Department of Education

Region X
Division of Bukidnon
District of Kalilangan
KALILANGAN NATIONAL HIGH SCHOOL
Ninoy Aquino, Kalilangan, Bukidnon

Sleep Quality and Student Stress Levels on Academic Performance of

Grade 12- HUMMS Learners in Kalilangan National High School

Balquedra, Jeric S.

Co, Angelo Lesian G.

Colarte, Ingrid S.

Doblas, Jimuel L.

Ebale, Alexa Nicole L.

Velarde, Rhean Reyle B.

Researchers

Reyle Anne B. Velarde

Research Teacher
 ACKNOWLEDGEMENT

This research endeavor has been a journey marked by collaboration, support,

and shared dedication, and it is with immense gratitude that we extend our

appreciation to those who have played a significant role in its realization.

First and foremost, we express our deepest gratitude to the administrators,

faculty, and staff of Kalilangan National High School for their unwavering support

and cooperation throughout the research process. Their willingness to engage in this

study has been invaluable, and their commitment to the well-being and academic

success of Grade 12 Humanities and Social Sciences (HUMSS) learners has been a

driving force.

We extend our heartfelt thanks to the Grade 12 HUMSS learners who

willingly participated in this study. Their openness in sharing their experiences,

challenges, and aspirations has been instrumental in shedding light on the intricate

relationship between sleep quality, stress levels, and academic performance. Their

contributions form the essence of this research.

Our gratitude extends to the parents and guardians who entrusted us with

insights into their children's academic journey. Their cooperation and willingness to

collaborate have enriched the depth and context of our findings, contributing to a

more comprehensive understanding of the challenges faced by Grade 12 HUMSS

learners.

We are deeply thankful to the researchers and scholars whose work served as a

foundation for this study. Their contributions to the field have guided our exploration

and provided valuable insights into the complex dynamics of sleep, stress, and

academic performance.

i
 To our advisors and mentors, whose guidance and expertise have been

instrumental in shaping the research methodology and refining our approach, we

express sincere appreciation. Your commitment to academic excellence and research

integrity has been a source of inspiration.

Finally, to our friends and family members who provided unwavering support,

encouragement, and understanding throughout this journey, we extend our heartfelt

thanks. Your belief in our capabilities and your encouragement during challenging

moments have been crucial to the completion of this study.

This research is a collective effort, and each individual mentioned has played

an integral role in its success. We are truly grateful for the collaborative spirit and

shared commitment that have characterized this endeavor.

 TABLE OF CONTENTS

Contents Pages

Cover Page

Acknowledgement i

Table of Contents iii

Abstract v

CHAPTER I INTRODUCTION 1

Background of the Study 1

Statement of the Problem 3

Objectives of the Study 3

Significance of the Study 4

Scope and Delimitation 6

Definition of Terms 6

CHAPTER II REVIEW OF RELATED LITERATURE 8

Sleep Quality 8

Stress 9

Sleep Quality 10

Conceptual Framework 12

Research Paradigm 14

iii
 Hypothesis 15

CHAPTER III METHODOLOGY 17

Research Design 17

Locale of the Study 17

Research Respondents 18

Research Instrument 18

Implementation 18

Statistical Techniques 20

Scoring Procedure 20

Treatment of the Data 22

CHAPTER IV RESULTS AND DISCUSSION 23

CHAPTER V CONCLUSION AND RECOMMENDATION 28

Summary 28

Conclusion 29

Recommendation 30

REFERRENCES 32

APPENDIXES Appendix A 36

Appendix B 37

iv
 ABSTRACT

This study investigates the complex interplay between sleep

quality, stress levels, and academic performance in Grade 12 Humanities

and Social Sciences (HUMSS) students at Kalilangan National High

School. Through extensive quantitative data collection, the research

explores sleep quality variations based on age and gender, assesses stress

levels, evaluates academic performance, and examines potential

relationships between sleep quality, stress, and academic outcomes.

Findings reveal that both male and female students exhibit a "Fair" sleep

quality, with females having slightly higher mean sleep quality scores.

Both genders experience "High Perceived Stress," with females reporting

higher stress levels. However, academic performance remains

consistently high for both genders. Statistical analyses show no

significant correlation between sleep quality and academic performance

or stress levels and academic performance. Recommendations include

implementing sleep education programs, stress management workshops,

increased parental involvement, strengthened counseling services, regular

academic performance monitoring, further research, policy advocacy, and

collaboration with healthcare professionals. While providing valuable

insights, additional research and targeted interventions are advised for a

deeper understanding and holistic student development.

 CHAPTER I

INTRODUCTION

Background of the Study

In the pursuit of academic excellence, Grade 12 learners in the Humanities and

Social Sciences (HUMMS) track face a multifaceted challenge that encompasses the

intricate relationship between sleep quality, student stress levels, and their impact on

academic performance. Key aspects of this problem include disrupted sleep due to

late-night study sessions, extracurricular commitments, digital device use, and

hormonal changes. These disruptions harm overall well-being. Additionally, academic

stress is notably high, with rigorous coursework and the pressure of college

applications intensifying stress levels. These factors collectively affect cognitive

function, impairing memory, problem-solving, and decision-making, hindering

academic performance.

Sleep quality is a critical component of overall well-being and plays a vital

role in the academic performance of high school students. Among the Grade 12

learners pursuing the Humanities and Social Sciences (HUMSS) track, sleep quality is

of particular importance due to the unique demands and stressors associated with their

academic journey. This introduction sets the stage for an exploration of the intricate

relationship between sleep quality and student stress levels, and how these factors

collectively impact the academic performance of Grade 12 HUMSS learners.

