Sleep Deprivation

Submitted By:

Mark Vincent A. Amarille

Submitted To:

Mr. Jose Enver O. Campo

November, 2019
 Chapter 1

The Problem And its Settings

A student is primarily a person enrolled in a school or other educational

instuitution who attends classes in a course to attain the appropriate level of mastery of a subject

under the guidance of an instructor and who devotes time outside class to do whatever activities

the instructor assigns that are necessary either for class preparation or to submit evidence of

progress towards that mastery. In the broader sense, a student is anyone who applies themselves

to the intensive intellectual engagement with some matter necessary to master it as part of some

practical affair in which such mastery is basic or decisive. There are many problems that students

face these days, but the biggest problem that students face is not getting enough sleep. It is very

important to get enough sleep in order to perform at your best. Sleepiness will affect your overall

life. If a student does not get enough sleep it is less likely that they do better in school. Students

are also not as healthy if they do not get the minimum hours of sleep. In addition, sleepiness can

make it harder to get along with friends and family. Teachers taking in consideration the need for

sleep in students could help solve this problem.

Sleep Deprivation affects students in so many ways.

Many students do not do as good in school as they can because they are exhausted and drowsy.

Studies show that when a student is well rested they will score better on a test than someone who

has not rested at all. That is why teachers always tell you to come well rested for a test. Teachers

always say to sleep a lot before a test, but there are usually assignments that the student has to

complete before they can go to sleep. Usually students stay up and do badly on the test because

they are too sleepy to perform at their best. Teachers also put too much on tests. If the students

want to get a good grade they have to study and that means staying up late too. They will have

studied a lot, but they will not be well rested. Then, they will have to study for other tests.

During the last week of the semester teachers always have tests on the same day. I think that all

teachers should have their finals on a different day of the week.

The researchers use to conduct this study because personally they had experienced this kind of
problem and believe that this problem exist among students and will become worse if not given
attention.
The debilitating effects of not getting enough sleep on students will increase overtime, if

untreated.

Included in this study are added information the researcher gathered to help high school students,

teachers and parents understand the importance of sleep among students and its effect to high

school students academic performance. The researcher believed that this study could contribute

to avoid the drowsiness among students.

Statement of the Problem

The purpose of this study was to look in the amount of sleep a student gets its effects to the

academic excellence of high school students of Carlos Albert Highschool – Philippines during

the school year 2019 -2020.

Specifically, it attempts to answer the following question:

1. What are the causes sleep deprivation.

= Sleep deprivation occurs when someone does not get a healthy amount of sleep.

2. What are the effects of sleep deprivation.

= •Weak Immune System.

•Increased risk of new and advanced respiratory diseases.

• Higher risk of getting fat.

• Increased risk of Cardiovascular Disease.

• Imbalance of Hormone Production

3. What are the possible remedial solutions that teachers, parents , and students should work out

to minimize sleep deprivation.

• Parents should monitor their children’s Health Mentally and Physically.

•Parents should encourage their children to have a schedule on doing everyday things so that

their children can follow a certain rule and not get lost on the process of heavy school

works/Overwork themselves.
• The Students should discipline themselves, in a way that they must resist the urge of sleeping

late at night just to mettle with their cellphones and computers.

•Teachers should be aware of the behavior of the student during classes.

• Parents should limit the use of technology to their children, And bond with them more.

4. What are the common indicators or symptoms of sleep deprivation.

 reduced tendency to think positively

 bad moods, a decreased willingness to solve problems

 a greater tendency towards superstitious and magical thinking

 intolerance and less empathy toward others

 poor impulse control

 inability to delay gratification

Significance of the Study

The following personalities stand to benefit from the study..

Students They become more aware of the effects of sleep deprivation in their performance and

they improved in terms of Activeness and Academic.

Parents They may plan out better ways for their children to use the proper way of managing

time and become aware of the symptoms of not managing it properly.

Teachers They can help students to teach the basic necessary endowment.

They can also guide the students on how to properly manage time.

Researchers in their own little way they could be help to contribute in the development of

the study.
Theoretical Framework

Sleep has been the subject of speculation and thought since the time of the early Greek

philosophers, but only recently have researchers discovered ways to study sleep in a systematic

and objective way. The introduction of new technology such as the electroencephalograph (EEG)

has allowed scientists to look at and measure electrical patterns and activity produced by the

sleeping brain.

