checklist to measure the perceived
effects. With the total of 60 selected respondents of Senior High School Students of
Eastern Tayabas College Inc.
Definition of Terms
The following terms are defined conceptually and operationally to provide

every reader a better understanding of the terms used in this study.
Sleep Insufficiency – refers to the inadequate duration, quality, or timing of sleep

that results in sleep deprivation and its associated negative effects on
physical mental, and cognitive thinking.
For the purpose of this study, sleep insufficiency will be operationally
defined as sleeping less than the recommended hours for adolescents
(8-10 hours per night). (www.google.com).
School - a school is an educational institution designed to provide learning
spaces and learning environments for the teaching of students (or
"pupils") under the direction of teachers.
Most countries have systems of formal education, which is sometimes
compulsory. (https://en.m.wikipedia.org/wiki/School)
Study Habits – refers to the behaviors, routines, and strategies that students employ
to facilitate learning. Defined as the frequency of engaging in activities
such as reviewing notes and completing assignments.
(www.google.com).
Academic Performance – refers to the overall achievement of students in their
educational endeavors, typically measured by grades and other
indicators of learning outcomes. Operationally defined as the student
grades in core subjects and overall grade point average (GPA) as
recorded in the academic records of the selected senior high school
students. (www.google.com).
Sleep – refers to a naturally recurring state characterized by reduced consciousness,

decreased sensory activity, and muscle relaxation, essential for
physical and mental restoration.
Refers to the specific criteria or observable behaviors that are used to
identify and measure the state of sleep in an individual.
(www.google.com).
CHAPTER II
REVIEW OF RELATED LITERATURE AND

STUDIES
This chapter presents the related literature and studies that have relevance on
the present study.
RELATED LITERATURE
FOREIGN LITERATURE
Lombardero (2019) insufficient sleep and insomnia are associated with

multiple medical and mental health problems, including increased risk for psychiatric
disorders, suicide, and chronic health conditions such as obesity, diabetes,
cardiovascular disease, and chronic pain. In AI/AN population, cardiovascular disease
is among the leading causes of death, with experiences of social injustice and
discrimination contributing to significant health disparities. Many of the health
conditions associated with insufficient sleep and insomnia are prevalent among AI/AN
people. This highlights a critical need to understand the possible role of sleep duration
and quality caused by insomnia and insufficient sleep on the chronic conditions
prevalent in AI/AN population. It has recently been suggested that insufficient sleep
and insomnia may help explain the disparities in cardiovascular disease among ethnic
minority groups and that screening for and treating insomnia and insufficient sleep
may aid in the prevention of cardiovascular disease.
Insufficient sleep, prevalent in 35% of the U.S. population, is defined as sleeping

less than the 7-8 hours recommended by the American Academy of Sleep Medicine and
the Sleep Research Society for optimal health. Insufficient sleep syndrome (ISS) is
considered a disorder in the International Classification of Disorders (ICD-11), under
the classification of hypersomnolence disorders. Walia and Mehra explain that ISS is
characterized by sleep restriction that is self-induced (e.g., the person does not
prioritize sleep), in contrast to insomnia disorder, present in approximately 27% of US
adults, which is defined by difficulty initiating or maintaining sleep with associated

distress or impairment. Insomnia symptoms refer to symptoms of insomnia, such as
difficulty initiating or maintaining asleep that may not meet diagnostic criteria for
insomnia disorder, with prevalence estimates ranging from 22% to 42%. These
somewhat overlapping yet distinct problems with sleep quantity and quality represent a
public health burden.
Behavioral treatment of insomnia and insufficient sleep has potential to reduce

the public health burden in a safe and cost-effective manner. Cognitive Behavioral
Therapy for Insomnia or CBT-I, for example, has proven to be an effective treatment
for insomnia. CBT-I addresses insomnia by use of stimulus control techniques (helping
the patient associate the bed with sleep rather than wakefulness), sleep restriction
strategies (initially reducing the amount of time spent in bed in order to consolidate
sleep), and techniques that challenge thoughts that interfere with sleep (e.g., “If I do
not get to sleep right now, I'll have a terrible day tomorrow”). CBT-I is as effective as
pharmacological treatment in the short-term treatment of insomnia and more effective
in the long-term treatment of insomnia, and it is now endorsed by the American
College of Physicians as the first line of treatment for insomnia.
Regarding insufficient sleep, researchers have recommended that it be

considered a behavioral risk factor, with potential to be addressed at both the
individual and the population level via public advocacy and employer programs.
Although the research evidence for behavioral treatments for insufficient sleep is not as
extensive as that for CBT-I, there is promise for sleep education programs. For
example, some of these programs have resulted in increased sleep quality, sleep
hygiene behaviors, increased sleep time on school nights, and reduced daytime
sleepiness. Insufficient sleep can also be addressed via motivational interviewing (MI),
and MI has been found to be an effective tool for affecting health behavior change.
Given that evidence-based treatments for insomnia and behavioral and

educational strategies to address insufficient sleep have potential to mitigate health
problems, it is important to assess whether an indication for these treatments exists
among AI/AN individual and the degree to which these treatments have been tested in
this population. The aim of this paper is to review the literature on the prevalence,
correlates, predictors, and treatment of insufficient sleep and insomnia among Al/AN
people, with the goal of helping clarify the potential contribution of sleep in health
disparities. Another aim of the present review is to provide recommendations for
clinicians and researchers regarding considerations for sleep treatment and research
of insufficient sleep in this population. Ultimately, systems-level approaches to
insufficient sleep and insomnia have potential to lessen the rates of chronic disease and
help eliminate health disparities among AI/AN populations.
9
FOREIGN LITERATURE
Xue Ming (2011) Sleep is an integrated part of human health and life and is
crucial for learning, performance, and physical and mental health. Traffic accidents,
performance errors, and exacerbation of disease states have all been linked to poor
sleep quality. Furthermore, individuals who must perform during their disadvantaged
circadian hours (such as shift workers) are more prone to accidents and health
problems.
There has been an increased awareness of insufficient and/or poor quality sleep
among adolescents. In general, adolescents prefer to retire and rise late, especially
when their melatonin release is delayed during puberty. This preference is reflected by
later bedtimes and longer sleep durations on holidays or weekends. However, current
high school schedules are not favorable for adolescents in many school districts within
the United States. For example, one study showed that the average adolescent's school
night bedtime is 22:33 and rise time is 06:06. During weekends, the bedtime and rise
time are delayed until 00:25 and 09:32, respectively, suggesting that the sleep/wake
schedule during school days was adjusted to school demands, rather than a more
natural circadian rhythm. Many high schools start earlier than elementary schools,
adding a greater demand to align sleep/wake schedules with adolescents’ delayed
circadian rhythm.
In addition to a delayed circadian rhythm, a typical adolescent requires 9 hours

of sleep each night. However, this requirement is difficult for adolescents to fulfill as it
has been reported that they sleep an average of less than 8 hours during school
nights. Concerns about the effects of sleep deprivation led to studies regarding its
impact on school performance. It was observed that poor sleep quality, reduced total
sleep time and excessive daytime sleepiness negatively affected academic performance,
behavior, and social competence in adolescents. However, it is not known whether
multiple unfavorable sleep problems are more likely to be associated with poor school
performance. In addition, it is equally unclear whether early school start times directly
contribute to sleep insufficiency. Accordingly, the first objective of this study was to
assess whether multiple indicators of poor sleep were more likely to be associated with
a poorer school performance. School performance was compared among students who
had more than one sleep problem to those with only a single problem or none. The
second objective was to evaluate the sleep patterns of students to identify sleep habits
that were not associated with poor school performance. Finally school start time was
analyzed against sleep duration, quality of sleep, and symptoms of sleep disorders for
possible associations of an earlier start time and sleep insufficiency. We hope that the
results of this preliminary study increase public awareness of sleep problems among
high school students.
FOREIGN LITERATURE
Cirelli (2023) chronic sleep insufficiency is common in modern society and

may result from a variety of factors, including work demands, social and family
responsibilities, medical conditions, and sleep disorders. As sleep debt accumulates,
individuals may experience reduced performance, increased risk for accidents and
death, and detrimental effects on both psychological and physical health. Sleep has two
dimensions: duration (quantity) and depth (quality). When individuals fail to obtain
adequate duration or quality of sleep, daytime alertness and function suffer. In
response to sleep deprivation, sleep is often both longer and deeper. In many cases,
however, sleep intensity can change without major changes in sleep duration. Sleep
duration alone is therefore not a good indicator of how much sleep is needed to feel
refreshed in the morning and function properly.
The definition, epidemiology, causes, and consequences of acute sleep deprivation and
sleep insufficiency are reviewed here. The evaluation and management of insufficient
sleep are reviewed separately. Insomnia, which is distinct from sleep deprivation, is
also reviewed separately. (See "Insufficient sleep: Evaluation and management" and
"Risk factors, comorbidities, and consequences of insomnia in adults" and "Evaluation
and diagnosis of insomnia in adults". DEFINITIONS — Sleep insufficiency exists when
sleep is insufficient to support adequate alertness, performance, and health, either
because of reduced total sleep time (decreased quantity) or fragmentation of sleep by
brief arousals (decreased quality). Acute sleep deprivation refers to no sleep or a
reduction in the usual total sleep time, usually lasting one or two days. Chronic sleep
insufficiency (also called sleep restriction) exists when an individual routinely sleeps
less than the amount required for optimal functioning.
Chronic sleep insufficiency is sometimes confused with insomnia. Although both

conditions may be characterized by decreased quantity of sleep and impaired daytime
function, chronic sleep insufficiency is due to volitional partial sleep loss or insufficient
opportunity to sleep. Sleep-deprived individuals will rapidly fall asleep if given the
opportunity, whereas individuals with insomnia are unable to fall asleep, even though
they feel fatigued during the day. (See "Evaluation and diagnosis of insomnia in
adults". The International Classification of Sleep Disorders, Third Edition, Text
Revision (ICSD-3-TR) recognizes insufficient sleep syndrome as a disorder