For Grade 12 HUMSS learners, the academic year is marked by a rigorous

curriculum that often includes complex subjects like literature, social sciences, and

the arts. As they navigate through a multitude of assignments, projects, and

examinations, the pressure to excel academically can be overwhelming. This pressure

can lead to increased stress levels, which, if not managed effectively, can harm

physical and mental health. Stress is an inherent part of the educational experience,

serving as both a motivator and a hindrance. When appropriately managed, stress can

stimulate productivity and resilience. However, excessive or poorly managed stress

can lead to adverse effects on cognitive function, emotional health, and physical well-

being, potentially hindering academic success.

Sleep quality is one critical yet often overlooked factor that can exacerbate or

alleviate this stress. Adolescents, in general, are known to experience changes in their

sleep patterns due to biological, social, and academic factors. Late-night study

sessions, extracurricular activities, and the ever-present allure of digital screens can

disrupt sleep schedules and result in inadequate or poor-quality sleep. Such sleep

disturbances can lead to fatigue, decreased cognitive function, and heightened stress

levels.

Understanding the connection between sleep quality and student stress levels

among Grade 12 HUMSS learners is essential for educators, parents, and healthcare

professionals. It provides insights into the factors influencing academic performance

and overall well-being in this group. By addressing sleep quality and implementing

strategies to manage stress effectively, it may be possible to enhance the academic

experience for these students, allowing them to achieve their full potential while

maintaining their physical and mental health.

In this study, we will delve into the research and insights surrounding sleep

quality and student stress levels among Grade 12 HUMSS learners. We will explore

the implications of poor sleep on cognitive function, stress-related issues, and the

overall academic performance of these students. In this research, we will collect

quantitative data to assess the impact of various interventions and strategies on Grade

12 HUMSS learners' sleep habits and stress levels, to advance their academic success

and overall well-being.

Statement of the Problem

This research is addressing the correlation between sleep quality and stress

level on academic performance of Grade 12 Humanities and Social Sciences

(HUMSS) strand in Kalilangan National High School.

This research aims to answer the following question:

1. What is the level of sleep quality of Grade 12- HUMSS learners in Kalilangan

National High School in terms of gender?

2. What are the stress level of Grade 12- HUMSS learners in Kalilangan National

High School?

3. What are the level of academic performance of Grade 12- HUMSS learners in

Kalilangan National High School?

4. Is there a relationship between sleep quality and academic performance among

Grade 12 HUMSS in Kalilangan National High School?

5. Is there a relationship between stress level and academic performance among Grade

12 HUMSS in Kalilangan National High School?

Objectives of the Study

The main objective of this study is to assess and analyze the relationship

between Sleep Quality, Stress Level, and Academic Performance of Grade 12

HUMSS (Humanities and Social Sciences) learners at Kalilangan National High

School. To achieve this, the following specific objectives will be pursued:

1. To determine the level of sleep quality among Grade 12 HUMSS learners in

Kalilangan National High School and to investigate if there are variations in sleep

quality based on:

a. Age

b. Gender

2. To assess the stress levels experienced by Grade 12 HUMSS learners at Kalilangan

National High School.

3. To evaluate the academic performance of Grade 12 HUMSS learners at Kalilangan

National High School.

4. To examine the existence of a potential relationship between sleep quality and

academic performance among Grade 12 HUMSS learners in Kalilangan National

High School.

5. To investigate whether there is a correlation between stress levels and academic

performance among Grade 12 HUMSS learners in Kalilangan National High School.

Significance of the Study

The significance of a study examining the relationship between sleep quality,

stress levels, and academic performance in Grade 12 HUMSS (Humanities and Social

Sciences) students is multifaceted and has several important implications:

Academic Success - Understanding how sleep quality and stress impact

academic performance can provide insights into strategies that can help students excel
in their studies. This knowledge can be used to develop interventions and support

systems for students who may be struggling academically.

Health and Well-being - High levels of stress and poor sleep quality are not

only detrimental to academic performance but also have serious implications for

students' physical and mental health. This study can shed light on the importance of

addressing these issues to promote overall well-being among students.

Educational Policy and Practice - The findings of this study can inform

educational policies and practices. Schools and educational institutions may consider

implementing measures to promote better sleep habits and stress management

techniques to enhance the overall learning environment.

Parental and Teacher Awareness - Parents and teachers play a crucial role in

students' lives. Understanding the relationship between sleep, stress, and academic

performance can help parents and teachers identify signs of stress or sleep problems

in students and provide appropriate support and guidance.

Future Researchers - This study can serve as a foundation for future research

in the field of education and psychology. Researchers can build upon the findings to

explore additional factors that may influence academic performance and well-being

among students.

College and Career Preparedness - High school graduation is often a critical

step in a student's journey toward higher education or entering the workforce. A better

understanding of how sleep and stress affect academic performance in Grade 12 can

help students prepare for these important transitions.

 Societal Implications - The study can also have broader societal implications.

High academic performance is often seen as a pathway to success and understanding

the factors that contribute to it can be valuable for individuals and society as a whole.

The significance of the study lies in its potential to improve the educational

experience and well-being of Grade 12 HUMSS students, inform policies and

practices, and contribute to the body of knowledge on the relationship between sleep

quality, stress levels, and academic performance. It has the potential to positively

impact not only the academic outcomes of these students but also their overall quality

of life.