While we can now investigate sleep and related phenomena, Sleeping patterns tend to follow a

fairly predictable schedule and experts agree that sleep plays an essential role in health and

wellness. A number of different theories have been proposed to explain the necessity of sleep as

well as the functions and purposes of sleep.

The following are four of the major theories that have emerged.

Repair and Restoration Theory of Sleep

According to the repair and restoration theory of sleep, sleeping is essential for revitalizing and

restoring the physiological processes that keep the body and mind healthy and properly

functioning.

Evolutionary Theory of Sleep

Evolutionary theory, also known as the adaptive theory of sleep, suggests that periods of activity
and inactivity evolved as a means of conserving energy. According to this theory, all species
have adapted to sleep during periods of time when wakefulness would be the most hazardous.

Information Consolidation Theory of Sleep

The information consolidation theory of sleep is based on cognitive research and suggests that
people sleep in order to process information that has been acquired during the day. In addition to
processing information from the day prior, this theory also argues that sleep allows the brain to
prepare for the day to come.

The Clean-Up Theory of Sleep

Another major theory suggests that sleep allows the brain to clean itself up. The October 2013

mouse study found that the brain cleans itself of toxins and waste produced during the day while

asleep.
Conceptual Framework

Theory 1: This theory suggests that NREM sleep is important for restoring physiological
functions, while REM sleep is essential in restoring mental functions.

Support for this theory is provided by 2011 research that shows periods of REM sleep increase
following periods of sleep deprivation and strenuous physical activity.1 During sleep, the body
also increases its rate of cell division and protein synthesis, further suggesting that repair and
restoration occur during sleeping periods.

Dreams and the REM Stage of Sleep

In 2013 researchers have uncovered new evidence supporting the repair and restoration theory,
discovering that sleep allows the brain to perform "housekeeping" duties.

In the October 2013 issue of the journal Science, researchers published the results of a study
indicating that the brain utilizes sleep to flush out waste toxins.

This waste removal system, they suggest, is one of the major reasons why we sleep. It's
important to realize, however, this study was done on mice and not humans.

"The restorative function of sleep may be a consequence of the enhanced removal of potentially
neurotoxic waste products that accumulate in the awake central nervous system," the study's
authors explained.’’

Earlier research had uncovered the glymphatic system, which carries waste materials out of the
brain. According to one of the study's authors, Dr. Maiken Nedergaard, the brain's limited
resources force it to choose between two different functional states: awake and alert or asleep
and cleaning up. They also suggest that problems with cleaning out this brain waste might play a
role in a number of brain disorders such as Alzheimer's disease.

Theory 2: Support for this theory comes from the comparative research of different animal

species. Animals that have few natural predators, such as bears and lions, often sleep between 12

to 15 hours each day. On the other hand, animals that have many natural predators have only

short periods of sleep, usually getting no more than 4 or 5 hours of sleep each day.
Theory 3: Some 2012 research also suggests that sleep helps cement the things we have learned

during the day into long-term memory. Support for this idea stems from a number of sleep

deprivation studies demonstrating that a lack of sleep has a serious impact on the ability to recall

and remember information.

Theory 4: Brain cells produce waste products during their normal activities. As we sleep, fluid
flow through the brain increases. This acts as something of a waste disposal system, cleansing
out the brain of these waste products.

Scope and Delimitation of the Study

This study was conducted in Carlos Albert Highschool During the school year of 2019 – 2020. It
focused on sleep deprivation and its effects to the academic excellence of HS students, causes of
sleep deprivation and the possible remedial solutions that teachers, parent and students should
work out to make students overcome such as sleep deprivation.

Hypothesis

While there are research and evidence to support each of these theories of sleep, there is still no

clear-cut support for any one theory. It is also possible that each of these theories can be used to

explain why we sleep. Sleeping impacts many physiological processes, so it is very possible that

sleep occurs for many reasons and purposes. In all likelihood, sleep serves a number of different

physiological and psychological purposes including cleaning up brain toxins and consolidating

information into memory.

Definitions of terms

Sleep deprivation - also known as insufficient sleep or sleeplessness, is the condition of not
having enough sleep.

Drowsiness - a feeling of being sleepy and lethargic; sleepiness

Effect – an outcome or result of one’s existence

Performance – the accomplish made by the students

Academic - relating to education and scholarship.