11
characterized by excessive daytime sleepiness caused by curtailed sleep almost every
day for at least three months.
Synthesis
The foreign literatures shows that not getting enough sleep and having
trouble sleeping are big health issues, especially for certain ethnic groups like
American Indian and Alaska Native communities. They believe that sleep is super
important for our health, how well we learn, and how we perform. For example,
teenagers often don't get enough sleep because school starts too early for them. Studies
are looking into whether this lack of sleep affects how well they do in school. Another
study talks about how not getting enough sleep regularly, either because of work or
other reasons, can be really bad for our health and how we feel during the day. It's not
just about feeling tired; it can lead to serious health problems. They also point out that
there's a difference between not getting enough sleep because we choose not to or
because we don't have enough time, and having trouble falling or staying asleep even
when we're tired. Both are bad for our health, but they're different. And there's even a
medical condition called insufficient sleep syndrome where we feel really sleepy during
the day because we consistently don't get enough sleep at night. Overall, these studies
show how important it is to get enough good quality sleep for our health and well-
being.
LOCAL LITERATURE
Jorge II (2020) sleep is a reversible behavioral state of perpetual

disengagement from and unresponsiveness to the environment. Sleep is broadly
categorized into two distinct phases, i.e., non-Rapid Eye Movement (NREM) Sleep,
which is further subdivided into three phases, and the REM sleep. Normal young adult
sleep is usually 7.5 hours and is comprised of 70-80% NREM sleep. This normal young
adult sleep is disturbed in many medical students and medical residents because of
heavy academic demands among the students of the first few years of medical school,
and because of 24-hour hospital duties among the more senior students and medical
residents. Sleep Deprivation Sleep deprivation is the subjective condition of not having
“enough” sleep. It can be sub-classified as being “partial”, i.e., the non-sleep stage-
specific reduction in total sleep and “total” i.e., having a total loss of sleep. It can be
further sub-categorized as either being acute or chronic based on the total number of
days of sleep that are affected.7 With respect to medical students and residents, the
more commonly reported form is chronic, partial loss of sleep (more often in the more
junior students), while those in the more physically demanding specialties can suffer
total loss of sleep. The cognitive effects of total and partial sleep deprivation have been
more extensively studied with total sleep deprivation. Several studies have already
proven the negative effect of total sleep deprivation, showing decreased attention,
decreased working memory and decreased vigilance. In contrast to total sleep
deprivation, there are a few published studies regarding the cognitive effects of chronic
partial sleep deprivation. These include decreased speed and accuracy, among other
detrimental effects. It is however noteworthy that subjects with chronic partial sleep
deprivation have more adverse metabolic effects, including elevated ghrelin and
reduced leptin, which may explain the increased BMI among these individuals.
Specifically tackling medical students, several published studies have shown that lack
of sleep is associated with impaired ability to choose the correct answer in multiple-
choice questions and may result in poorer academic performance. Among resident
physicians and consultants who are involved in hospital on-call duties, the effects of
lack of sleep include increased error rates in intensive care units, poorer quality
intubations, and lack of empathy towards patients and their relatives. All these factors
can contribute to poor quality of life among medical students and medical
practitioners.
12
LOCAL LITERATURE
Sygaco (2021) The essence of sleep is to keep life in balance, ensuring that
energy used during day time will also be replenished by resting at night. However,
when sleep is interrupted and unable to achieve a blissful rest, it may
compromise the health and unfolding tasks that teenagers need to accomplish.
Young adults need at least 8 to 10 hours of sleep. Thus, grade 12 Science,
Technology, Engineering, Agriculture, and Mathematics (STEAM) students
from Silliman University Senior High School in the Philippines answered the
online questionnaire on sleep deprivation, which correlates with sleep with
academic performance. For nearly eight hours, these respondents in school
were swamped with several academic tasks even after class hours leaving so
little time to sleep. While this study reveals that sleep deprivation may affect
academic performance, the study obtains 95% confidence that respondents
show a mean between 6.85 hours and 7.40 hours 6. This indicates the
respondents may occasionally lack 1 to 2 hours of sleep from the required
average of 8 to 10 hours of rest. Also, it illustrates no linear correlation
between the number of hours of sleep and the general average. This further
demonstrates that students can sacrifice a portion of their sleep to have their
desired grades and be accustomed to the lack of sleep and difficult academic
tasks. Aside from that, 17 respondents are not sleep deprived. At the same
time, 70% have partial sleep deprivation where most of their time is spent
studying for exams, doing school projects, using social media, and video
gaming. The top three outcomes of sleep deprivation are exhaustion, fatigue,
and pessimism and succeeded by health risks, as well as a decline in thinking.
Thus, to minimize having debt in sleep is to have time management, establish
a comfortable sleeping environment, and less time on social media. The study
concludes that there is no correlation between sleep and academic
performance.
13
LOCAL LITERATURE
Arzadon, (2022) academic success can be manifested through high

academic performance and completion of educational benchmarks. High levels of
academic performance are the ideal goal for future applications such as college
applications or job applications. Based on the grade-point average (GPA), the
academic performance of students can be assessed and measured. This implies that
GPA is a way of determining the academic achievement of the students regarding the
courses given for the year. Given this premise, a good GPA is highly correlated to
academic success and great career outcomes. In the Philippines, it is the general
weighted average (GWA) used to evaluate the overall scholastic standing of the
students. The transitions across grade levels come along with credits which require
more effort to be exerted, thereby, resulting in students' tendency to overextend their
working hours in certain situations with the purpose of accomplishing necessary tasks,
and complying with their requirements. With this, their sleep is Manuscript revised
September 18, 2021; accepted September 19, 2022. Date of publication September 21,
2022. This paper available online at www.ijprse.com ISSN (Online): 2582-7898; SJIF:
5.59 (INTERNATIONAL JOURNAL OF PROGRESSIVE RESEARCH IN SCIENCE
AND ENGINEERING, VOL.2, NO.09, SEPTEMBER 2021. JOSHUA NOEL
FERNANDO C. ARZADON., et.al: THE EFFECTS OF SLEEP DEPRIVATION ON
THE COGNITIVE PERFORMANCE THROUGH THE GENERAL WEIGHTED
AVERAGE (GWA) OF MEDICAL TECHNOLOGY STUDENTS FOR THE ACADEMIC
YEAR 2020 - 2021 OF THE UNIVERSITY OF SANTO TOMAS 119) compromised and
eventually leads to sleep deprivation. Further, several studies have found that working
overtime is associated with disturbed or shorter duration of sleep [11; 29; 38; 57; 60;
77]. Sleep is a vital component of a person’s health and well-being, which in turn,
affects academic and workplace performances. Sleep deprivation gives rise to
impairment of attention, concentration, memory, performance, and vigilance; hence, it
is deemed to play a facilitating role in learning and memory processes. Moreover, it is
a common issue in the students’ community, especially among college students. The
researchers dwell on this topic to educate and raise awareness to fellow students and
other individuals concerning the effects of sleep deprivation on academic performance.
A minimum of seven to nine hours of sleep must be acquired to maintain optimum
performance throughout the da. A person is considered to be sleep deprived when he or
she lacks the required amount of sleep. Previous studies on sleep deprivation evaluated
the effect of sleep deprivation on the cognitive processes of an individual. The
researchers predicted that students who were considered as sleep-deprived have poor
performance on the cognitive tasks compared to those with sufficient sleep; however,
results revealed that sleep-deprived participants have higher concentration and effort
than those who were not sleep deprived. The study of Croft et al. in 2016 stated that
there were different opinions regarding the effect of time schedule on the sleep quality
and academic performance of the students. A correlation was found in the research
study of Ming et al. in 2011, wherein earlier school time schedules increase the rate of
sleep-deprived students. Reports in the literature of Smith in 2016 include that sleep
deprivation may be caused by the surroundings of the individual. The sleep
environment is created by numerous variables such as noise or loud sounds caused by
other people, the presence of light, and temperature change. Aside from that, other
studies have shown that stress, difficulties with stress management, and negative mood
are related to poor sleep quality and insufficient sleep. Given this, the hypothesis of
this research indicates that there is a significant relationship between sleep deprivation
and the academic performance of UST Medical Technology for academic year 2020 –
2021.
Synthesis
Based on the local literature reviews by Jorge II, Sygaco, and Arzadon
collectively emphasize the pervasive issue of sleep deprivation among students,
whether in medical education or STEAM disciplines. Despite varying academic
contexts, the common theme is the sacrifice of sleep to meet academic demands,
resulting in negative consequences on cognitive performance, mood, and overall well-
being. While the correlation between sleep and academic performance may not be
straightforward, the detrimental effects of sleep deprivation on health and functioning
are undeniable. Strategies such as effective time management, creating conducive sleep
environments, and reducing stressors are recommended to address this issue and
promote student well-being.
RELATED STUDIES
FOREIGN STUDIES
Ayalew (2021) sleep deprivation is characterized by a lack of sleep, a
poor sleeping pattern, insufficient sleep, or a disordered sleep–wake cycle
(Bandyopadhyay and Sigua 2019; Medic et al. 2017). It was defined as not obtaining
enough sleep in relation to one’s physiological and developmental demands in order to
maintain optimal attentiveness during the day (Bandyopadhyay and Sigua 2019;
Colten and Altevogt 2006). Acute sleep deprivation and chronic partial sleep
deprivation are the two most common types of sleep deprivation (Potter and
Kaplan 2012). Deprivation in the short term (acute sleep) occurs when a person is
wake-up for 24 h or more and is connected with reduced immunological function,
increased pain, impaired performance, more errors, and a higher risk of accidents, as
well as affecting the judgment, learning, and memory. Sleeping less than 7 h every
night for lengthy periods of time has negative health consequences, including daytime
sleepiness, exhaustion, clumsiness, obesity, diabetes, hypertension, heart disease and
stroke, depression, and an increased chance of death (Medic et al. 2017; Alhola and
Polo-Kantola 2007; Benjamins et al. 2021). Sleep deprivation increases the chances of
having a heart attack, stroke, asthma, metabolic illnesses, insomnia, sleep apnea,
narcolepsy, hallucinations, and mood swings (Kulkarni et al. 2017; Chattu et
al. 2018).
University students are at a high risk of poor sleep practices by

disrupting and destabilizing their sleeping phenomenon due to the demands of constant
study time for examinations, duty for their clinical attachment fieldwork, academic
activities, living in a dorm together, active social interaction, scheduling difficulties,
work obligations, and a new level of independence (Negussie et al. 2021; Gruba et
al. 2021). Increased use of the internet and social media, poor sleep hygiene, use of
alcohol and caffeinated beverages before night, khat chewing, exam frequency, and the
complexity of the academic curriculum are all variables that contribute to sleep
deprivation (Molla and Wondie 2021). Additionally, certain medical conditions such as
obstructive sleep apnea and depression can interrupt a healthy sleeping schedule
(Schlarb et al. 2017; Raley et al. 2016). According to a study conducted in the United
States, university students reported at least twice as much sleep trouble as the general
population (Azad et al. 2015). Among US college students, 70.6% of students get less
than 7 h of sleep (Hershner and Chervin 2014). According to various studies, 24% in
the United Kingdom, 30% in Korea, 49% in Taiwan, 62.7% in the United Arab
Emirates, 76.7% in India, 32.9% in Northern Malaysia, 12.1% in Egypt, and 52.7% in
Addis Ababa University, and 62.4% in Haramaya University got less than 7 h of sleep
per night (Negussie et al. 2021). Emotional instability, impaired mood, daytime
sleepiness, forgetfulness, drowsiness, fatigue, impairments in academic functioning,
depression, stress, anxiety, suicidal ideation, reduced ability to fight infection, lack of
physical strength, decreased psychomotor functions, impaired perception, increased
number of errors, depreciated interpersonal responses, and use of drugs and alcohol
are some of the negative consequences of sleep deprivation (Negussie et al. 2021).
According to the National Commission on Sleep Disorders, sleep disorders