Scope and Delimitation

The study focuses on the stress levels and sleep quality with academic

performance of Grade 12 HUMSS students in Kalilangan National High School. The

study primarily examines stress levels related to academic factors, such as exams,

coursework, and assignments, and how these stressors affect academic performance.

This study is a Correlational design and the instruments used are Perceived Stress

Scale (PSS) and Sleep Quality Scale (SQS).

The study is conducted in Kalilangan National High School and will involve

Grade 12 HUMSS learners in Kalilangan National High School. The subjects of this

study will be the 387 Grade 12 Humanities and Social Sciences students of

Kalilangan National High School for the academic year 2023-2024. This study will be

conducted in the month of August-February.

Definition of Terms

Sleep Quality- Sleep quality in this study is defined as the evaluation in six main
domains in sleep quality, which included difficulty waking, problems initiating and

maintaining sleep, daytime symptoms, sleep satisfaction, and restoration after sleep,

which were measured by Sleep Quality Scale (SQS).

Stress- Stress in this study is defined as the perception of self-reported stress of an

individual in the past month, measured by Perceived Stress Scale (PSS). It is used to

measure the respondents’ thoughts and feelings about the incidents that happened last

month to measure their current stress levels.

Academic Performance- In this study, academic performance is defined by using the

Cumulative Grade Point Average (CGPA). It is calculated by averaging the Grade

Point

Average (GPA) for all completed semesters. The scale is between 1.0 and 4.0, which

higher

CGPA indicates greater academic performance.

 CHAPTER II

THEORITICAL FRAMEWORK

This chapter discuss the previous literature that studied mainly on the three

variables. To be more specific, the researchers will first discuss sleep quality, next

stress, and then only the associations between sleeping quality, stress, and academic

achievements. After that, the researchers will explain the conceptual framework and

theoretical framework. In the literature review part, the researchers chose to study

research that ranged within ten years, and some of the studies were most up to date.

The purpose of using recent studies is to enhance current research to be useful for

other researchers in the future.

REVIEW OF RELATED LITERATURE

Sleep Quality

According to Kline (2013), sleep quality refers to an individual's subjective

perception of their sleep experience. This encompasses their satisfaction with various

aspects of sleep, including the duration of sleep, sleep maintenance, ease of falling

asleep, and how refreshed they feel upon waking. In contrast, Ohayon et al. (2017)

found no consistent guidelines for defining regular or optimal, healthy sleep or better

sleep quality. However, they identified several continuous sleep-related variables,

such as sleep latency, sleep efficiency, awakenings after falling asleep, and the

number of wakeups lasting more than five minutes, as suitable indicators of good

sleep quality. There was little consensus on sleep architecture or nap-related variables

as components of good sleep quality.

Lai and Say (2013) reported that 1118 undergraduates at Universiti Tunku

Abdul Rahman (UTAR) were experiencing sleep deprivation issues, with UTAR
students sleeping an average of approximately 7.31 hours per night. Among these

students, 32.9% were classified as poor-quality sleepers, and 30.6% experienced

daytime sleepiness. Araújo et al. (2013) also found evidence of poor sleep quality

among undergraduates, with 54% of 701 participants reporting poor sleep quality in

the previous month. Only 18.6% of students managed to sleep more than seven hours

in the previous month. Maheshwari and Shaukat (2019) emphasized the importance of

sufficient sleep and good sleep efficiency for learning and memory, as poor sleep

quality was associated with lower exam scores.

Araújo et al. (2013) reported that participants did not have significant issues

with sleep latency, as only 9% of the 701 participants took longer than 30 minutes to

fall asleep. However, Schlarb et al. (2017) found that around two-thirds of

undergraduate participants experienced difficulties falling and staying asleep, with

51.9% reporting early awakenings.

Stress

Anuradha et al. (2017) discovered that academic stressors, such as the

overwhelming nature of academic courses and concerns about poor academic

performance, were the primary contributors to increased stress levels among medical

students. Othman et al. (2013) found that students perceived their stress as often being

related to academic requirements. Other significant psychosocial stressors among

undergraduate students included family problems and loneliness, while living away

from home was the environmental stressor most predictive of stress levels.

Radeef et al. (2014) identified components associated with feelings of

incapacity, the difficulty level of class assignments, and a lack of inspiration to learn

as root stressors among undergraduate students. Talib and Zia-ur-Rehman (2012)

found that sleep-related issues, course workload, and social activities were primary

sources of stress. However, there was no significant difference in stress levels

between male and female students.

Sleep Quality and Academic Performance

Rose and Romanan (2018) found that inadequate sleep was associated with

lower GPAs among college students, highlighting the importance of sufficient sleep

for academic success. However, Nihayah et al. (2011) found no association between

sleep duration and academic achievements, while Jalali et al. (2020) reported no

significant relationship between sleep quality and academic performance among

medical undergraduates.

Frenda and Fenn (2016) suggested that sleep deprivation can negatively affect

cognitive function, leading to lower academic performance. Diekelmann and Born

(2020) supported this idea by emphasizing the role of sleep-in memory consolidation.

Siraj et al. (2014) found that sleep deprivation led to daytime sleepiness and reduced

attention levels, affecting academic performance.