Academic Excellence - The promotion and achievement of demonstrated success and

quality in teaching and scholarship on undergraduate and graduate levels

Study Area – this is referred to Carlos Albert Highschool of the Philippines

Symptoms - a sign of the existence of something, especially of an undesirable situation.

Activeness - physically energetic. exerting influence

Remedial - giving or intended as a remedy or cure.

Endowment - an income or form of property given or bequeathed to someone.

Bequeath - leave (a personal estate or one's body) to a person or other beneficiary by a will.
 CHAPTER 2

RELATED LITERATURE

In this chapter, focus is on various relevant literatures that concerns with the effects of

Sleep deprivation to the students. The materials used are usually printed and found in the books,

internet and other publications.

Foreign Literature

According to Sir Alexander Fleming Sleep deprivation is common among university students,

and has been associated with poor academic performance and physical dysfunction. However,

current literature has a narrow focus in regard to domains tested, this study aimed to investigate

the effects of a night of sleep deprivation on cognitive and physical performance in students. A

randomized controlled crossover study was carried out with 64 participants .Participants were

randomized into two conditions: normal sleep or one night sleep deprivation. Sleep deprivation
was monitored using an online time-stamped questionnaire at 45 min intervals, completed in the
participants’ homes. The outcomes were cognitive: working memory (Simon game© derivative),
executive function (Stroop test); and physical: reaction time (ruler drop testing), lung function
(spirometry), rate of perceived exertion, heart rate, and blood pressure during submaximal
cardiopulmonary exercise testing.

Data were analysed using paired two-tailed T tests and MANOVA. Reaction time and systolic

blood pressure post-exercise were significantly increased following sleep deprivation

No significant differences were found in other variables. Reaction time and vascular response to
exercise were significantly affected by sleep deprivation in university students, whilst other
cognitive and cardiopulmonary measures showed no significant changes.

These findings indicate that acute sleep deprivation can have an impact on physical but not

cognitive ability in young healthy university students. Further research is needed to identify

mechanisms of change and the impact of longer term sleep deprivation in this population.

Keywords: Student, Acute sleep deprivation, Reaction time, Cognitive, Submaximal exercise
Sleep deprivation is common amongst university students whom 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% of
students did not achieve the recommended 8 h of sleep, with 60% classified as poor sleepers. An
average of 5.7 h 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, 2.7 days a month.

While many studies have investigated the effects of acute sleep deprivation, few focus on
university students, despite the prevalence and impact of sleep deprivation in this population.
Such studies often have a narrow focus on disease states, limiting their ability to provide a
holistic assessment of physical, emotional and cognitive wellbeing. The importance of physical
and cognitive function is especially appreciable in the student population, 52% of whom play
sport at least once a week. Moreover, students rate sleep problems second only to stress in
relation to negative impact on academic performance. The effect of acute sleep deprivation on
physical performance has been well documented with negligible effects on intense periods of
exercise, whilst endurance task performance suffers due to decreased motivation.

The effect of sleep deprivation on cognitive performance has also been documented previously
with a correlation between sleep quality and grade point average in first year university students.
Moreover, sleep deprivation has been shown to have a detrimental effect on certain aspects of
working memory, such as filtering efficiency, whilst Stroop test scores show degradation;
however, this has been evidenced to be due to deficits in reaction time rather than processing
skills. Taken together, these data suggest that sleep deprivation may have a limited effect on
cognitive ability in university students.

This study aimed to determine whether a night of sleep deprivation, equivalent to an “all-
nighter”, would have a negative impact on the motor and cognitive performance of students,
specifically focusing on reaction time, executive function, working memory, and
cardiopulmonary function.

Study design, participants, and recruitment

This was a randomized, controlled crossover study, which took place from June to September
2015. Exclusion criteria were: any medication or medical history that would make participation
in the study, (1)in particular the sleep deprivation and exercise test, unsafe, or inappropriate; (2)
mental incapacity to provide informed consent, or (3) recent (within 6 months) participation in a
research trial. Participants were recruited via direct approach and posters on campus, social
media, and a National Heart and Lung Institute newsletter. Participants travel expenses were
reimbursed and all participants were offered the opportunity to be entered into a prize draw.
Participants were told that the study involved testing parameters following sleep deprivation, but
no information was given regarding the anticipated results. All participants gave written
informed consent, and the study was approved by Medical Education Ethics Committee.