cost the US $150 billion a year in lost productivity and workplace mishaps. According
to the National Highway Traffic Safety Administration, it is a primary cause of at least
100,000 collisions per year, resulting in more than 1,500 deaths and 71,000 injuries in
the United States (Kulkarni et al. 2017; Sleep Health Foundation 2021). More than
half of all fall-asleep crashes involve drivers under the age of 25. Direct sleep-related
medical costs amount to hundreds of billions of dollars per year. Sleep deprivation led
to higher healthcare costs and class absences (Bliwise 1999). “Losing just 4 h of sleep
in a single night can make a person’s reflexes and attentiveness 45 percent slower and
feel overtired,” according to a Stanford University study conducted on college students
(Bliwise 1999; Machleidt and Brockmann 1985). Therefore, accurate screening,
teaching, group discussion, and self-evaluation convince university students that
excellent sleep hygiene is required (Pilcher and Morris 2020; Wise 2018). Even
though some studies have been undertaken, there is a shortage of data on the incidence
of sleep deprivation and associated factors among university students in Africa,
particularly in Ethiopia, where the study area is located. As a result, the purpose of
this study was to determine the incidence of sleep deprivation and its associated factors
among Haramaya University students in Eastern Ethiopia. 16
FOREIGN STUDIES
Pronk (2024) sleep has been recognized as an important health
behavior associated with health outcomes. Research indicates the mean-predicted 10-
year cardiovascular risk to be lowest among adults who reported sleeping 7 h per
night and increased as participants reported sleeping fewer and more hours [1]. In a
recent synthesis of reviews, the most favorable associations between sleep duration and
health outcomes follow U-shaped dose-response curves with the lowest risk typically
observed at approximately 7–8 h per day [2]. Despite the concluding recommendation
of 7–8 h/day of sleep for adults, it is important to recognize an observed large inter-
individual variability that may affect how the recommendations apply to a given
person. National Sleep Foundation recommendations, which are evidence-based and
consensus-driven [3], corroborate this U-shaped dose-response with elevated sleep
insufficiency risks at < 7 h/day. Hence, insufficient sleep patterns, defined as fewer
than 7 h/day of sleep, can increase risk of health problems and chronic conditions
including cognitive issues, increased inflammation, diabetes, cardiovascular disease,

and overall mortality [4,5,6,7,8,9].
Sleep has also been associated with cultural factors and experiences.
Culture may be defined as the shared values, norms, and codes that collectively shape
a group’s beliefs, attitudes, and behavior through their interaction in and with their
environments [10]. As a dynamic experience, acculturation may influence health
behaviors that impact sleep patterns. In a narrative review of the literature,
Airhihenbuwa and colleagues argue that sleep is a cultural experience with positive,
negative, and unique elements that deserve additional attention and represents a
dominant aspect of life that varies among diverse groups or peoples [10]. International
sleep duration comparisons reveal substantial cross-cultural variability. For example,
individuals in East Asian (especially Japanese) cultures tend to sleep less than
individuals in Western cultures [11]. As a result, one might expect Japan to experience
higher prevalence of health risks, chronic conditions, and lower longevity than, for
example, North American countries (U.S. or Canada). Yet, this is not the case, as
evidenced by various indicators such as obesity, diabetes, and life expectancy
[12,13,14]. In fact, recent evidence suggests that despite sleeping significantly less
than European Canadians, Japanese Canadians slept less efficiently, yet reported
being less tired and having better health. Furthermore, acculturation effects were
observed as, relative to European Canadians, Japanese Canadians showed weaker
associations between sleep and physical health, yet Asian Canadians’ sleep behaviors
were similar to those of European Canadians [15]. Hence, despite serving fundamental
biological functions, sleep behaviors may be influenced by both initial childhood 17
culture as well as acculturation when assimilating to a new place.
Many health statistics in the U.S. are based on surveillance measures

tracked at the county or state level. Yet regional cultures may blur county or state
borders. Woodard used historical research techniques to track and map “first settler
effects” [16] and competing North American colonization streams [17]. He identified
11 major regional cultures on the continent north of the 22nd parallel, plus two smaller
enclaves of regional cultures (i.e., Spanish Caribbean and Greater Polynesia) lying
largely or entirely outside this space [18]. This American Nations model has been
applied to explain differences in entrepreneurship [19], economic development [20],
mortality [21], gender wage gaps [22], personality characteristics [23], gun violence
[18], and voting behavior [24].
An in-depth description of the regional cultures, such as delineated by

Woodard [16], is beyond the scope of this report. Instead, here we present the unique
principles and identities of the 13 American Nations in Table 1 including some
overarching observations related to these regional cultures. Historically, people who
founded the settler-colonial societies in various areas of what is now the U.S. came
from different parts of Europe and brought with them different cultures with distinct
religious, ethnographic, ideological, economic, and political characteristics. These
colonial projects competed in colonial times, even when they belonged to the same
(English and, later, British) empire. As outlined in Table 1, each region had their own
fundamental principles, and these were often contradictory. A nation may be defined as
a group of people who share the same culture. Based on this premise, the American
Nations represent a group of 11 major nations and two smaller enclaves (which we
recognize in this report as well). In our attempts to correlate regional cultures to
health-related outcomes, we recently published the geographic distribution of
unhealthy living characteristics according to the American Nations model and
observed once again significant heterogeneity [25]. Characteristics described have
included physical inactivity, obesity, diabetes, and adequate access to exercise
opportunities, but not sleep. We hypothesize that the American Nations regional
cultures will show substantial variance in sleep duration, with individualistic regions –
where the neglect of public goods generates stress, poor health and socioeconomic
outcomes and shortened life expectancy – exhibiting shortened sleep times. Hence, it is
the purpose of this study to describe insufficient sleep patterns across 13 regional
cultures that collectively make up the American Nations.
18
FOREIGN STUDIES
Chattu (2018) insufficient sleep is associated with a range of negative health

and social outcomes, including an adverse performance at school and in the labor
market. Reduced sleep duration has been linked to 7 of the 15 leading causes of death
in the U.S., including cardiovascular disease, malignant neoplasm, cerebrovascular
disease, accidents, diabetes, septicemia, and hypertension [1]. The evidence suggests
that the link between inadequate sleep and negative outcomes is more direct, whereas
the link between excessive sleep and negative outcomes seems to be more indirect (i.e.,
excessive sleep is driven by underlying chronic health conditions and not vice versa).
Hence, the impact of insufficient sleep appears to be the more salient issue in our
society and, because of its broad-ranging effects, represents a major public health
concern. In this review, we note some of the more serious consequences of insufficient
sleep, and additionally consider how these might be best addressed by changes in
individual behavior, actions by employers, and by public policy measures [2].
According to the International Classification of Sleep Disorders (ICSD-3),

insufficient sleep is defined as a curtailed sleep pattern that has persisted for at least
three months for most days of the week, along with complaints of sleepiness during the
day. Further, a resolution of sleepiness complaints is shown to follow an extension of
total sleep time. Frequently occurring episodes of insufficient sleep are associated with
the experience of unfavorable mental and physical well-being [3]. Sleep insufficiency is
sometimes confused with insomnia, but the opportunity to sleep differs in the two
disorders (with insomnia sufferers typically being unable to sleep despite having
opportunities to do so).
An extensive literature search was done, and relevant articles were identified
through online searches of electronic databases (i.e., the PubMed, Medline, PsycINFO,
Web of Science, Scopus, and Global Health databases). Relevant keywords relating to
“insufficient sleep”, in combination with (and/or) public health impact were searched,
around 3626 articles were screened for duplication and relevance to fit the inclusion
criteria, and finally 111 articles with full texts were included in this review, as shown
in the flow chart below (Figure 1). Articles on cardiometabolic disorders, mental
health, accidents and trauma, sleep apnea, obesity, adolescents, meta-analysis,
randomized control trials, longitudinal studies, and cross-sectional studies were
included (that reflected the public health impacts of insufficient sleep). Additional
publications were identified from references cited in the original articles. The major
findings were classified into different categories and are presented in the tables, 19
figures, and narrative description below.
A recent study of the prevalence of sleep disorders investigated over 20,000

patients in the Netherlands who were aged 12 years old or older. The study found an
alarming prevalence rate of 27.3%, with 21.2% of the males and 33.2% of the females
reporting that they had some type of sleep disorder [4]. A national quasi random
sample study of sleep disorders in 12 provinces of the Netherlands showed a
prevalence of 23.5% [5], while a similar nationally representative sample of
individuals in the age group of 18–70 years also showed high prevalence rates. Polling
based on a validated questionnaire of ICSD revealed that, among the total sample,
32% complained of experiencing general sleep disturbances while 43.2% said they
suffered from insufficient sleep [6]. Other surveys by Hublin et al. [7] and Ursin et al.
[8] found the prevalence rates for disturbed sleep to be, respectively, 20.4% and 20%.
Discrepancies in the prevalence rates found by the various surveys were possibly due
to the separate questionnaires that were used, differences in sampling techniques, or
other possible methodological differences. Nevertheless, the findings were in
concordance in showing that poor-quality sleep is a problem for a major segment of
the samples that were surveyed. Although the need for sleep among adolescents has
been determined to be about 9.25 h per day [9], there are still many adolescents who
obtain less sleep than they actually need [10], thus creating a chronic sleep debt. A
study conducted in Norway among 1285 high school students (aged 16–19 years)
showed an estimated 10.4% prevalence of behaviorally induced insufficient sleep
syndrome (i.e., the condition was due to individual choices regarding bedtimes rather
than being the consequence of a medical condition) [11]. Among a sample of 2738
soldiers who were surveyed about their sleep behavior and perceived feelings of
sleepiness, the average reported sleep duration was found to be 5.8 ± 1.2 h, with 1959
soldiers, or 72% of the sample, reporting that they slept less than 6 h [12].
Sleep needs vary among individuals based on age, and even response to sleep
restriction changes with age. According to a Centers for Disease Control and
Prevention (CDC) state-based survey in 2014, only 65% of adults reported a healthy
duration of sleep. In a recent survey, an estimated 83.6 million adults in the United
States were reportedly sleeping <7 h in 24 h [13]. The prevalence of continuous

insufficient sleep among American Indians and Alaska Natives (AI/AN) has not been
formally surveyed, but anecdotal reports suggest that the figure is high in these
minority groups. It has been suggested that the rates of mental disturbance that are
also known to be elevated in these groups may possibly be, in part, attributable to
insufficient sleep, and thus that public health and education efforts to address these 20
problems should be undertaken [14].
Magee et al. [15], for instance, explored the determinants of sleep duration
among a cohort of Australian adults aged 18 to 64 years. Using multivariate statistical
analysis, the study found that short sleep durations were associated with longer
working hours, lower education levels, being single rather than married, being a
current cigarette smoker, or with showing high levels of alcohol consumption, obesity,
or depression or anxiety, as shown in Figure 2 below. Krueger and Friedman [16]
found that factors such as low levels of education and cardiovascular disease were
associated with both short and long sleep (e.g., more than nine hours). Short sleep was
associated with being in an older age group, being a frequent smoker or consumer of
alcohol, being overweight or obese, as well as with having young children. A study
from Finland by Kronholm et al. [17] reported that gender, as well as marital status,
occupation, and physical activity, were major drivers of short sleep duration.
According to the study, men were more likely to be short sleepers than women. A study
of the effects of workplace-related factors found that job stress factors such as
quantitative workload and interpersonal conflict led to short sleep duration among
male Japanese manufacturing workers [18]. Psychosocial factors such as tension or
anxiety and depressive symptoms have also been associated with reduced sleep. In
addition, organizational factors related to discrimination, work-life balance, high work
demands, and job insecurity were associated with an increased prevalence of sleep
problems [19,20].
Lack of sleep has been shown to increase the risk of premature mortality.
In a recent review of various surveys, it was concluded that individuals who slept for
less than six hours each night had a tenfold greater risk of premature mortality than
those who obtained seven to nine hours of sleep [21]. Given the potential antagonistic
impacts of inadequate mull or consideration over well-being, prosperity, and
profitability, the outcomes of lack of sleep have expensive financial results. Insufficient
sleep is a global problem that is becoming increasingly common in today’s society.
Compared to a few decades ago, significant changes in sleep culture have been
observed worldwide. This global trend has produced massive social and economic
shifts, and additionally has had marked public health consequences, and foremost
among these is the significant reduction in total sleeping hours that have occurred in
both adults and children [22].
Synthesis
These studies show that not getting enough sleep or having poor sleep quality
can seriously affect our health, how well we do in school or work, and even our overall
well-being. Things like academic pressure, social activities, and cultural differences
can all contribute to this lack of sleep. Getting around 7-8 hours of sleep per night is
usually recommended for adults to stay healthy and avoid problems like trouble
concentrating, feeling moody, or developing serious illnesses like diabetes or heart
disease.They stated that it is a big problem worldwide, and we need to find ways to
help people get better sleep, especially students and those in different cultural or
regional settings. More research is needed to understand why some groups have more
trouble sleeping than others and how we can support everyone to get the sleep they
need for a healthier life.
21
LOCAL STUDIES
Spira (2020) the healthcare-related burden of impaired sleep is enormous.