Elagra et al. (2016) reported a negative correlation between sleep quality and

academic performance among dental students, with poor sleep quality affecting

attention, memory, and decision-making abilities. Recent studies by El Hangouche et

al. (2018) and Khan and Shamama-Tus-Sabah (2020) also found a significant

relationship between poor sleep quality and lower academic performance. Mirghani et

al. (2015) showed that good sleep quality was strongly associated with high academic

achievements, as poor sleep quality led to a lack of concentration and daytime

dysfunction.
Stress and Academic Performance

Elias et al. (2011) found a weak but significant negative relationship between

stress levels and academic performance, with academic stress being a major source of

stress among students. Talib and Zia-ur-Rehman (2012) reported a significant

negative correlation between perceived stress and academic performance. Similarly,

Melaku et al. (2015) and Sohail (2013) discovered moderate negative relationships

between stress levels and academic achievements, with academics being a significant

stressor for students.

Gustems-Carnicer et al. (2019) found that stress levels negatively correlated

with academic performance, with avoidance coping strategies often used to cope with

stress. Siraj et al. (2020) reported that students with severe stress levels obtained

higher academic results, contradicting the findings of previous studies.

Relationship between Sleep Quality, Stress, and Academic Performance

Ahrberg et al. (2012) found that during the exam preparation period, academic

success was related to both stress levels and sleep quality. However, no significant

relationships were found during the semester and after the exam. Taylor et al. (2013)

discovered that both sleep quality and stress were significant predictors of academic

performance among undergraduate students. The association between these factors

and academic performance appeared to be complex and was not indicative of a causal

relationship.

Stress and poor sleep quality are prevalent and significant concerns among university

students, which can have adverse impacts on their academic performance.

International students may face additional challenges compared to their domestic

peers because they must also navigate the complexities of adapting to a new culture.
The primary objective of this study is to explore the connections between stress (both

perceived and acculturative), sleep quality, and academic performance while

comparing these factors between international and domestic students. The findings

reveal a negative correlation between perceived stress and sleep quality. However, no

notable associations were observed between acculturative stress and sleep quality,

sleep quality and academic performance, or stress (both perceived and acculturative)

and academic performance. The study did identify differences in perceived stress and

sleep quality between international and domestic students. Notably, perceived stress

emerged as a critical factor, underscoring the need for universities to prioritize

effective stress management programs aimed at improving sleep quality. Yun,

Corinne Tan pei (2022)

Conceptual Framework

Theories

The repair and restoration theory proposes that the primary purpose of sleep is

to mend and rejuvenate both the brain and body (Dokie, n.d.). This theory has been

significantly influenced by two key theorists. Oswald (1980) initially contributed to

this concept, while Horne (1988) later expanded upon Oswald's ideas (Dokie, n.d.).

Oswald suggests that different types of sleep serve distinct roles in repairing and

rejuvenating various biological functions. According to Oswald, the rejuvenation of

the brain occurs during Rapid Eye Movement (REM) sleep, which is essential for

brain development, repair, and cognitive function. Slow Wave Sleep (SWS) also plays

a crucial role in the body's growth and repair, as it facilitates protein synthesis through

the release of growth hormones (Dokie, n.d.).

 Furthermore, Horne proposes a division of sleep into "core sleep" and

"optional sleep." Core sleep encompasses both Rapid Eye Movement (REM) and

Slow Wave Sleep (SWS), and, according to Horne, brain repair primarily occurs

during core sleep, while body restoration is linked to optional sleep and can also take

place at other times (Dokie, n.d.). It's important to note that Oswald believes that both

brain and body restoration happen during core sleep (REM and SWS), while Horne

contends that body restoration is associated with optional sleep.

William James (1890) introduced the Brain Plasticity Theory, which asserts

that sleep is linked to changes in the brain's organization and structure. This theory

suggests that the brain remains active during sleep, reviewing and organizing the day's

activities and information into long-term memory (Ergoflex, 2016). Therefore,

inadequate sleep can hinder one's ability to encode information. For instance, this

theory explains why infants require longer periods of sleep, as they are constantly

learning about the world and need deep sleep to process this information and convert

it into long-term memory.

The Biopsychosocial Models of Stress (BPS) theory, contributed by Bernald and

Krupat (1994), posits that stress comprises three elements: the internal component, the

external component, and the interaction between the two. The internal component

involves neurological and physiological responses to stress, while the external

component encompasses environmental factors that trigger stress responses. The

relationship between these internal and external components revolves around

individual and environmental factors and incorporates cognitive processes. An

individual's perception of an event plays a crucial role in assessing the extent of their

stress response and determines the coping mechanisms they employ (Cordon, 1997).
Research Paradigm

The independent variable, "Sleep Quality and Stress," influences the dependent

variable, "Academic Performance," through a direct relationship.

Sleep Quality

Repair and Restoration theory

(Owwald, 1980; Horme,

1988)

Brain Plasticity theory

(William James, 1890)

Academic Performance

Stress

Biopsychosocial Model of

Stress theory (Bernard &

Krupat, 1994)
Hypotheses of the Study

Based upon the statements of the problem, the following hypotheses are formulated.

Ho1 : There is no significant difference between the stress level on the academic

performance of Grade 12 Humanities and Social Sciences learners of Kalilangan

National High School.

Ho2 : There is no significant difference between the sleep quality on the academic

performance of Grade 12 Humanities and Social Sciences learners of Kalilangan

National High School

 CHAPTER 3

METHODOLOGY

Research Design

The current study utilizes quantitative research design with correlational

research design to study the relationship of sleep quality and stress levels on academic

performance among Grade 12 Humanities and Social Sciences learners from

Kalilangan National Highschool. This research design allows researchers to use the

correlation statistic to measure the degree or relationship between two or more

variables or sets of score. Sleep quality and stress serve as the independent variables

that contribute to academic performance which are the dependent variables in this

study.