Participants were randomized to either the sleep deprivation or a normal night’s sleep first, using
a random number sequence. Twenty-four hours prior to the morning assessment, participants
were instructed to refrain from consuming alcohol and caffeinated drinks as well as abstaining
from exercise, smoking, and nicotine patches. Those having a normal night’s sleep where asked
to report how much they had slept. The sleep deprivation arm were required to fill out a form
every 45 min to confirm that they were still awake. This form was checked the following
morning. More than two unexplained missed form completions resulted in disqualification from
the study. The crossover condition and assessment were undertaken within 3–12 days of one
another. Testing occurred between 09:00 to 13:00, with participants being allowed flexible
timings; however, all follow-up testing aimed to take place within 1 h of initial session time. The
outcome was to measure the change, if any, which occurred between the cognitive and physical
performance of participants undergoing sleep deprivation.

Before testing began, height and weight were recorded and participants were asked to fill out a
fitness questionnaire. The results of this questionnaire and participant sex were used to estimate
the appropriate Monark Ergomedic 828e resistance for each participant,

A second questionnaire enquired about recent (within 24 h) intake of food, caffeine, alcohol, and
nicotine, and any physical exercise was also completed.

All participants were provided with standardized descriptions of tests and given the opportunity
to habituate with procedures.

Cognitive function tests

The working memory mobile application was derived from the SIMON© game, an appropriate
test for working memory span. It involved repeating a random sequence of colors and sounds. As
each level progressed, another random color-sound combination was added to the previous
sequence. This test was repeated three times.

Standard stroop charts were used: (1) monochrome (reading black text); (2) conflicting color
(reading words with a mismatched color); (3) color blocks (articulating the color of colored
blocks), and (4) conflicting words (articulating the color of mismatched words). Four versions of
each test were created, so that no participant used the same chart twice. Time taken to complete
each chart and the number of mistakes were recorded providing a measure of selective attention,
automatic responses, inhibition, and control of executive functions.

Physical function tests

Participants performed two concordant volume-time spirometry traces, in adherence to standard
guidelines.

Participants underwent submaximal 8 min cardiopulmonary exercise testing (CPET) using a

cycle ergometer target cadence 50 ± 5; this intensity of exercise test was chosen to replicate more
closely students’ daily activities (as opposed to maximal exercise testing). Three
electrocardiogram (ECG) electrodes were attached, and non-invasive blood pressure (BP)
measurements and rating of perceived exertion (RPE) were also recorded throughout the exercise
test. Measurement of RPE has repeatedly been shown to have a strong correlation with the
intensity of exercise being performed, independently from other factors.

Reaction time

The ruler drop test was used to assess average reaction speed, a simple and inexpensive test
compared to computerized assessments, with comparable reliabilit. Participants carried out three
practice runs to eliminate a learning effect.

Statistical analyses
Statistical tests were carried out using IBM SPSS Statistics (V 22.0), Armonk, NY, USA. Due to
the novel measures used in this study, a preliminary study was performed to estimate appropriate
sample size. The study consisted of eight participants representative of the target population with
a target sample size determined of 51 at a power level of 80%; therefore, a target recruitment of
70 was set with an estimated 25% attrition rate. Initially, descriptive statistics were obtained for
all variables. Data were inspected for normality using histograms. Parametric data were reported
as mean standard deviation, and paired two-tailed T tests were carried out to assess the difference
between normal night sleep and sleep deprived arms. The tests were carried out with alpha
significance level, and 95% confidence intervals were calculated. Levene’s test (homogeneity of
variances) was used to assess the differences in variance of samples. Differences in rating of
perceived exertion and heart rate during exercise were assessed using multivariate analysis of
variance test.

Results

Participant characteristics
The study sample consisted of 64 Imperial College London students, 57 (89%) of which
completed the study. The characteristics of the participants are summarised in Table 1; upon
study entry, participants reported typically sleeping between 5 and 9 h per night, with 94.7%
reporting these hours as ‘typical’ and 98.2% reporting sleeping through until morning without
waking on most nights. 58% of participants were male and 69% were undergraduates. The
participants’ mean age was 4 years. Participants in the sleep deprivation arm filled in the online
form on average every 49;21 min throughout the night. Participants in the normal night’s sleep
arm reported sleeping on average 7.2 ; 1.0 h. The mean difference in time of day that testing
occurred (between condition 1 and condition 2) was 32 ; 15 min with no significant difference
between testing times.