Studies increasingly link inadequate sleep and sleep disorders like insomnia to
increased risk of depression, and other mood disorders [1,2,3], as well as increased
fatigue [4], reduced psychomotor performance [5], poor memory consolidation [6],
and substantial workplace cost due to work underperformance and absenteeism [7].
Migrant workers are likely to experience increased risk of poor sleep and consequent
poor health. Migrant workers, especially domestic workers, may be exposed to sleep
deprivation due to on-call nature of their work, even during nighttime hours, exposure
to traumatic stress, worries about family separation, and long working hours in
general [8,9,10,11]. However, the literature on migrant worker sleep problems is
scarce. One cross-sectional study about transnational Latino migrant farmworkers
revealed that 11% reported daytime sleepiness [12]. In a prevalence study of sleep
problems among asylum seekers and refugees, more than half of them (75.5%)
reported moderate to severe sleep disturbance [13]. The absence of data on the
prevalence of sleep-related problems among transnational migrants is a significant
gap in the sleep literature.
Currently, there are 2.3 million Filipino domestic workers (FDWs) across the world
[14]. One previous study with 32 migrant Filipino live-in caregivers (average age = 51
years old) in the US reported average low sleep quality (3.3 out of 5 based on a five-
point sleep quality questionnaire) along with excessive daytime sleepiness (40.0%)
[15]. Evidence from other studies also suggests that labor migrants experience
insomnia, sleep deprivation, and poor sleep quality, accompanied by high levels of
anxiety and depression [16,17]. Based on the updated 2018 by the Labour Affairs
Bureau, Macao Special Administration Region (SAR), there are 27,348 non-resident
domestic workers in Macao. Among them, 52.06% (14,238) come from the Philippines
(http://www.dsal.gov.mo). The principle reason for migration from the Philippines is to
seek better economic circumstances and improved financial support for their families
[18]. Several studies conducted in Macao found a high (>25%) prevalence of anxiety
and depression [19]. posttraumatic stress disorder [11], and a 5% prevalence of
gambling problems [20], and discrimination was associated with these disorders [21].
All of these disorders can exacerbate sleep problems.
A study of 290 FDWs in Hong Kong measured their mental health symptoms and
revealed that they were suffering much from loneliness, worry, lack of social support,
and sleeping difficulties [22]. However, no previous study has attempted to validate a
sleep measure among the large Filipino migrant labor force. Quantifying the burden of
sleep impairment requires valid and reliable scales.
The Pittsburgh Sleep Quality Index (PSQI) is one of the most widely used self-report
sleep measures and has 19 items designed to evaluate subjective sleep quality over the
past month [23]. The questionnaire contains seven component scores that range from 0
to 3: ‘subjective sleep quality,’ ‘sleep latency,’ ‘sleep duration,’ ‘habitual sleep
efficiency,’ ‘sleep disturbances,’ ‘use of sleeping medication,’ and ‘daytime
dysfunction.’ The seven component scores are summed to obtain a global score
ranging from 0–21. Based on the original study, scores larger than 5 indicate poor
sleep quality, which yielded a specificity of 86.5% and a sensitivity of 89.6% in
distinguishing good and poor sleepers [23]. Higher scores on each component indicate
poorer sleep. This scale has been translated into many different languages and is a
well-established scale with acceptable psychometric properties among numerous 22
clinical and non-clinical populations [24,25,26].
Although the PSQI was originally introduced as an instrument with a unidimensional

factor structure [23], studies debated whether two- or three-factor model better
represents impaired sleep than a single factor model [27,28,29,30]. A summary of
previous factor structure studies are summarized in Table 1. Taken together, there is
no clear evidence of a best fitting model for the PSQI.
LOCAL STUDIES
The optimal sleep duration for students is typically advised to be around 7 to 9

hours per night. During the sleep cycle, the brain transitions between periods of
wakefulness and unconsciousness, leading to the natural drifting in and out of
consciousness during sleep. For the brain to function properly, uninterrupted sleep is
essential. A student's sleep quality can be improved by maintaining consistent sleep
and wake up times, which helps establish healthy sleeping patterns (Broderick, 2021).
Unfortunately, many adolescents, particularly those aged 13 to 18 years, do not get
enough sleep, with some sleeping for less than 8 hours per night. It is recommended
that teenagers should aim for 8 to 10 hours of sleep, but a significant percentage of
them fail to meet this requirement. Studies have shown that the average time high
school students fall asleep is around 2:30 a.m., with many getting less than 6 hours of
sleep on average, mostly due to various activities like social media, video games, and
homework (Amenabar, 2023; Creswell et al., 2023). The consequences of insufficient
sleep among students are substantial. It can lead to alterations in mood, increased risk
of illnesses, and may contribute to anxiety and depression (Jansen, 2020). Research
reveals that a significant number of college students also suffer from sleep deprivation,
with over 70% reporting getting less than eight hours of sleep per night and
experiencing tiredness or sleepiness
nts, a vast majority, as much as 88%, sleep for less than six hours, leading to sleep
deprivation and its associated problems, such as drowsiness during classes and
napping during free periods (Toyong, 2020). Similarly, around 71% of students sleep
for less than eight hours per night in college, resulting in negative effects on attention
spans, emotions, and memory consolidation (Kim, 2019). However, it is essential to
note that one study found no significant relationship between sleep quality and
learning achievement in junior high school students, as cognitive factors like
motivation, IQ level, and study habits also play crucial roles in academic performance
(Putra et al., 2023).
In conclusion, the recommended sleep duration for students is approximately 8 to 10

hours per night. However, numerous studies indicate that many students do not meet
this guideline, often due to Edukasiana: Jurnal Inovasi Pendidikan, 2(3), 2023, pp.
222-236
225 external factors. Despite the existing research, there is still a lack of literature
discussing the specific impact of academic workload before bedtime on the sleep
duration of senior high school students. Many students face challenges in achieving the
recommended amount of sleep due to factors like stress, irregular schedules,
technology use, and social activities. Various studies have investigated the link between
students' average sleep duration and their academic performance (Harvard Summer
School, 2021).
One study from Carnegie Mellon University (2023) revealed a negative relationship
between sleep duration and academic performance, with each lost hour of sleep
leading to a 0.07 decrease in the end-of-term GPA for students sleeping less than 6
hours. Additionally, a substantial 80% of college students in the United States reported
getting only 6.5 hours of sleep on average, falling short of the recommended 8-to-10-
hour duration (Breese, 2020). Sleep-related challenges are prevalent among American
college students, with 68% experiencing sleep disturbances related to academics and
personal matters. A significant number of students (35%) stay awake until 3 a.m. at
least once a week, and around 20% resort to "all-nighters" monthly, contributing to the
high percentage of sleep-disturbed students (68%). Insomnia is also common, affecting
30% of females and 18% of males at least once in a 90-day period. Napping, often seen
as a manifestation of insufficient sleep, is practiced by 30-35% of college students
(Bullock, 2022). Studies have shown that students with consistent sleep patterns tend to
perform better academically (Hershner, 2020). Furthermore, research by McNamara
(2020) and Okano et al. (2019) supports the relationship between sleep hours and
academic performance, with lack of sleep being linked to poor attention, cognition, and
memory consolidation—essential factors for academic success. Teenagers' biological
changes in their circadian clock make it difficult for them to sleep past 11 PM,
resulting in an average sleep duration of 7-7.25 hours, which falls short of the 9-9.5
hours required for sufficient rest (Brooks, 2019). Other studies have explored the
association between sleep duration and academic performance among adolescents,
consistently finding that those with adequate sleep perform better academically
(Johnson et al., 2019). Additionally, Rodriguez et al. (2018) discovered a negative
relationship between sleep disruptions and academic achievement, with students
experiencing sleep disruptions showing lower grades and reduced cognitive
functioning. Segaren (2018) revealed that students sleeping for nine hours or more had
significantly higher GPAs than those getting less than six hours. Similarly, college
students with less than six hours of sleep per night are more likely to have lower GPAs
and encounter academic difficulties compared to those
getting seven to nine hours (Bouchrika, 2022; Edubirdie, 2022). In conclusion,

numerous studies demonstrate that students struggle to attain the recommended
amount of sleep due to various factors, affecting their academic performance. The lack
of sufficient sleep can lead to mood disorders, anxiety, and depression. Despite the
prescribed sleep duration for adolescents being eight to ten hours, a significant
percentage of middle and high school students fail to meet this requirement. The
correlation between sleeping hours and academic performance has been consistently
observed, and students who get adequate sleep tend to excel academically. Insufficient
sleep has been linked to notable cognitive performance deficits among students,
compared to their well-rested counterparts (Hartley et al., 2022). Interestingly, sleep-
deprived students reported higher levels of concentration and effort despite their lack
of sleep and also overestimated their cognitive task performance compared to well-
rested students. These findings suggest that college students may not fully grasp the
negative impact of sleep deprivation on their cognitive abilities.
Tuziak (2018) found that a significant proportion (79%) of students sleep for only 1 to
2 hours during the daytime. The study also revealed varying levels of communication
ability among respondents, with 28.2% reporting the best communication ability,
36.4% having moderate communication ability, 30.0% experiencing scarce