Locale of the Study

This study will be conducted at Kalilangan National High School, Ninoy

Aquino, Kalilangan, Bukidnon on the second grading period of first semster, in the

month of December 2023. Kalilangan National High school is a public school in

Kalilangna East-District of the Division of Bukidnon. The school is currently headed

by Dr. Jennifer M. Dulla, the school Principal.

 Figure 2. Map of Kalilangan National High School

Research Respondents

A total number of 140 respondents were recruited in this study referring to the

sample size. The sample size calculator uses the total amount of population of Grade

12 which is obtained from the Kalilangan National Highschool, confidence level of

95%, and confidence interval of 5 to determine the precise sample of this research.

The total sample population of Grade 12 Humanities and Social Sciences in

Kalilangan National High School in the year of 2023-2024 is 375. A non-probability

sampling method which is a convenience sampling method was conducted in this

study to collect data from a conveniently available pool of respondents which is the

Grae 12 Humanities and Social Sciences learners from Kalilangan National

Highschool .

Research Instrument

There were two instruments being used in this study, which were Sleep

Quality Scale (SQS) and Perceived Stress Scale (PSS).

Implementation

The research endeavor commenced with the researchers applying for ethical

clearance to conduct their study through giving the questionnaire to the respondents.
Following a brief review period, the researchers were granted approval.. This formal

authorization allowed them to conduct research within the school premises.

In their research proposal, the researchers focused on investigating the

correlations between sleep quality, stress levels, and academic achievements among

grade 12 humanities and social sciences students at Kalilangan National High School.

To delve deeper into this topic, the researchers formulated specific research questions

and objectives. They carefully incorporated the variables of sleep quality, stress

levels, and academic performance into their study design.

Having prepared a well-structured research proposal, the researchers

expediently created a research questionnaire, which they then disseminated survey.

To ensure efficiency, they set a target of collecting responses and reaching the

desired sample size within four weeks. To accomplish this, they commenced the

survey distribution by directly going to their classrooms starting on December 2023.

The response rate exceeded expectations, demonstrating a high level of interest and

participation among the students.

To uphold ethical standards, participants were required to signify their

agreement by ticking a box, implying their consent to participate in the study. In

addition to participants' informed consent, the questionnaire included sections for

gathering demographic information, utilizing scales such as the Sleep Quality Scale

(SQS), Perceived Stress Scale (PSS), and Cumulative Grade Point Average (CGPA)

as measurement tools.

Once the data collection phase concluded, the researchers meticulously

reviewed and filtered the responses, excluding those from participants who were not

in the grade 12 humanities and social sciences program at Kalilangan National High
School. Subsequently, they applied the aforementioned measurement instruments to

analyze all relevant variables and derive valuable insights from the data.

The findings from this research provide essential insights into the interplay

between stress levels, sleep quality, and academic performance among grade 12

humanities and social sciences students at Kalilangan National High School,

ultimately contributing to a better understanding of the factors that impact their

academic achievements.

Statistical Techniques Used

The main source of the date of the study are the problem solving ability

scores, attitude test scores and the academic performance of the Grade 12 Humanities

and Social Sciences of Kalilangan National High School. These data were analysed

and interpreted using descriptive statistics such as mean and variance of the scores

gathered.

Pearson R will be used for the independent means to test the significance of

the relationship of the two method used if there will be. The same test will be used to

test the difference between the means in the result for the and academic performance

after administering the intervention using result from the survey-questionnaire.

Scoring Procedure

The researchers will collect the 1st Quarter grade of the respondents. The result

is interpreted using the scale below. (Adapted from DepEd Order No. 8 s. 2015)

PERCENTAGE SCORE DESCRIPTIVE INTERPRETATION

 RATING

90% and above Advance Very High

86 – 89% Proficient High

80 – 85% Approaching Moderate/ Average

Profieciency

75% - 79% Developing Low

74% and below Begginning Very Low

Table 1. Legend for interpreting the students sleep quality.

SQS Score Range Interpretation

0 - 21 Excellent Sleep Quality

22 - 42 Good Sleep Quality

43 - 63 Fair Sleep Quality

64 - 84 Poor Sleep Quality

Table 2. Legend for interpreting the students stress levels.

PSS Score Range Interpretation

0 - 13 Low Perceived Stress

14 - 26 Moderate Perceived Stress

PSS Score Range Interpretation

27 - 40 High Perceived Stress

Treatment of the Data

Descriptive statistics such as frequency, mean and standard deviation are used

to measure learner’s sleep quality and stress level on academic performance of Grade

12- Humanities and Social Science learners.

Pearson R was used to investigate if there is a significant relationship between

sleep quality and stress level on the academic performance of Grade 12- Humanities

and Social Science learners .

 CHAPTER IV

RESULTS AND DISCUSSION

This chapter serves as a critical component of a research document, as it not

only presents the raw data but also offers a thoughtful analysis and interpretation of

the results in light of the research objectives and existing knowledge in the field.

WHAT IS THE LEVEL OF SLEEP QUALITY OF GRADE 12- HUMSS

LEARNERS IN KALILANGAN NATIONAL HIGH SCHOOL IN TERMS OF

GENDER?

Table 4.

GENDER FREQUENCY MEAN INTERPRETATION

Female 71 60.17 Fair Sleep Quality

Male 69 58.87 Fair Sleep Quality

The data shows that both male and female have a mean sleep quality score in

the "Fair" range. The data shows that the female that the is higher of sleep quality

compared to male.