Source : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5489575/
 CHAPTER 5

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study finding conclusions drawn and their

recommendation made leased on the finding of the study.

Summary

This study entitled ‘’The Importance of Sleep to Students’’ during the school

year 2019-2020. Specifically it attempted to answer to the following questions.

1. How many hours of sleep do you spend Sleeping?

2. How often do you get a 8 Hours of sleep?

3. (If ever) How many days have you gone through without sleeping at all?

4. At what time of the day do you prefer sleeping at?

5. Are you more of a Diurnal or a Nocturnal?

This study used descriptive method of research with the questionnaire checklist in

gathering data from the respondents. The respondents were students from Carlos Albert

Highschool-Philippines, chosen to random sampling. The information gathered from them for

tabulated tallied according to the number gathered.

 III. Causes of Sleep Deprivation

Sleep deprivation occurs when someone does not get a healthy amount of sleep.

The recommendations for appropriate sleep durations for specific age groups are:

 Newborns (0 to 3 months): 14 to 17 hours each day

 Infants (4 to 11 months): 12 to 15 hours

 Toddlers (1 to 2 years): 11 to 14 hours

 Preschoolers (3 to 5 years): 10 to 13 hours

 School-age children (6 to 13 years): 9 to 11 hours

 Teenagers (14 to 17 years): 8 to 10 hours

 Adults (18 to 64 years): 7 to 9 hours

 Older adults (over 65 years): 7 to 8 hours

Some groups of people may consider sleep as wasted time and purposely deprive themselves of
sleep to pursue other things such as entertainment, educational goals, or money-making pursuits.

This intentional sleep deprivation is most likely to be seen in teenagers and young adults.

Others may unintentionally not get enough sleep because of shift work, family obligations, or
demanding jobs.

Consistent sleep-wake patterns of going to bed late, frequent nighttime arousals, or waking up
early can lead to sleep deprivation and the accumulation of sleep debt.

Additional causes of sleep deprivation include medical problems such as depression, obstructive
sleep apnea, hormone imbalances, and other chronic illnesses.
 IV. Effects of Sleep Deprivation to the health of Students

Sleep deprivation can negatively affect a range of systems in the body.

It can have the following impact:

 Not getting enough sleep prevents the body from strengthening the immune system and
producing more cytokines to fight infection. This can mean a person can take longer to
recover from illness as well as having an increased risk of chronic illness.

 Sleep deprivation can also result in an increased risk of new and advanced respiratory
diseases.

 A lack of sleep can affect body weight. Two hormones in the body, leptin and ghrelin,
control feelings of hunger and satiety, or fullness. The levels of these hormones are
affected by sleep. Sleep deprivation also causes the release of insulin, which leads to
increased fat storage and a higher risk of type 2 diabetes.

 Sleep helps the heart vessels to heal and rebuild as well as affecting processes that
maintain blood pressure and sugar levels as well as inflammation control. Not sleeping
enough increases the risk of cardiovascular disease.

 Insufficient sleep can affect hormone production, including growth hormones

and testosterone in men.
 Conclusions

In the light of above findings of this study, the following conclusions were drawn:

1. Males tend to sleep early than most females.

2. The biggest number of respondents was females and only few were males.

3. Sleep Deprivation causes students to be more Depressed, Lack Concentration And Overall

Weak and ill both in the aspect of Physical and Mental Health

4. This statement might contradict my other research sources but here it is anyways For the sake

of more information. Sleep Deprivation has both Negative and Positive effects:

Positive:

Interestingly, sleep deprivation can have positive effects such as tireless stamina, enhanced

creativity, & heightened awareness… Investigations into its more positive effects are giving

scientists new perceptions about sleep deprivation.

Negative:

 Sleepiness Causes Accidents. ...

 Sleep Loss Dumbs You Down. ...
 Sleep Deprivation Can Lead to Serious Health Problems. ...
 Lack of Sleep Kills Sex Drive. ...
 Sleepiness Is Depressing. ...
 Lack of Sleep Ages Your Skin. ...
 Sleepiness Makes You Forgetful.

5. With regards to the possible solutions to minimize Sleep Deprivation, it was revealed that the

teachers, parents and student should cooperate.