communication ability with close friends and relatives, 3.6% possessing bad
communication ability limited to interactions with parents, and 1.8% having the worst
communication ability and avoiding communication altogether. Shalini et al. (2021)
observed that 47% of participants dedicate 6 to 7 hours to sleep, which positively
impacts their class participation. Research indicates that lack of sleep can lead to
reduced concentration, impaired memory, and compromised physical performance, all
of which may negatively affect academic performance (Chen, 2022). However, it was
found that occasional deficits of 1 to 2 hours from the recommended 8 to 10 hours of
sleep did not exhibit a linear correlation with overall academic performance (Sygaco,
2021). Sleep deprivation can have diverse repercussions on health, including a
weakened immune system, an increased risk of anxiety, depression, car accidents, and
poor academic performance (Gregoire, 2018). It emphasizes the importance of sleep
for teenagers and provides valuable advice for improving sleep hygiene, such as
limiting screen time before bed and maintaining a consistent sleep schedule. Molina et
al. (2020) discovered that sleep deprivation substantially impacted respondents'
optimistic thoughts but had a lower influence on their ability to pay attention and make
decisions, suggesting that students' psychological behavior is significantly influenced
by lack of sleep. Lack of sleep can profoundly affect both the mind and body, leading to
cognitive decline, memory loss, mood swings, and an elevated risk of accidents
(Highliand, 2018). Multiple factors contribute to students' sleep deprivation today,
including electronic gadget usage, heavy academic workload, and engagement in
extracurricular activities. Insufficient sleep can impede the immune system's ability to
fight infections, increase the risk of errors, and hinder academic achievement.
Moreover, variations in hormone levels regulating hunger can contribute to weight
gain (Gellner, 2018). The consequences of sleep deprivation encompass exhaustion,
impaired cognitive function, emotional instability, a compromised immune system,
weight gain, and an increased risk of chronic health disorders (Health Essentials,
2022). Prioritizing sufficient sleep is crucial for overall health and well-being, and
seeking professional healthcare advice is recommended for
those struggling to establish healthy sleep patterns. Studies in North Texas have shown
that approximately 70.6% of college students report getting less than eight hours of
sleep per night, impacting their ability to concentrate, regulate emotions, and
consolidate memories (Kim, 2019). In conclusion, while various studies have explored
the relationship between sleep duration and cognitive performance, there remains a
dearth of research specifically focusing on the sleeping hours of senior high school
students and its connection to classroom participation. More investigation in this area
is necessary to comprehensively understand the impact of sleep on academic
engagement among this population.
LOCAL STUDIES
Sleeping habits are the practiced number of hours of night sleep for a long
period of time. These includes the time of night sleep and bed-room rest. Sleeping is not
only something that feels good but also something necessary. When you are a student,
your habits concerning sleep may be different than before. This may be so for various
reasons, but it is common that students tend to study a great deal before an exam or a
deadline for an assignment, and therefore might need to work late at night. However,
you are not so efficient if you are tired when studying. Both sleep and rest are required
for your body to be healthy and for your brain to be able to digest what it absorbs.
Between six to nine hours sleep per night is recommended to give the body the recovery
it needs (MidSweden University, 2019). According to National Sleep Foundation
(2015) and World Health Organization (WHO) (2004), teenagers aging 14-17 years
old need 8-10 hours of sleep, while young adults aging 18-25 years old need 7-9 hours
of sleep. Sleep has an important function for learning. To sleep badly – the one who
sleeps badly may develop physical as well as mental symptoms. It is likely that you
have experienced a night's sleep with disturbances, which may be unpleasant, but it is
not worse than being without food for a short time. ess frequently (Emerson, 2022;
Harvard Summer School, 2021).
an six hours, leading to sleep deprivation and its associated problems, such as
drowsiness during classes and napping during free periods (Toyong, 2020). Similarly,
around 71% of students sleep for less than eight hours per night in college, resulting in
negative effects on attention spans, emotions, and memory consolidation (Kim, 2019).
However, it is essential to note that one study found no significant relationship between
sleep quality and learning achievement in junior high school students, as cognitive
factors like motivation, IQ level, and study habits also play crucial roles in academic
performance (Putra et al., 2023).
In conclusion, the recommended sleep duration for students is approximately 8 to 10

hours per night. However, numerous studies indicate that many students do not meet
this guideline, often due to Edukasiana: Jurnal Inovasi Pendidikan, 2(3), 2023, pp. 222-
236
225 external factors. Despite the existing research, there is still a lack of literature
discussing the specific impact of academic workload before bedtime on the sleep
duration of senior high school students. Many students face challenges in achieving the
recommended amount of sleep due to factors like stress, irregular schedules, technology
use, and social activities. Various studies have investigated the link between students'
average sleep duration and their academic performance (Harvard Summer School,
2021).
However, if the difficulties reappear during a longer period, it is advisable that

you contact a person with medical knowledge for counselling. Some good advice for a
good night's sleep: Plan your time so you need not spend late nights studying; Make
sure you have "slow down time" in the evening. Stop physical as well as mental activity
an hour before going to bed; Try to find a regular twenty-four-hour rhythm. Try to
have the same rhythm weekdays as well as weekends. Avoid substances that disturb
sleep, such as caffeine in various forms, as well as nicotine and alcohol. Regular
physical activity during the day or in the early evening may have a positive effect on
your sleep. See to it that you are sufficiently satisfied as concerns food – do not eat
right before you go to bed. If you do that, your body cannot relax satisfactorily. See to
it that your sleeping environment is satisfactorily arranged (a good bed, pleasant
temperature, and silence). If you cannot sleep, do not just stay in bed. Get up and do
something until you feel tired. You may also consider using music for relaxation or just
use PJA Toyong, 2020 / Sleeping habits, classroom behavior and academic
performance of senior high school students IJMABER 56 Volume 1 | Number 1 |
December | 2020 calm and relaxing music (Mid Sweden University, 2019). According
to Colten & Altevogt (2006), sleep deprivation describes the cumulative effect of a
person not having sufficient sleep. Insufficient sleep adversely affects the body, brain,
mood, and cognitive function. All aspects of health can be impacted by sleep
deprivation. Sleep deprivation is defined also as not obtaining adequate total sleep.
When someone is in a chronic sleep-restricted state they will notice excessive daytime
sleepiness, fatigue, clumsiness, and weight gain or weight loss. In addition, being
sleep-deprived affects both the brain and cognitive functions. Brigham and Women's
Hospital (2017) studied 61 full-time undergraduates from Harvard University for 30
days using sleep diaries. They quantified sleep regularity using the Sleep Regularity
Index (SRI), a newly devised metric. Researchers examined the relationship between
the SRI, sleep duration, distribution of sleep across the day, and academic performance
during one semester. According to Phillips et al. (2017), research results indicate that
going to sleep and waking up at approximately the same time is as important as the
number of hours. Sleep regularity is a potentially important and modifiable factor
independent from sleep duration. Students with more regular sleep patterns had better
school grades on average. Researchers found no significant difference in average sleep
duration between most students with irregular sleep patterns and most regular
sleepers.
The body clock was shifted nearly three hours later in students with irregular
schedules as compared to those who slept at more consistent times each night. For the
students, whose sleep and wake times were inconsistent, classes and exams that were
scheduled for 9 a.m. were therefore occurring at 6 am according to their body clock, at
a time when performance is impaired. Ironically, they did not save any time because in
the end they slept just as much as those on a more regular schedule (Phillips, 2017).
Classroom behavior and academic performance. Teens and adolescents often face
difficulties at school if sleep deprived. School can be demanding and sometimes one
needs to stay up late for doing homework or other assignments. They stay up late
finishing mandatory assignments and wake up early to go to school. The average
amount of sleep they may get during the week can be as little as 4-5 hours per night.
They feel tired during the lessons, and nothing seems to be staying in mind. They just
want to go home and take a nap which leads later to the late-night studying. This is not
so uncommon cycle among the students. School is now more demanding than ever
before, and it contributes to the sleep deprivation. The problem is not only in poor
performance at school but also outside of school; on the roads (drowsy driving), at
home, with friends, etc. School related sleep deprivation contributes to several mental
and physical health problems (Richter,2015) as cited by (Henna, 2018). Poor grades at
school are linked to sleepiness and sleep deprivation. When a child does not get to
sleep eight to nine hours per night, alertness and school performance become
significantly impaired.
According to the study those students who failed at school, those who had low
school enjoyment and many absences slept less and had high levels of daytime
sleepiness compared to those who succeeded at school. In many surveys and studies, it
has been concluded that those students who succeed at school sleep significantly
longer and go to bed earlier than those who succeed at school poorly (Wolfson &
Carskadon, 2003). According to Duval (2010), only about 8 percent of high school
students get enough sleep on an average school night, a large new study finds. The
others are living with border-line-to-serious sleep deficits that could lead to daytime
drowsiness, depression, headaches, and poor performance at school. The findings of
this study were consistent with those reported from the National Sleep Foundation
(2015) Sleep in America Poll, the authors said that although no formally accepted
sleep guidelines exist, the foundation PJA Toyong, 2020 / Sleeping habits, classroom
behavior and academic performance of senior high school students IJMABER
December | 2020 defines nine hours a night as optimal for adolescents, eight hours as
borderline and anything under eight hours as not enough. As students’ progress
through high school, demands on their time from hectic social activities, jobs,
homework, and family obligations increase and they sleep less to fit them in, as the
study shows. Compounded with their delayed sleep-wake pattern, many students are
getting up for school when their bodies tell them it is still the middle of the night.
National Sleep Foundation (2015) research shows that delaying school start times by
an hour or more increases the amount of sleep adolescents get and improves their
performance in school. However, to promote optimal sleep, Short et al. (2011) said that
adolescents should have set bedtimes before 10 p.m. on school nights and consistent
wake-sleep times every night. This led to the inference that, school children may be
sleep deprived during weekdays and had significant sleep debt.
The sleepiness in daytime during school and poor academic grades depicted that
inadequate sleep can be the reason behind poor academic performance of a child. This
concords with the findings of the previous studies. It was observed that the differences
between sleep-wake patterns during the weekdays and weekends completely disappear
during holidays, indicating that school going children are sleep deprived. Sleep
problem could be a sleep pattern that is not acceptable or unsatisfactory to parents,
child, or clinician. The perception of sleep problem may vary form one society to
another as the sleeping pattern appearing problematic to one group may appear
normal to another. Parents might have been unaware or overlooking the behavioral
problems and considering it as a normal phenomenon. The ongoing trends of
urbanization and modernization have been consistently linked to sleep problems. The
increase in nucleation of family, working of both the parents has altered the common
childhood behavior problems including sleep (Mishra et al., 2017). Every interviewed
student mentioned feeling tired almost all the time, especially during the week. During
weekends they could catch up with sleep and they felt themselves a little less tired,
however, still tired. Early school time, irregular work hours and stress were the most
contributing factors to the bad night of sleep and therefore to the tiredness (Henna,
2018). According to an article in Patrick et al. (2017), sleep deprivation is common
among students who live in a culture that promotes reduced sleep, due to the burden of
academic work and social pursuits. The reasons for poor sleep hygiene include alcohol
and caffeine intake, stimulants, and technology, which prevent students achieving
sufficient sleep time and quality. A cross-sectional survey found that 71 percent of
students did not achieve the recommended 8 hours of sleep, with 60 percent classified
as poor sleepers. An average of 5.7 hours of sleep has been reported for students
studying architecture, and sleepless nights due to academic work throughout the night
—defined by the Oxford English Dictionary as an all-nighter—occurred, on average,
2.7days a month
Synthesis
Based on the local studies,the three local literatures emphasizes the critical
importance of adequate sleep for students' physical and mental well-being, as well as
academic performance. Despite recommendations for 7 to 9 hours of sleep per night,
many students, especially adolescents, struggle to meet this guideline due to factors like
technology use, stress, and irregular schedules.They believe that insufficient sleep can
lead to mood disorders, impaired cognitive function, and poor academic performance.
Research consistently shows a link between adequate sleep and academic success, with
sleep-deprived students experiencing negative impacts on GPA and cognitive abilities.
However, there is a need for further investigation, particularly focusing on high school
students' sleep patterns and their connection to classroom engagement. Local studies
highlight impaired sleep as a significant public health concern, with inadequate sleep
linked to various physical and mental health issues and economic costs due to reduced
productivity. Adequate sleep is not only crucial for feeling rested but also for
maintaining overall health and cognitive function, with recommended sleep durations
ranging from 6 to 10 hours per night according to different guidelines. Overall,
prioritizing sufficient sleep is essential for students to thrive academically and maintain
their well-being.
CHAPTER III
RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design, the subject of the study, data
gathering instrument, data gathering procedures and statistical treatment.
Research Method and Technique
This study will use descriptive survey method to collect data for the measure
the Effects of Sleep Insufficiency on Study Habits of the selected Senior High School
Students to their Academic Performance at Eastern Tayabas College Inc. The
researcher will use survey questionnaire as an instrument. Based on the survey’s result
the researcher will be able to determine the details of the study.
Research Locale
The study will be conducted at Eastern Tayabas College Inc. Lopez, Quezon.
The selected senior high school students will be the respondents for this study.
Sampling Design
The researcher will random sampling select 60 students who are enrolled in
Eastern Tayabas College Inc. in the SY 2023-2024 and the Effects of Sleep
Insufficiency on study habits will be the focus of the study. The respondents are
composed of 60 selected senior high school students with the total of 60 student’s
respondents. 28
Instrumentation
The researcher will use questionnaire. This questionnaire is a likert scale of; 5 –
Strongly Agree (SA), 4 – Agree (A), 3 – Neutral (N), 2 – Disagree (D) and 1 – Strongly
Disagree (SD). For understanding about the Effects of Sleep Insufficiency on Study
Habits of the Selected Senior High School Students to their Academic Performance at
Eastern Tayabas College. The researcher will prepare questionnaire to the respondents.
It is composed of demographic profile of the respondents and effects of sleep
insufficiency, and Questionnaire.
Data Gathering Procedure
Target populations will be the selected senior high school students of Eastern
Tayabas College. The descriptive research method using likert scale was used in order
to rate the effects of sleep insufficiency. Data will gather through “random sampling”
both male and female selected senior high school students of Eastern Tayabas College
will be selected to fill the questionnaire.
In administering the questionnaire, the researcher will use the time allotted for
vacant time to avoid distraction of class discussion. The student response will be
given enough time to answer the questions. After data gathering, the researcher will
collect it for tallying the scores and to apply the statistical treatment to be use in the
study.
Prior to the conduct of the study, the researcher will send a letter to the
principal and adviser of selected Senior High School Students of the school. Upon
approval, the researcher will administer the instrument to the target respondents
Statistical Treatment
In this study, the researcher will use statistical measures to treat the collected
data. All the data will be carefully read and examined for analysis. They will be tallied
and entered a master list of the data collection sheet. Percentage and Frequency will
be use to interpret the profile of the respondents:
f
P= x 100
N
Where: 31
P- percentage
f- number of responses
N- number of respondents
To get the weighted mean to describe the items in the indicators, the researcher
will use the formula (Calmorin, 2007; 116-118).
X=
∑ fx
∑f
Where:
x= weighted mean
∑fx= sum of the product of the frequency and rating scale
∑f= sum of all the frequency
Legend:
Range Code Meaning