According to Philip Zeldels etal. (2021), discrepancies exist in many health-

related behaviors, leading to discrepancies in health outcomes, between men and

women. Among these, women tend to have more positive attitudes towards sleep and

better sleep hygiene practices despite often having poorer sleep quality and

insufficient sleep duration. Within our sample, gender moderated sleep attitudes

predicting environment- and eating-related sleep hygiene behaviors. Sleep quality was
indirectly predicted by sleep attitudes via pre-sleep arousal-related sleep hygiene

behaviors.

WHAT ARE THE STRESS LEVEL OF GRADE 12- HUMSS

LEARNERS IN KALILANGAN NATIONAL HIGH SCHOOL?

Table 5.

GENDER FREQUENCY MEAN INTERPRETATION

Female 71 32. 57 High Perceived Stress

Male 69 30. 57 High Perceived Stress

The data shows that both female and male have a mean perceived stress score

indicating "High Perceived Stress." The provided mean scores suggest that both

females and males in the sample are experiencing a high level of perceived stress. The

female has higher stress com pared to male.

According to Chiara Costa et al., (2021), findings emphasize that women

encounter elevated perceived stress, underscoring the necessity for additional research

delving into gender-specific aspects of work-related stress. This cross-sectional study

enrolled 395 participants, 245 men (62%) and 150 (38%) women, between 19 and 67

years, that were going to be hired for a 6-month contract. Most of the participants

(68%) showed normal to low perceived stress level. But dividing the sample by

gender, out of the remaining 32% with medium to high stress level, 11% male

subjects and 22.7% females reported high perceived stress values. However, our

results highlight that the female gender is associated with higher stress level, pointing

out the relevance of specific and designed interventions in the context of health
promotion programs, especially in order to mitigate stress in more susceptible subjects

( Francesca Verduci et al (2021)).

WHAT ARE THE LEVEL OF ACADEMIC PERFORMANCE OF

GRADE 12- HUMSS LEARNERS IN KALILANGAN NATIONAL HIGH

SCHOOL?

Table 6.

GENDER FREQUENCY MEAN INTERPRETATION

Female 71 88.61 High

Male 69 87.71 High

The data shows that both female and male have a mean score indicating a

"High" level of the variable being measured. Individuals from both genders are

performing well academically.The slight numerical difference in mean scores (88.61

for females and 87.71 for males) is relatively small, indicating comparable levels of

academic achievement between genders.

Muhammad Shoaib (2019). In recent decades, there has been a discernible

shift in educational performance between females and males in Pakistan, with a

noticeable trend of females excelling and males lagging behind in tertiary education.

Across various levels of examinations, from matric to university education, females

consistently outperform males. The study's findings indicate that, in the context of the

University of the Punjab in Pakistan, female students have consistently outperformed

their male counterparts in tertiary education.

 IS THERE A RELATIONSHIP BETWEEN SLEEP QUALITY AND

ACADEMIC PERFORMANCE AMONG GRADE 12 HUMSS IN

KALILANGAN NATIONAL HIGH SCHOOL?

The investigation into the potential relationship between sleep quality and

academic performance among Grade 12 HUMSS students at Kalilangan National

High School yielded a Pearson correlation coefficient (r) of 0.088. This coefficient

suggests a very weak positive correlation between the two variables. However, the

standard interpretation of correlation strength indicates that a value of 0.088 falls

within the range where no significant correlation is observed. Consequently, based on

the statistical analysis, there is no compelling evidence to reject the null hypothesis

(Ho) that posits no significant correlation between sleep quality and academic

performance in this context. The acceptance of Ho implies that any observed

connection between the two factors is likely due to random chance or other external

factors not considered in this study. Therefore, in this particular sample of Grade 12

HUMSS students at Kalilangan National High School, sleep quality does not appear

to have a noteworthy impact on academic performance.

Rostam Jalali et al., (2020) According to the scores from the sleep quality

questionnaire, the findings revealed no noteworthy distinction between students with

high and low grades. However, both groups experienced moderate to severe sleep

disturbances. The outcomes indicated no significant association between sleep quality

and academic performance. Nevertheless, a longitudinal study is recommended to

address potential confounding factors.

 IS THERE A RELATIONSHIP BETWEEN STRESS LEVEL AND

ACADEMIC PERFORMANCE AMONG GRADE 12 HUMSS IN

KALILANGAN NATIONAL HIGH SCHOOL?

The investigation into the potential relationship between stress levels and

academic performance among Grade 12 HUMSS students at Kalilangan National

High School revealed a Pearson correlation coefficient (r) of 0.061. Despite the

presence of a positive correlation, the value of 0.061 falls within a range typically

considered as indicative of no significant correlation. In light of this statistical

analysis, the null hypothesis (Ho), which posits no significant correlation between

stress level and academic performance, is accepted. This acceptance implies that the

observed connection, though positive, is likely due to random chance or external

factors not considered in the study. Consequently, based on the data from this

particular sample, stress levels do not appear to have a notable impact on the

academic performance of Grade 12 HUMSS students at Kalilangan National High

School.

The students experienced stress but at a moderate level. There is a statistical

significant difference between the level of perceived stress at the beginning and

middle of the semester but not statistical significant between the beginning and

middle with the end of the semester. The correlation was not statistical significant

between the level of perceived stress at the beginning and middle of the semester but

statistical significant between the end of semester with academic performance of

students. The practical implications of the results are discussed. (Kamarudin Rafidah,

Aris Azizah, Mohd Daud Norzaidi, Siong Choy Chong, Mohamed Intan Salwani,

Ibrahim Noraini (2009))

 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

Summary

In summary, the study investigated the sleep quality, stress levels, and

academic performance of Grade 12 HUMSS learners at Kalilangan National High

School, with a specific focus on gender differences. The findings indicate that both

male and female students exhibit a "Fair" sleep quality, with females having a slightly

higher mean sleep quality score. The stress levels for both genders were categorized

as "High Perceived Stress," with females experiencing higher stress levels than males.

Academically, both female and male students demonstrated a "High" level of

performance, with only a slight numerical difference in mean scores between the

genders. The analysis also explored the potential relationships between sleep quality

and academic performance, as well as stress levels and academic performance. The

results showed a very weak positive correlation (Pearson r = 0.088) between sleep

quality and academic performance, suggesting no significant relationship. Similarly, a

positive correlation (Pearson r = 0.061) between stress levels and academic

performance was observed, but it fell within the range indicating no significant

correlation.

Comparisons with existing literature highlighted gender differences in sleep

attitudes, sleep hygiene behaviors, and perceived stress levels. While the study

contributes valuable insights into the sleep quality, stress, and academic performance

of Grade 12 HUMSS learners. The practical implications of the findings were

discussed, emphasizing the need for targeted interventions to address stress and

promote well-being in susceptible individuals.

Conclusion

In conclusion, the investigation into the sleep quality, stress levels, and

academic performance of Grade 12 HUMSS learners at Kalilangan National High

School provided valuable insights into the well-being and educational outcomes of the

students. The analysis of gender differences revealed that both male and female

students exhibited a "Fair" sleep quality, with females having a slightly higher mean

sleep quality score. Stress levels were categorized as "High Perceived Stress" for both

genders, and females reported higher stress levels than males. Despite these

variations, both genders demonstrated a commendable "High" level of academic

performance, with only a marginal difference in mean scores.

The study explored the potential relationships between sleep quality and

academic performance, as well as stress levels and academic performance. The

findings indicated a very weak positive correlation between sleep quality and

academic performance, and a positive correlation between stress levels and academic

performance. However, both correlations fell within ranges suggesting no significant

associations. These results align with existing literature, emphasizing the complexity

of factors influencing sleep quality, stress, and academic achievement.

Comparisons with prior research shed light on gender-specific aspects of sleep

attitudes, sleep hygiene behaviors, and perceived stress levels. The study's practical

implications underscore the importance of tailored interventions to address stress and

promote well-being, particularly in individuals susceptible to higher stress levels.

While this research provides valuable contributions to the understanding of the

factors influencing the academic and psychological well-being of Grade 12 HUMSS

learners, it is essential to acknowledge the limitations. Further studies, including

longitudinal perspectives and consideration of additional variables, are recommended

to enhance the depth of understanding. Overall, this research serves as a foundational

exploration, offering a basis for future investigations and interventions aimed at

fostering the holistic development of students in educational settings.

Recommendation

In light of the findings from this study, several recommendations are proposed

to foster the well-being and academic success of Grade 12 Humanities and Social

Sciences (HUMSS) learners. Firstly, there is a need for the implementation of

comprehensive sleep hygiene programs within the school curriculum. These programs

should educate students on the importance of cultivating healthy sleep habits,

managing late-night study sessions, and minimizing the adverse effects of prolonged

digital device use on sleep quality. Additionally, organizing regular stress

management workshops is crucial to equipping Grade 12 HUMSS learners with

practical strategies for coping with academic stress, enhancing time management

skills, and promoting a balanced lifestyle.

Parental involvement is emphasized as a key factor in supporting students'

sleep routines. Schools should encourage parents to actively engage in monitoring and

facilitating conducive sleep environments at home. Providing resources and

workshops for parents on understanding the significance of sleep and recognizing

signs of stress can further contribute to a holistic approach to student well-being.

The accessibility and effectiveness of counseling services within the school

setting should be enhanced. Trained counselors can provide personalized support to

students dealing with stress, academic challenges, and mental health concerns,

creating a positive and supportive school environment.

 Furthermore, a systematic approach to regular monitoring of academic

progress is recommended. Early identification of students facing difficulties allows

for timely interventions and collaboration between educators, parents, and counselors

to provide the necessary support.

To deepen our understanding of the long-term effects of sleep quality and

stress on academic performance, further research, including longitudinal studies, is

encouraged. This research can inform the development of targeted interventions and

contribute to an evolving understanding of the challenges faced by Grade 12 HUMSS

learners.

Advocacy for educational policies that prioritize the holistic well-being of

students is crucial. These policies should recognize the interconnectedness of sleep,

stress, and academic success, promoting a supportive and balanced approach to

education.

Collaboration with healthcare professionals is recommended to implement

comprehensive health and wellness programs. This collaboration can include regular

health check-ups, nutritional guidance, and mental health assessments, ensuring a

holistic approach to student well-being.

 REFERENCES

Talib, N., & Zia-ur-Rehman, M. (2012). Academic performance and perceived stress

among university students. Educational Research and Review, 7(5), Article

5A350E04446. https://academicjournals.org/journal/ERR/articleabstract/5A35

0E044

Taylor, D. J., Vatthauer, K. E., Bramoweth, A. D., Ruggero, C., & Roane, B. (2013).