 Findings:

Based in the information gathered by the researchers, the following are the findings:

I. Profile of the Respondents

1.) Gender – The data showed that most of the respondents were Deprived of sleep and are

lacking time to sleep, specifically 8 hours of sleep. And Males tend to sleep early than

Females This implied that in terms of Sleep Deprivation, Females are more prone to it.

2.) Age – Most of the older respondents are more associated with sleep Deprivation, unlike

the younger ones.

II. Common Indicators of Sleep Deprivation

A. Physical

The common indicator of Sleep Deprivation in physical aspects is they tend to

have Poor Balance in Coordination(prone to any Fitness activities such as P.E.), Either they

become Thinner or Fatter because of the chemical imbalance in the body, and lastly Weakened

Immunity they are more prone to common colds.

B. Mental

The common indicator of Sleep Deprivation in Mental aspects is they have

trouble thinking and concentrating, Moody(Frequent Mood Changes), And they easily get

Depressed over simple things.

 CHAPTER 3

METHODOLOGY

This chapter presents the method of research and procedures used in the study.

I. Research Design

This study used the Descriptive Research Method(Study Method)

The Descriptive method of research is an organized attempt to analyzed, interpret and report

effects of Technology among High School Students of Carlos Albert Highschool. – Philippines

This Study was concerned generally to see how sleep deprivation affects high school students.

This study will be based on high school students randomly selected in 3 sections particularly in

the Grade 10 of the High School Department of Carlos Albert Highschool.

II. Respondents

The respondents of this study are High School students enrolled in Carlos Albert Highschool

– Philippines Academic year 2019 – 2020.

Section No. of students Respondents

Amber 42 20

Agate 43 15

Diamond 44 15
 CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents and interprets the data gathered from the respondents through the use of

questionnaire checklist interview.

I. Profile of the Respondents.

Table 1 presents the distribution of the respondents in terms of grade, section and gender.

Table 1

Profiles of the Respondents in terms of Grade, Section, and Gender

Question 1: How many hours of sleep do you spend Sleeping?

Grade & 8 and more 5 to 6 hours 1 to 4 Never

Section hours hours
G-10 Amber 3 13 4 0

G-10 Agate 3 10 2 0

G-10 Diamond 0 8 7 0

Male 9 13 2 0

Female 1 18 12 0

G-10 Amber

The Table shows that in G-10 Amber has 3 participants on (8 & more hours) and on (5 to 6
hours) has 13 participants, while (1 to 4 hours) has 4 participants. Lastly on (Never) has 0
Participant.

G-10 Agate

The Table shows that in G-10 Agate has 3 participants on (8 & more hours) and on (5 to 6
hours) has 10 participants, while (1 to 4 hours) has 4 participants. Lastly on (Never) has 0
participant.
 G-10 Diamond

The Table shows that in G-10 Diamond has 0 participants on (8 & more hours) and on (5 to 6
hours) has 8 participants, while (1 to 4 hours) has 7 participants. Lastly on (Never) has 0
participant.

Males (Among the 3 Sections)

Shows that on (8 & more hours) has 9 participants and on (5 to 6 hours) has 13 participants,
while (1 to 4 hours) has 2 participants. Lastly on (Never) has 0 participant.

Females (Among the 3 Sections)

Shows that on (8 & more hours) has 1 participant and on ( 5 to 6 hours) has 18 participants,
while (1 to 4 hours) has 2 participants. Lastly on (Never) has 0 participant.

Question 2: How frequently do you get a 8 hours of sleep?

Grade & Always Often Seldom Never

Section
G-10 Amber 2 9 9 0

G-10 0 12 3 0
Agate
G-10 Diamond 0 8 6 0

Male 2 12 5 0

Female 0 17 13 0

G-10 Amber

The table shows that in G-10 Amber has 2 participants on (Always) and on (Often) has 9
participants, while (Seldom) has 4 participants. Lastly on (Never) has 0 participant.

G-10 Agate

The table shows that in G-10 Agate has 0 participants on (Always) and on (Often) has 12
participants, while (Seldom) has 3 participants. Lastly on (Never) has 0 participant.

G-10 Diamond

The table shows that in G-10 Diamond has 0 participants on (Always) and on (Often) has 8
participants, while (Seldom) has 6 participants. Lastly on (Never) has 0 participant.
 Males (Among the 3 Sections)

Shows that on (Always) has 2 participants and on (Often) has 12 participants, while (Seldom)
has 5 participants. Lastly on (Never) has 0 participant.