4.21-5.00 SA Strongly Agree
3.41-4.20 A Agree
2.61-3.40 N Neutral
1.81-2.60 D Disagree
1.00-1.80 SD Strongly Disagree
32
CHAPTER IV
PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA
This chapter deals with the analysis interpretation of the data. All the data
gathered were presented here in tabulated form with corresponding interpretation. The
first part described the demographic profile of the respondents in terms of sex and
grade. The second part is the level of awareness of Grade V and Grade VI pupils of
Apolinario Mabini Elementary School in terms of written evaluation on the different
selected Philippine folk songs.
Table 1.
Frequency and Percentage Distribution of the Respondents According to Sex
Sex Frequency Percentage Rank

(%)
Male 29 58 1
Female 21 42 2
Total 50 100
Table 1 shows frequency and percentage distribution of the respondents

according to sex were 58% are male and 42% are female which describes that most
of the pupil- respondents are male.
Table 2.
Frequency and Percentage Distribution of the Respondents According to Grade
Grade Frequency Percentage Rank

(%)
Grade V 19 38 2
Grade VI 31 62 1
Total 50 100
Table 2 shows frequency and percentage distribution of the respondents

according to grade where 38% are grade V and 62% are grade VI which
describes that most of the respondents are grade VI.
34
Table 3.
Average Weighted Mean Distribution of the Respondents on the level of
awareness on Grade V and Grade VI pupils of Apolinario Mabini
Elementary School in terms of written evaluation on the Bahay Kubo Philippine folk
songs.
A. Bahay Kubo 5 4 3 2 1 WM INT R
Indicators EA VA MA SA NA
G5 G6 G5 G6 G5 G6 G5 G6 G5
G6
1. I know the song of 10 15 10 5 6 4 0 0 0 0
Bahay kubo
25 15 10 0 0 4.3 VA 1
2. I know the message 7 9 12 5 11 7 1 3 0 0

of Bahay kubo
16 17 18 4 0 4.2 VA 2
3. I can sing the folk 11 13 11 5 2 7 1 0 0 0

song Bahay kubo.
24 16 9 1 0 3.4 MA 4
4. I can write the lyrics 7 10 5 5 3 15 4 3 0 0
of Bahay kubo
17 10 18 7 0 3.9 MA 3
5. I can sing and dance 3 0 5 6 8 19 3 6 0 0

with the music of
Bahay kubo. 3 11 27 9 0 2.5 SA 5
35
AVERAGE WEIGHTED MEAN 3.6 MA
Table 3 shows the level of awareness on the Philippine folk songs bahay kubo
of grade five and grade six pupils in terms of written evaluation. The high gain of the
weighted mean is the indicator number 1 I know the song of Bahay kubo with a
weighted mean 4.3 very aware. The lowest weighted mean is indicator 5, I can sing and
dance with the music of bahay kubo with a weighted mean 2.5 slightly aware. It also
revealed that the average weighted mean of 3.6 which means moderately aware
indicated must pupils-respondents are moderately aware of the song bahay kubo.
Music 7, 1 st quarter lesson 1-music of Luzon lowlands folk music, published in
Education. Writing this article reminds of the school days on my Filipino subject where
class teachers would tackle folk song. Everyone in the class enjoy the time spent
practicing the folk songs specially when a school event is near. This means morefun for
students than lectures, oral reciations and quizzes as wearing colorful costumes
performing these folk songs only comes during these school events.
Table 4.
awareness of Grade V and Grade VI pupils of Apolinario Mabini Elementary School in
terms of written evaluation on the Magtanim ay di biro Philippine folk songs.
B. Magtanim ay di 5 4 3 2 1 WM INT R
biro EA VA MA SA NA
G5 G6 G5 G6 G5 G6 G5 G6 G5 G6
Indicators
1. I know the song of 4 7 4 6 8 18 3 0 0 0
Mag tanim ay di biro.
11 10 26 3 0 3.6 MA 1
of Mag tanim ay di
biro
2 7 30 11 0 3 MA 4
song Mag tanim ay di
biro
6 16 20 8 0 3.4 MA 2
4. I can write the lyrics 2 6 2 7 10 18 5 0 0 0
of Mag tanim ay di biro 1
8 9 28 5 0 3.6 MA .
5
5. I can sing and dance 0 0 3 5 9 25 7 1 0 0
with the music of Mag
tanim ay di biro
0 8 34 8 0 3.1 MA 3
Table 4 shows the level of awareness on the Philippine folk songs Magtanim ay
di biro of grade five and grade six pupils in terms of written evaluation. The high gain
of the weighted mean is the indicator number 1, I know the song of Magtanim ay di
biro with a weighted mean 3.6 moderately aware. The lowest weighted mean is
indicator 4, I know the message of Magtanim ay di biro with a weighted mean 3
moderately aware. It also revealed that the average weighted mean of 3.3 which means
Magtanim ay di biro.
Department of education. Milladas , Joanne Buenafe. Folk songs of the luzon

lowlands July 31,2018, That the Philippine folk song Magtanim ay di biro is used in the
elementary books.
37
Table 5.

terms of written evaluation on the Paru-parong Bukid Philippine folk songs.
C. Paru-parong 5 4 3 2 1 WM IN R
Bukid EA VA MA SA NA T
Indicators G5 G6 G5 G6 G5 G6 G5 G6 G5 G6
1. I know the song of 5 8 7 17 6 4 1 2 0 0

Paru-parong bukid .
13 24 10 3 0 4.1 VA 1
of Paru-parong bukid
. 3 21 19 7 0 3.4 MA 3

song Paru-parong
bukid . 9 22 14 3 0 3.7 MA 2
4. I can write the 0 3 6 8 9 4 0 0 0

lyrics of Paru-parong 20
bukid 3 14 4 0 3.3 MA 4
29
5. I can sing and 0 0 4 7 10 9 5 0 0 0
dance with the music

of Paru-parong bukid 0 11 19 5 0 2.7 SA 5
38
Table 5 shows the level of awareness on the Philippine folk songs paru-parong
bukid of grade five and grade six pupils in terms of written evaluation. The high gain of
the weighted mean is the indicator number 1, I know the song of Paru-parong bukid
with the weighted mean 4.1 very aware. The lowest weighted mean is indicator 5, I can
sing and dance of Paru-parong bukid with a weighted mean 2.7 slightly aware. It also
revealed that the average weighted mean of 3.4 which means moderately aware
indicated must pupils-respondents are moderately aware of the song Paru-parong bukid.
Paru-parong bukid is a favorate philippine folk songs amongst kids. Along with
other Philippine/filipinofolk songs, Paru-parong bukid would be played in school
events,. Module 6, Mapeh. Published on July 14, 2014
Table 6.
terms of written evaluation on the Leron-leron SintaPhilippine folk songs.
5 4 3 2 1 WM INT R
D. Leron Leron EA VA MA SA NA
Sinta G5 G6 G5 G6 G5 G6 G5 G6 G5
Indicators G6
1. I know the lyrics of 12 18 5 1 2 0 0 0 0

Leron- Leron Sinta. 12
23 3 0 0 4.4 VA 1
24
39

of Leron- Leron Sinta.
5 19 20 6 0 3.5 MA 3

song Leron-Leron
Sinta. 17 19 12 2 0 4.2 VA 2
4. I can write the 5 3 2 7 23 6 1 3 0 0

lyrics of Leron-Leron
Sinta 8 9 29 4 0 3.4 MA 4
5. I can sing and 0 2 3 7 24 5 4 5 0 0

dance with the music
of Leron-Leron Sinta. 2 10 29 9 0 3.1 MA 5
Table 6 shows the level of awareness on the Philippine folk songs Leron-Leron
Sinta of grade five and grade six pupils in terms of written evaluation. The high gain of
the weighted mean is the indicator number 1 , I know the lyrics of Leron- Leron Sinta
with the weighted mean 4.4 very aware. The lowest weighted mean is indicator 5 , I can
sing and dance with the music of Leron leron sinta with a weighted mean 3.1
moderately aware. It also revealed that the average weighted mean of 3.7 which means
moderately aware indicated must pupils-respondents are moderately aware of the song 40
Leron- Leron Sinta.
Published on June 15, 2014, grade 3 Music teachers guide music, published in
Education entertainment and humor, Leron leron sinta is used the school book to be
aware the students of that folk songs.
Table 7.
terms of written evaluation on the Sitsiritsit Alibngbang Philippine folk songs.
E. Sitsiritsit 5 4 3 2 1 WM INT R
Alibangbang EA VA MA SA NA
Indicators G5 G6 G5 G5 G6 G5 G6 G5
G6 G6
1. I know the song of 1 0 3 3 24 9 3 7 0 0

Sitsiritsit Alibangbang
1 6 33 10 0 2.10 SA 1
2. I know the message 0 1 1 0 20 6 10 0 2
of Sitsiritsit 10
Alibangbang 1 1 26 2 2.6 SA 4
20
song Sitsiritsit
Alibangbang 3 5 27 12 3 2.9 SA 2
4. I can write the 0 2 5 0 16 6 10 0 2

lyrics of Sitsiritsit 9
Alibangbang 2 5 22 2.8 SA 3
19
5. I can sing and 1 0 1 1 17 4 12 0 4
dance with the music 10
of Sitsiritsit 1 2 21 4 2.1 SA 5
Alibangbang 22
AVERAGE WEIGHTED MEAN 2.5 SA
41
Table7 shows the level of awareness on the Philippine folk songs Sitsiritsit
Alibangbang of grade five and grade six pupils in terms of written evaluation. The high
gain of the weighted mean is the indicator number 1 I know the song of Sitsiritsit
Alibangbang with the weighted mean 2.10 moderately aware. The lowest weighted
meanis indicator 5, I can sing and dance with the music of Sitsiritsit alibangbang with a
weighted mean 2.1 slightly aware . It also revealed that the average weighted mean of
2.5 which means moderately aware indicated must pupils-respondents are slightly
aware of the song Sitsiritsit Alibangbang.
Prof. Felipe M. De leon , jr. (2014) The use of English in Filipino folk songs
oftentimes produces an incongruous and ridiculous combination of words and music.
The flowing melodic style of our folk music is incompatible with the choppy syllables
and hard consonant clusters of English. And when this happens to a lively and
humorous song, as in “Sitsiritsit Alibangbang,” its spontaneity is lost and we fail to get
its humor, although the incongruity may make us laugh.
42
Table 8.
Average Weighted Mean Distribution of the respondents on the level of awareness of

Grade V and Grade VI pupils of Apolinario Mabini Elementary School in terms of
written evaluation on the different selected Philippine folk songs.
Philippine Folk AVERAGE SCALE RANK

Songs WEIGHTED DISCRIPTION
MEAN
Bahay Kubo 3.6 MA 2
Magtanim ay di 3.3 MA 4
biro
Paru-parung Bukid 3.4 MA 3
Leron Leron Sinta 3.7 MA 1
Sitsiritsit 2.5 SA 5
Alibangbang
Table 8 shows Philippine folksongs Leron- leron the weighted mean is 3.7
which means moderately aware. It also reveals that the folk song Sitsiritsit alibangbang
has the lowest average mean 2.5 with a slightly aware description.
It simply indicates that the Philippine folksongs under study are not very
familiar with the respondents with a moderately aware description. 43
CHAPTER V
SUMMARY, SUMMARY OF FINDINGS,

CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, summary of findings, conclusions and
recommendations derived from the findings of the study.

Summary
This study will determine the level of awareness on Philippine folk songs of
selected grade five and grade six pupils in Apolinario Mabini Elementary School.
Objective
This research study used the descriptive method of research design using the s and
survey questionnaire as the main source of data and information. Scope of
the study
The respondents of this study consisted of 50 Pupils of Apolinario Mabini

Elementary School. 44
14 font size, Times New

Summary of Findings
Roman, BOLD
12 font size, I. Demographic Profile of the Respondents

Times New Most of the respondents according to sex male with 58 % and 42% are female
Roman, Indented
which describes that most pupils-respondents of Apolinario Mabini are male. 12 font
According to grade were 38% are grade Vand 62% are grade VI which describes that size,
most pupils of Apolinario Mabini are grade VI. Times
II. The level of awareness of Grade V and Grade VI pupils of Apolinario Mabini New
Roman,
Elementary School in terms of written evaluation on the different selected
unbold
Philippine folk songs. and
The level of awareness on the Philippine folk songs bahay kubo of grade five
and grade six pupils in terms of written evaluation. The high gain of the weighted mean
is the indicator number 1, I know the song of Bahay kubo with a weigthed mean 4.3
very aware. The lowest weighted mean is indicator 5, I can sing and dance with the
music of bahay kubo with a weighted mean 2.5 slightly aware. It also revealed that the
average weighted mean of 3.6 which means moderately aware
indicated must pupils-respondents are moderately aware of the song bahay kubo. The
second Philippine folk songs are Magtanim ay di biro of grade five and grade six pupils
in terms of written evaluation. The high gain of the weighted mean is the indicator
number 1. I know the song of Mag tanim ay di biro with a weighted mean 3.6
moderately aware. The lowest weighted mean is indicator 4, I know the message of
Magtanim ay di biro with a weighted mean 3 moderately aware. It also revealed that the
average weighted mean of 3.3 which means moderately aware indicated must pupils-
respondents are moderately aware of the song Magtanim ay di biro.The third Philippine
folk songs are paru-parong bukid of grade five and grade six pupils in terms of written
evaluation. The high gain of the weighted mean is the indicator number 1, I know the
song of Paru-parong bukid with the weighted mean 4.1 very aware. The lowest
weighted mean is indicator 5, I can sing and dance of Paru-parong bukid with a
weighted mean 2.7 slightly aware. It also revealed that the average weighted mean of
3.4 which means moderately aware indicated must pupils-respondents are moderately
aware of the song Paru-parong bukid. The fourth Philippine folk songs is Leron-Leron
Sinta of grade five and grade six pupils in terms of written evaluation. The high gain of
the weighted mean is the indicator number 1, I know the lyrics of Leron- Leron Sinta
with the weighted mean 4.4 very aware. The lowest weighted mean is indicator 5, I can
sing and dance with the music of Leron leron sinta with a weighted mean 3.1
moderately aware. It revealed that the average weighted mean of 3.7 which means
Leron- Leron Sinta. And the last Philippine folksongs is Sitsiritsit Alibangbang of grade
five and grade six pupils in terms of written evaluation. The high gain of the weighted
mean is the indicator number 1, I know the song of Sitsiritsit Alibangbang with the
weighted mean 2.10 moderately aware. The lowest weighted meanis indicator 5, I can
sing and dance with the music of Sitsiritsit alibangbang with a weighted mean 2.1
slightly aware. It revealed that the average weighted mean of 2.5 which means
Sitsiritsit Alibangbang. Table 4 shows Philippine folksongs Leron- leron the weighted
mean is 3.7 which means moderately aware while the next highest weighted mean is
3.6 which is the song Bahay kubo indicated must pupils-respondents are moderately
aware of the song. It also reveals that the folk song Sitsiritsit alibangbang has the
lowest average mean with a slightly aware description. It simply indicate that the
Philippine folksong under study are not very familiar with the respondents with a
moderately aware description.
39
III. What implications could be derived from the study?
The result of the study implied that the level of awareness on Philippine folk
songs on the selected grade V and VI student is moderately aware on selected different
Philippine folk songs.
At the present time the different Philippine Folk song should be given more
emphasis in the elementary level to be aware in these folk songs. Teachers should use
different activities like energizer inside the classroom. The teacher should be
providing activities or games in which its introducing these folk songs presented.
Conclusions
Based on the findings, the following conclusions are derived:

Most of the respondents are male which is grade six.
The researcher concluded that the pupil-respondents know the little of the
different folksongs given in the study but they cannot sing and dance with the music of
the folk songs.
The pupils-respondents know the meaning of the folk song but they cannot
write the lyrics.
The Philippine folk songs pupils-respondents moderately aware, on the level of
awareness by selected grade five and grade six pupils in Apolinario Mabini Elementary
school.
Recommendations
As a result of the study, the researcher would like to recommend the following:
1. To the Parents, they may help the pupils to sing the Philippine folk song in
their home.
2. To the Teachers, they may motivate the pupils to sustain interest in the
Philippine folk songs by using them inside classroom. Teachers use Philippine
folk song as a routinary activity for mastery learning. 40
3. To the Pupils, they may continue to learn the different Philippine folk song.
4. To the Future Researchers, they may conduct a parallel study using bigger
population for more viable and reliable results.
41
42
BIBLIOGRAPY
BOOKS
Crisostomo. R, et. al. (2010). Science and Technology Series Practical and
Explorational Physics Modular Approach. Quezon City: Vibal
Publishing House
Dey, Sukesh. (2012). Philippine Folk Literature: An Anthology, 2nd, Quezon City:
University of the Philippines Press, 498. ISBN 978-971-542-536-0
John Winzenburg, “Aaron Avshalomov and New Chinese Music in Shanghai, 1931-
1947,” TwentiethCentury China 37. I, (January 2012): 60.
Jittapim Yamprai, “The Establishment of Western Music in Thailand” (DA diss.,
University of Northern Colorado, 2011).
Kidd, D. (2014). Pop Culture Freaks: Identity, Mass Media, and Society. WestviePress
Roongruang, “Thai Classical Music,” 39–40. The book describes the court music
performed by the mahori ensemble and the compositions to be performed.
Santos, Ramon Pagayon, Tnugan: Four Essays on Filipino Music, (Quezon City:
University of the Philippines Press), 2005.
JOURNALS / MAGAZINE
Burgoyne J. A., Bountouridis D., Van Balen J., Honing H. (2013). Hooked: a game
for discovering what makes music catchy, in Proceedings of the 14th
International Society for Music Information Retrieval Conference (Porto: ),
245–250.
Ekici, Savas. “Story of Folk songs” Retrieved on March 2, 2014.
http://www.guneydogumirasi.org/eng/folksongs.htm
Elena mannes, (2011)the power of music 112 (walker & company,)

https://en.unesco.org/silkroad/silk-road-themes/intangible-cultural-
heritage/arirang-lyrical-folk-song-republic-korea
Lee, Son Ming (2011). The Korean wave. The Seoul of Asia. The Elon Journal of
Undergraduate Research in Communications, 2:1
Petrovic, M. and Ljubinkovic, N. (2011). Imitation of animal sound patterns in
Serbian folk music. Journal of Interdisciplinary Music Studies, 5(2): 101-
118. Vest rituals. 43
Roongruang, “Thai Classical Music,” 35–38. A type of Thai musical ensemble,
consisting of melodic percussion and Thai oboe, pi nai.
ONLINE REFERENCES
Anupol(2011).Philippine Music.Retrievedfrom
http://philippinesheritage.ph/filer/toledo
Pantig, F.R.et al. (2010) . Periods in History of Philippine Music. Retrieved from
Cebu/philmusichistory2007version-091205225533-phpapp02.pdf
Sahi, V. (2010). Folk music as a tool of expressing the spiritual values of nature. VI
Habitat Contact, Forum of the Barents Euroregion Ark Hangelsk, Russia.
Retrieved:September2013fromhttp://www.medina.org/delos/Folk%20Music
%20as%20a%20Tool.pdf
Szczepanski,K. (2012). The Philippines: Facts and History. Retrieved from
http://asianhistory.about.com/od/philippines
APPENDICES
Double spaces
down
Eastern Quezon College, Inc.
12 font size, Times R. Marco St. Bryg. Penafrancia Gumaca, Quezon
new roman , Tel. No. +63(042) 317 5639/ (042) 717 1053/ (042) 421 1449
BOLD and e-mail: eqcgumaca@yahoo.com
Centered Double spaces
down
February 15 , 2021
Single space
12 font size, Times New Roman, all caps and
down ARLENE A. CARRIOS
BOLD
T-III/Teacher-in Charge, A. Mabini Elementary School
Brgy. A. Mabini
Guinayangan, Quezon
Double spaces
down
Ma’am;
Single space
down I am MYKA B. CATAPANG, a third-year student of Eastern Quezon College
taking up Bachelor of Elementary Education. As a requirement of my course, I am
working on my research/study entitled, “LEVEL OF AWARENESS ON
PHILIPPINE FOLK SONGS BY SELECTED GRADE FIVE AND GRADE
All SIXPUPILS IN APOLINARIO MABINI ELEMENTARY SCHOOL S.Y. 2020-
paragraphs 2021”
must be
indented and In connection with this, I am respectfully requesting for your permission to
Justified conduct the survey with the selected teachers in your school.
I am looking forward for your positive response to this request. Thank you very
much and more power.
Single space
down
Very truly yours,
MYKA B. CATAPANG
Student/Researcher
Noted By:
DR. MELCHOR B. ESPIRITU

Research Adviser Approved:
Double spaces
down
Hide
DR. MARIA CELERINA D. ORETA ARLENE A. CARRIOS Number
Research Professor Teacher-in Charge Page
18 font size,
Times New LEVEL OF AWARENESS ON PHILIPPINE FOLK
Roman, All
Caps, SONGS BY SELECTED GRADE FIVE AND GRADE
Inverted
pyramid
and
BOLD
ELEMENTARY SCHOOL
S.Y. 2020-2021
Double spaces
12 font size, Times New
down
Roman, Italic and
BOLD Questionnaire
Dear Respondents;
Below are the set of information and questions needed, which the researcher wants to
know the level of awareness on Philippine folksongs by selected grade five and grade
six pupils in Apolinario Mabini Elementary School.
Kindly supply the necessary information to the best of your knowledge. Your judgment
12 font
must be based on the actual situation and observation to know level of awareness on
size,
Times Philippine folksong.
New
Roman Your cooperation will be of great help in the realization of this research work.
Rest assured that you and your data will be treated with utmost confidentiality and be
used solely for this purpose.
Thank you very much and God bless!
The Researcher, BOLD
46
18 font size,
Times New LEVEL OF AWARENESS ON PHILIPPINE FOLK
Roman, All
Caps,
SONGS BY SELECTED GRADE FIVE AND
Inverted
pyramid
and ELEMENTARY SCHOOL
BOLD
S.Y. 2020-2021
All Caps,
BOLD PART I - Demographic Profile:
DIRECTION: Please put a check mark ( ̷ ) in the box provided that best describes your
answers in the following items.
PANUTO : Lagyan ng tsek ( / ) ang kahon na pinakamahusay na naglalarawan sa

iyong sagot sa mga sumusunod na katanungan.
12 font
size,
A. Sex: Times
New
Male / Lalaki Female / Babae
B. Grade:
Grade V Grade VI
47
All Caps,
BOLD PART II – The level of awareness on Philippine folk song
INSTRUCTIONS: Please put a check (/) mark on the extent to which you agree on the
level of awareness on different Philippine Folk Songs. There is no right or wrong
answer.
PANUTO: Mangyaring maglagay ng isang marka ng tsek (/) sa lawak kung saan ka
sumang-ayon sa antas ng kamalayan sa iba’t ibang mga katutubong awit ng pilipinas.
12 font
Walang tama o maling sagot.
size,
Times
5 – Extremely Aware ( Sobrang Kamalayan) New
4 – Very Aware (May kamalayan)
3 – Moderately Aware ( katamtamang kamalayan)
2 –Slightly Aware ( Medyo may kamalayan)
1 – Not at all Aware (Hindi alam)
48
Instructions: Please put a check (/) mark on the extent to which you agree on the level
of awareness on different Philippine Folk Songs. There is no right or wrong answer.
Panuto: Mangyaring maglagay ng isang marka ng tsek (/) sa lawak kung saan ka
A. Bahay Kubo
5 4 3 2 1
Extremely Very Moderately Slightly Not at
Indicators Aware Aware Aware Aware all
Aware
1. I know the song of Bahay kubo.
( Alam ko ang awiting Bahay
kubo )
2. I know the message of Bahay
12
kubo. font
( Alam ko ang mensahe ng Bahay size,
kubo) Time
3. I can sing the folk song Bahay s
kubo. New
( Kumakanta ako ng Bahay kubo)

4. I can write the lyrics of Bahay
kubo.
(Kaya kong isulat ang titik ng
Bahay kubo)
5. I can sing and dance with the
music of Bahay kubo.
( Kaya kong kumanta at sumayaw
ng Bahay kubo)
Panuto: Mangyaring maglagay ng isang marka ng tsek (/) sa lawak kung saan ka 49
B. Magtanim ay di biro
5 4 3 2 1
Aware
1. I know the song of Mag tanim ay
di biro.
( Alam ko ang awiting Mag tanim
ay di biro)
2. I know the message of Mag
tanim ay di biro.
( Alam ko ang mensahe ng Mag
tanim ay di biro)
3. I can sing the folk song Mag
tanim ay di biro.
12
( Kumakanta ako ng Mag tanim ay font
di biro) size,
4. I can write the lyrics of Mag Time
tanim ay di biro. s
(Kaya kong isulat ang titik ng Mag New
tanim ay di biro)
music of Mag tanim ay di biro.
ng Tong Mag tanim ay di biro )
sumang-ayon sa antas ng kamalayan sa iba’t ibang mga katutubong awit ng pilipinas. 50
C. Paru-parong Bukid
Indicators 5 4 3 2 1
Aware Aware Aware Aware all
Aware
1. I know the song of Paru-parong
bukid.
( Alam ko ang awiting Paru-
parong bukid )
2. I know the message of Paru-
parong bukid.
( Alam ko ang mensahe ng Paru-
parong bukid )
3. I can sing the folk song Paru-
parong bukid.
( Kumakanta ako ng Paru-parong 12
bukid ) font
size,
4. I can write the lyrics of Paru-
Time
parong bukid. s
(Kaya kong isulat ang titik ng New
Paru-parong bukid) Roma
music of Paru-parong bukid.
ng Paru-parong bukid)
51
D. Leron Leron Sinta

1
5 4 3 2
Not at
Indicators Extremely Very Moderately Slightly
all
Aware Aware Aware Aware
Aware
1. I know the lyrics of Leron- Leron
Sinta.
( Alam ko ang awiting Leron-

Leron Sinta )
2. I know the message of Leron-
Leron Sinta.
( Alam ko ang mensahe ng Leron-
Leron Sinta )
3. I can sing the folk song Leron-
Leron Sinta.
( Kumakanta ako ng Leron-Leron 12
Sinta ) font
4. I can write the lyrics of Leron- size,
Leron Sinta. Time
s
New
Leron-Leron Sinta )
music of Leron-Leron Sinta.
ng Leron-Leron Sinta)
sumang-ayon sa antas ng kamalayan sa iba’t ibang mga katutubong awit ng pilipinas. 52
E. Sitsiritsit Alibangbang
5 4 3 2 1
Aware
1. I know the song of Sitsiritsit
Alibangbang.
( Alam ko ang awiting Sitsiritsit
Alibangbang)
2. I know the message of Sitsiritsit
12
font
size,
Time
s
Alibangbang.
( Alam ko ang mensahe ng
Sitsiritsit Alibangbang)
3. I can sing the folk song Sitsiritsit
Alibangbang.
( Kumakanta ako ng Sitsiritsit
Alibangbang)
4. I can write the lyrics of Sitsiritsit
Alibangbang.
Sitsiritsit Alibangbang)
music of Sitsiritsit Alibangbang.
ng Sitsiritsit Alibangbang)
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EASTERN TAYABAS COLLEGE, INC.

EFFECTS OF SLEEP INSUFFICIENCY ON STUDY

In partial fulfillment of the requirements for the Practical Research 1 and

LENSIE SHANE PORTELLANO

COMMITTEE ON FINAL EXAMINATION

DARRYL GUERRERO, LPT

RAYMOND B. GUTLAY, LPT MARY NOLE P. URSOLINO

The researcher would like to dedicate this work

To the researcher’s friends and classmates

And lastly, we dedicated this book to the

TITLE: LEVEL OF AWARENESS ON PHILIPPINE FOLK

RESEARCHER: MYKA B. CATAPANG

THESIS ADVISER: MARIA CELERINA D. ORETA, Ed. D.

SCHOOL: EASTERN QUEZON COLLEGE, INC.

DEGREE CONFERRED: BACHELOR OF ELEMENTARY EDUCATION

YEAR CONFERRED: 2021

Keywords: Level, Awareness, Philippine folk song, Pupils, School

CHAPTER I – THE PROBLEM AND ITS BACKGROUND

CHAPTER II – REVIEW OF RELATED LITERATURE

RELATED LITERATURE ....................... 8

FOREIGN LITERATURE ....................... 8

RELATED STUDIES ....................... 15

FOREIGN STUDIES ....................... 15

CHAPTER III – RESEARCH DESIGN AND METHODOLOGY

Research Method and Techniques ....................... 20

CHAPTER IV – PRESENTATION, ANALYSIS AND

CHAPTER V – SUMMARY, SUMMARY OF FINDINGS,

Summary of Findings ....................... 37

RESEARCH INSTRUMENTS ....................... 46

CURRICULUM VITAE ....................... 58

Table Title Page

2 Frequency and Percentage Distribution of the Respondents 26

3 Average Weighted Mean Distribution of the Respondents on the level 27

4 Average Weighted Mean Distribution of the Respondents on the level 29

5 Average Weighted Mean Distribution of the Respondents on the level 31

6 Average Weighted Mean Distribution of the Respondents on the level 33

7 Average Weighted Mean Distribution of the Respondents on the level of 35

8 Average Weighted Mean Distribution of the respondents on the level of

awareness of Grade V and Grade VI pupils of Apolinario Mabini

Figure Title Page

1 Level of awareness on Philippine folk songs by selected grade 4

THE PROBLEM AND ITS BACKGROUND

Statement of the Problem

Specifically, this study seek to answer the following:

1. What is the demographic profile of the respondents in terms of:

Sleep Insufficiency refers to the inadequate amount or poor quality of sleep

 Demographic  Validation  Identify

Significance of the Study

For the Institution, by recognizing the importance of adequate sleep and

Scope and Delimitation

The study entitled “Effects of Sleep Insufficiency on Study Habits of the

The following terms are defined conceptually and operationally to provide

Sleep Insufficiency – refers to the inadequate duration, quality, or timing of sleep

Sleep – refers to a naturally recurring state characterized by reduced consciousness,

REVIEW OF RELATED LITERATURE AND

Lombardero (2019) insufficient sleep and insomnia are associated with

Insufficient sleep, prevalent in 35% of the U.S. population, is defined as sleeping

adults, which is defined by difficulty initiating or maintaining sleep with associated