The role of sleep in predicting college academic performance: Is it a unique

predictor. Behavioral Sleep Medicine, 11(3), 159– 172.

https://doi.org/10.1080/15402002.2011.602776

Sohail, N. (2013). Stress and academic performance among medical students. Journal

of the College of Physicians and Surgeons Pakistan, 23(1), 67–71.

https://www.semanticscholar.org/paper/Stress-and-academic-performance-

amongmedical-Sohail/f22d6d7c560864970ab13025b6be80f729eb7059?p2df

Siraj, H. H., Salam, A., Roslan, R., Hasan, N. A., Tan, H. J., & Othman M. N. (2014).

Sleep pattern and academic performance of undergraduate medical students at

Universiti Kebangsaan Malaysia. Journal of Applied Pharmaceutical Science,

4(12), 052–055. https://doi.org/10.7324/JAPS.2014.41209

Seun-Fadipe, C. T., & Mosaku, K. M. (2017). Sleep quality and academic

performance among Nigerian undergraduate students. Journal of Systems and

Integrative Neuroscience, 3(5), 1–6. https://doi.org/10.15761/JSIN.1000179\

APPENDIXES
 APPENDIX A
Department of Education
Region X
Division of Bukidnon
District of Kalilangan
KALILANGAN NATIONAL HIGH SCHOOL
Kalilangan Bukidnon

May 18, 2023

JENNIFER M. DULLA
School Principal II
Kalilangan National High School

Sir,
Greeting of peace!
The students of STEM Integrity are going to conduct survey to collect data
which will be needed in their research study entitled “Sleep Quality and Student
Stress Levels on Academic Performance of Grade 12- HUMMS Learners in
Kalilangan National High School”.
In line with this, we are asking for your approval to allow us to distribute the
questionnaire among the chosen Grade 12 Humanities and Social Sciences learners of
Kalilangan National High School in order to complete our data in our study.
We are hoping for your favorable response on this regard.
Thank You.

Respectfully yours,

BALQUEDRA, JERIC S. EBALE, ALEX NICOLE L.

CO, ANGELO LESIAN G. VELARDE, RHEAN REYLE B.

DOBLAS JIMUEL COLARTE, INGRID S.

Noted by: Approved by:

REYLE ANNE B. VELARDE JENNIFER M. DULLA

Research Teacher SCHOOL PRINCIPAL II
 APPENDIX B

Department of Education
Region X
Division of Bukidnon
District of Kalilangan
KALILANGAN NATIONAL HIGH SCHOOL
Ninoy Aquino, Kalilangan, Bukidnon

Questionnaire
Name: _______________________________________________
Date: __________________
Age: ____________ Gender: ________________
Average Grade in Grade 11: ____________________

Perceived Stress Scale (PSS). The questions in this scale ask you about your feelings
and thoughts during the last month. In each case, you will be asked to indicate by
circling how often you felt or thought a certain way.
Never Almost Sometimes Fairly Very
Never Often Often
0 2
1 3 4
1. In the last month, how often have you
been upset because of something that
happened unexpectedly?
2. In the last month, how often have you felt
that you were unable to control the
important things in your life?
3. In the last month, how often have you felt
nervous and “stressed”?
4. In the last month, how often have you felt
confident about your ability to handle
your personal problems?
5. In the last month, how often have you felt
that things were going your way?
 6. In the last month, how often have you
found that you could not cope with all the
things that you had to do?
7. In the last month, how often have you
been able to control irritations in your
life?

8. In the last month, how often have you felt

that you were on top of things?
9. In the last month, how often have you
been angered because of things that were
outside of your control?
10. In the last month, how often have you felt
difficulties were piling up so high that
you could not overcome them?
11. In the last month, have you been thinking
about things that you must accomplish?

12. In the last month, have you been dealt

successfully with day-to-day problems
and annoyances?
13. In the last month, have you been
effectively coping with important changes
that were occurring in your life?
14. In the last month, have you been dealt
successfully with irritating life hassles?
15. In the last month, have you been able to
control the way you spend your time?

Sleep Quality Scale (SQS)

The following survey is to know the quality of sleep you had for the last one
month. Read the questions and check the closest answer.
Examples:
Rarely : None or 1 -3 times a month
Sometimes : 1 -2 times a week
Often : 3 -5 times a week
Always : 6 -7 times a week

Rarely Sometimes Often Always

1 2 3 4
16. I have difficult falling asleep.
17. I fall into a deep sleep.
18. I wake up while sleeping.
19. I have difficulty getting back to
sleep once I wake up in middle of
the night.
20. I wake up easily because of noise.
21. I toss and turn.
22. I never go back to sleep after
awakening during sleep.
23. I feel unlikely to sleep after sleep.
24. Poor sleep gives me headaches.
25. Poor sleep makes me irritated.
26. I would like to sleep more after
waking up.
27. My sleep hours are not enough.
28. Poor sleep makes me lose my
appetite.
29. Poor sleep makes hard for me to
think.
30. I feel vigorous after sleep.
31. Poor sleep makes me lose interest
in work or others.
32. My fatigue is worsen after sleep.
33. Poor sleep causes me to make
mistakes at work.
34. I am not satisfied with my sleep.
35. Poor sleep makes me forget things
more easily.
36. Poor sleep makes it hard to
concentrate at work.
37. Sleepiness interferes with my daily
life.
38. Poor sleep makes me lose desire in
all things.
39. I have difficulty getting out of bed.
40. Poor sleep makes me easily tired at
school.
41. I have heavy head after sleep.