Females (Among the 3 Sections)

Shows that on (Always) has 0 participants and on (Often) has 17 participants, while (Seldom)
has 13 participants. Lastly on (Never) has 0 participant.

Question 3: (If ever) How many days have you gone through without sleeping at all?

Grade & 1 day 2 Days 3 days and Above Never

Section
G-10 Amber 9 3 1 7

G-10 7 1 0 7
Agate
G-10 Diamond 7 3 3 3

Male 15 0 2 5

Female 8 7 2 12

G-10 Amber

The table shows that in G-10 Amber has 9 participants on (1 day) and on (2 days) has 3
participants, while (3 days and above) has 1 participant. Lastly on (Never) has 7 participants.

G-10 Agate

The table shows that in G-10 Agate has 7 participants on (1day) and on (2 days) has 1
participant, while (3 days and above) has 0 participant. Lastly on (Never) has 7 participants.

G-10 Diamond

The table shows that in G-10 Diamond has 7 participants on (1 day) and on (2 days) has 3
participants, while (3 days and above) has 3 participants. Lastly on (Never) has 3 participants.

Males (Among the 3 Sections)

Shows that on (1day) has 15 participants and on (2 days) has 0 participants, while (3 days and
above) has 2 participants. Lastly on (Never) has 5 participants.
 Females (Among the 3 Sections)

Shows that on (1day) has 8 participants and on (2days) has 7 participants, while (3 days and
above) has 2 participants. Lastly on (Never) has 12 participants.

Question 4: At what time of the day do you prefer sleeping at?

Grade & Morning Afternoon Night Late Night

Section
G-10 Amber 0 4 5 11

G-10 1 4 8 4
Agate
G-10 Diamond 1 4 8 3

Male 0 2 9 10

Female 2 7 9 8

G-10 Amber

The Table shows that in G-10 Amber has 0 participants on (Morning) and on(Afternoon) has 4
participants, while (Night) has 5 participants. Lastly on (Late Night) has 11 Participants.

G-10 Agate

The table shows that in G-10 Agate has 1 participants on (Morning) and on (Afternoon) has 4
participant, while (Night) has 8 participants. Lastly on (Late Night) has 4 participants.

G-10 Diamond

The table shows that in G-10 Diamond has 1 participant on (Morning) and on (Afternoon) has 4
participants, while (Night) has 8 participants. Lastly on (Late Night) has 3 participants.

Males (Among the 3 Sections)

Shows that on (Morning) has 0 participant and on (Afternoon) has 2 participants, while (Night)
has 9 participants. Lastly on (Late Night) has 10 participants.

Females (Among the 3 Sections)

Shows that on (Morning) has 2 participants and on (Afternoon) has 7 participants, while (Night)
has 9 participants. Lastly on (Late Night) has 8 participants.
Question 5: Are you more of a Diurnal(Active at day) or a Nocturnal?(Active at Night)

Grade & Diurnal Nocturnal

Section
G-10 Amber 9 12

G-10 9 5
Agate
G-10 Diamond 7 8

Male 7 5

Female 11 12

G-10 Amber

The table shows that in G-10 Amber has 9 participants on (Diurnal), while on (Nocturnal) has 12

participants.

G-10 Agate

The table shows that in G-10 Agate has 9 participants on (Diurnal), while on (Nocturnal) has 5

participants.

G-10 Diamond

The table shows that in G-10 Diamond has 7 participants on (Diurnal), while on (Nocturnal) has 8

participants.

Males (Among the 3 Sections)

Shows that on (Diurnal) has 7 participants, while on (Nocturnal) has 5 participants.

Females (Among the 3 Sections)

Shows that on (Diurnal) has 11 participants, while on (Nocturnal) has 12 participants.

A Letter: Confirmation of Permission to conduct a Survey on Agate / Diamond.

The Survey is Conducted to know the statistical value

among students of section Agate and Diamond. The Purpose of this survey is to broaden

my research, make honest claims about my research, and to make my statistical value

accurate. This is only for my Baby Thesis Project on English and should not be taken

seriously. It will only take a few minutes to answer the survey since its only 5 questions, and

only limited to 15 students. I’ll be waiting for your Kind Consideration.

Student Signature: English Teacher’s

Signature: