Factors Contributing to Sleep Deprivation Among Students

Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
Adolescents of this generation face a global chronic health problem: sleep
deprivation. “Sleep deprivation”, according to American Sleep Association (ASA), is
described as the cumulative effect of a person not having sufficient sleep. It adversely
affects the body, brain, mood and cognitive function—cerebral activities that lead to
knowledge, including all means and mechanisms of acquiring information. As mentioned
in the article entitled, “Sleep and its importance in adolescence and in common
adolescent somatic and psychiatric conditions”, disordered sleep is related to impairment
of cognitive and psychological functioning and worsened physical health. Its situational
or pathological alterations can induce maladaptive functioning and a number of
psychiatric and physical diseases. A review also states that disturbed sleep can both cause
a result of ill and health. If recognized, it can indicate psychosocial, psychological or
physical difficulties.
Factors influencing on the quality of sleep and detection of them remain largely
an unidentified public health issue, especially among middle and high school students. A
previous research entitled, “The contributing factors to poor sleep experiences in
according to the university students: A cross-sectional study” has suggested that students
have more sleep disturbances. In recent surveys, nearly 75% of students reported
occasional sleep problems: difficulty falling asleep, delayed sleep phase syndrome, and
excessive daytime sleepiness. Another study indicates that many university students
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suffer from a suboptimal level of overall sleep quality. However, studies regarding
contributing factors to poor sleep experiences are rare for pupils. The contributing factors
were identified and comprehensive measures should be taken to improve the quality of
sleep.
Sleep is essential to the healthy development of adolescents and young adults as it
affects their success at school and in the workplace. In a research held by the National
Adolescent and Young Adult Health Information Center, two-third of the teenage
population has reported insufficient sleep, as did one-third of young adults. In
adolescence: insufficient sleep, inadequate sleep quality, and irregular sleep patterns are
associated with daytime sleepiness, negative moods, increased likelihood of stimulant use
(drugs and other addictive substances), and high levels of risk-taking behaviors, poor
school performance, and increased risk of unintentional injuries. Over a quarter of high
school students report falling asleep in class at least once weekly. In young adulthood, a
lack of sufficient sleep has been linked to poor self-rated health and psychological
distress.
Several factors contribute to lack of sleep in adolescence and young adulthood.
Insufficient sleep during this critical growth period arises from physiological, behavioral,
sociocultural, and environmental changes. However, the researchers’ knowledge and
data regarding contributing factors to sleep deprivation is limited. It is necessary to
investigate this issue because sleep patterns and habits are affected by ethnicity, social
factors and culture. The contributing factors to poor sleep experiences among students
have not been well studied to date.
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Background of the Study
Studies have shown that adolescents have a harder time than younger children
going to sleep early in the evening and thus, must sleep later in the morning if they are to
attain sufficient sleep. While social factors no doubt play some role, an underlying
physiological mechanism is also responsible. Melatonin is the natural substance produced
by the pineal gland that helps induce sleep, and among the many hormonal changes that
accompany the onset of puberty is a delay in the evening melatonin production. A
majority of teenagers’ sleep is insufficient on school nights, with the result that they go to
school sleepy and are unable to perform their best level.
The growing evidence supporting the importance of sleep and the negative impact
of sleep deprivation has brought the issue to the attention of public health professionals
(Healthy People 2020) and researchers who would like to set the nation’s public health
agenda, include “sleep health” as a topic area, and develop objectives for sleep health,
which mainly involves addressing the problem of sleep deprivation and highly encourage
sufficient sleep.
Sleep problems among university students are common. However, the
contributing factors to poor sleep experiences are still unclear. The purpose of this study
is to examine the contributing factors to poor sleep experiences among sleep-deprived
students. The researchers wanted to gather the data through conducting a survey
questionnaire to the chosen respondents.
Sleep deprivation could grant people additional time to finish tasks that are
closely due, but it offers a great deal of disadvantages that could greatly affect students’
academic performance—as to why this concern must be addressed properly.
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Conceptual Framework
INPUT PROCESS OUTPUT
 Determining the  Designing of survey  Prevailing factor

factors that contribute questionnaires affecting sleep
to sleep deprivation  Validation deprivation among
- Psychological  Data gathering Grade 10 students of
factors  Tallying of gathered Dominican College of
- Academic data Santa Rosa:
factors  Tabulation of results - Hormonal time
- Technological  Data analysis shift
factors - Early school start
- Sleep times
disorders - Hectic after-
- Social factors school schedule
- Leisure activities
- Light exposure
- Vicious cycle
- Social attitudes
- Sleep disorder
 Project proposal
Figure 1.1 Conceptual Frameworks
Figure 1.1 shows the workflow processes to be undergone by the group of
researchers in their study: the input that the researchers need are the contributing factors
to sleep deprivation; the process or method that the researchers decided to use in order to
come up with accurate and valid results are: questionnaire designing and validation, data
gathering, tallying and tabulating data gathered, and data analysis; the output or result
from the data analysis based on the results of gathered data will be interpreted to match
one of the hypothesis that the respondents have laid out; thus specifying the prevailing
factor that affects the respondents’ sleep deprivation. Part of the recommendation is a
project proposal influenced by study’s conclusion.
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Statement of the Problem
The study focused on understanding and interpreting the statistical results of the
Grade 10 Students of Dominican College of Santa Rosa’s perception and experience
towards sleep deprivation. It answers the core questions:
1. Are there factors that contribute to the sleep deprivation among the respondents?
2. What are the factors that contribute to the sleep deprivation among the respondents?
3. What is the prevailing factor that contributes to the sleep deprivation among the
respondents?
4. What project will be proposed by the researchers after gathering and interpreting data
the data in this study?
Hypothesis
Null Hypothesis
1. There are no factors that contribute to the sleep deprivation among the Grade 10
students of Dominican College of Santa Rosa S.Y. 2018-2019.
Alternative Hypothesis
1. There are factors that contribute to the sleep deprivation among the Grade 10
students of Dominican College of Santa Rosa S.Y 2018-2019.
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Scope and Delimitation
This study will be conducted in Dominican College of Santa Rosa, during the
school year 2018—2019. The study will not focus on the negative effects of sleep
deprivation; instead, it will concentrate on the prevailing contributing factors that
encourages adolescents to be deprived of sleep, which is essential as the food that we
intake and the exercises that we exhibit in order to become physically fit.
This study will also involve dissemination of survey questionnaires to the chosen
respondents, which consisted of the 75 Grade 10 students of Dominican College of Santa
Rosa in the school year 2018—2019.
Significance of the Study
This study is beneficial to the following:
Students. The study will be beneficial to students for it serves as a reflection and
awareness as they experience sleep deprivation.
Teachers. The findings will also give benefits to teachers; increasing their level
of understanding on their students that may have excuses to their physical appearances
and academic performances. They may consider experiences as a point of reference for
them.
Parents. The study will also benefit parents as this research will serve as a guide
and advice to guardians of younger children who are: opposed to the earlier start times,
thus argue that their children need the most sleep as well as; whose sons and daughters
carry heavy loads of school work.
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Guidance counselor. The findings will be beneficial to the guidance counselor in
order for them to determine the contributing factors to sleep deprivation among students,
which could affect one’s behavioral and academic performance in their school.
Department of Education (DepEd). This study will help the government,
specifically the Department of Education (DepEd) to understand the perceptions and
experiences of the students. It may help them achieve the maximum efficiency by
determining the many factors to make adjustments such as environmental and educational
programs concerning the welfare of each student.
Department of Health (DOH). This study will also help the Department of
Health (DOH) to understand the perceptions and experiences of the students as sleep
deprivation greatly affects one’s health. It may help them achieve the maximum
efficiency by determining the many factors that contribute to the global problem and
make adjustments in the study such as sleep health programs that sets the nation’s public
health agenda, include “sleep health” as a topic area to increase awareness, and develop
objectives for sleep health; reducing the proportion of sleep-deprived people and instead,
increase the population that gets sufficient sleep.
Researchers. The findings will also benefit the researchers as the data contained
in this study will help broaden their knowledge and/or ideas about sleep deprivation and
its factors—and also gain sufficient information regarding this.
Future researchers. The findings will also benefit the future researchers as they
may come up with a more in-depth study of students’ experiences and its possible effects
to any educational or sociological variables.
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The totality of this undertaking greatly brought intellectual gains, moving
insights, and character empowerment to the researchers. The research processes widened
their horizons, strengthened the character of respondents, and tested perseverance.
Definition of Terms
The following terms to be used in this study are defined conceptually:
Adolescent. According to Teny Shapiro, it is defined as the age between the ages of a
child and an adult; a teenager.
Age. According to Merriam Webster Dictionary, it is defined as the time of life at which
some particular qualification, power or capacity arises or rests.
Disordered sleep. According to the article, “Sleep and its importance in adolescence in
common adolescent somatic and psychiatric conditions”, it I defined as a sleep related to
impairment of cognitive and psychological functioning, and worsened physical health.
Disturbed sleep. According to the article, “Sleep in adolescence: a review of issues for
nursing practice”, it is defined as a sleep that can both cause a result of ill and health, thus
indicating psychosocial, psychological, or physical difficulties if recognized.
Early school start times. According to the American Academy of Pediatrics, it is
defined as the school schedule starting earlier than 8 A.M.
Factor. According to Collins English Dictionary, it is one of the things that affects an
event, decision, or situation.
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Hectic after-school schedule. According to National Adolescent and Young Adult
Health Information Center, it is defined as the list of homework, sports, other extra-
curricular activities, part-time work, and social commitments that may further contribute
to late bedtimes.
Hormonal time shift. According to National Adolescent and Young Adult Health
Information Center, it is defined as the teenage experience in their circadian rhythms,
causing the peak production of melatonin to occur later in the evening, from around 11
P.M. to 8 A.M.
Leisure activities. According to National Adolescent and Young Adult Health
Information Center, it is defined as a stimulating environment, such as television, the
Internet, and computer gaming that delay a teenager’s bedtime.
Light exposure. According to National Adolescent and Young Adult Health Information
Center, it is defined as the experience of having light cue the brain to stay awake; lights
from televisions, mobile phones and computers can prevent adequate production of
melatonin.
Melatonin. According to National Adolescent and Young Adult Health Information
Center, it is defined as a sleep inducing hormone.
Social attitudes. According to National Adolescent and Young Adult Health Information
Center, it is defined as the Western culture wherein keeping active is valued more than
sleep.
Sleep disorder. According to National Adolescent and Young Adult Health Information
Center, it is defined as the restless legs syndrome or sleep apnea that can affect how
much sleep a teenager gets.
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Sleep. According to National Sleep Foundation, it is defined as the resting state in which
the body is not active and the mind is unconscious.
Sleep deprivation. According to American Sleep Association (ASA), it is described as
the cumulative effect of a person not having sufficient sleep.
Sleep pattern. According to Workplace Testing, it is referred to as “sleep-wake pattern”
and is defined as a biological rhythm that guides the body as to when it should sleep and
when it should wake.
Vicious cycle. According to National Adolescent and Young Adult Health Information
Center, it is defined as the cycle of insufficient sleep that causes a teenager’s brain to
become more active; an over-aroused brain is less able to fall asleep.
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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter reviews the related literature which supports and gives credence to
the details of this research. The researchers anchored this comprehensive study to
different viewpoints and perspectives to present a thorough treatment of the problem.
Concepts, findings, theories, and notions, from scholarly researches and articles related to
the factors contributing to sleep deprivation are presented to provide an extensive
background of the study and to justify the researchers’ objective in undertaking it. This
also provides a synthesis of related literature which later on may be confirmed, negated,
or improved by the new knowledge that this study provided.
Sleep and Its Importance
National Heart, Lung and Blood Institute (NIH) states that: “sleep plays a vital
role in good health and well-being throughout a person’s life. Getting enough quality
sleep at the right times can help protect your mental health, physical health, quality of
life, and safety. Sleep helps support growth and development.” During sleep, a person’s
body is working to support healthy brain functions and maintain one’s physical health.
Damages from sleep deficiency or sleep deprivation can occur immediately and/or can
harm you over time: car crashes, increasing one’s risk for some chronic health problems;
thus affecting how well a person thinks, reacts, works, learns and gets along with others.
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National Adolescent and Young Adult Health Information Center (2014) and
Healthy People 2020 agrees to this, as they state that sleep is important to the healthy
development of adolescents and young adults, as well as their success at school and in the
workplace: “Sleep is a critical determinant of health and well-being. Sleep is a basic
requirement for infant, child, and adolescent health and development. Adequate sleep is
necessary to: fight off infection; prevent diabetes; good academic performance and; work
effectively and safely.” (National Young Adult Health Information Center [NAHIC],
2014, Healthy People 2020)
National Adolescent and Young Adult Health Information has also indicated how
many hours are “sufficient” for adolescents and young adults: 1) Ages 12-17 are required
to have 8 or more hours; 2) Ages 18-21 need 8 or more hours of sleep and; 3) Ages 22
and above are prescribed to have 7 or more hours of sleep.
Healthy People 2020 also states that sleep timing and duration affect endocrine,
metabolic and neurological functions that are critical to the maintenance of an
individual’s health as sleep disorders and chronic short sleep are associated with an
increased risk of: heart disease, high blood pressure, obesity, diabetes, and all-cause
mortality. The organization also mentions that sleep health is a particular concern for
individuals with chronic disabilities and disorders (arthritis, kidney disease, pain, human
immunodeficiency virus (HIV), epilepsy, Parkinson’s disease, and depression). Among
older adults, the cognitive and medical consequences of untreated sleep disorders
decrease health-related quality of life, contribute to functional limitations and loss of
independence, and are associated with an increased risk of death.
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Sleep Deprivation
In an article entitled, “This sleep-deprived nation” states that a major phenomenon
that has been gradually eroding Philippine health is lack of sleep: from the effects of
unbearable traffic to the explosion of the business process outsourcing industry to the
geometric rise of Internet usage nationwide—millions of Filipinos choose to sleep less
and less albeit its dangerous effects. It is a common mentality that staying awake to finish
work is the lesser evil, even though it isn’t. It is a danger people have to address as soon
as possible. (Velasco, 2015)
National Adolescent and Young Adult Health Information Center had conducted a
research, revealing two-thirds of adolescents reporting insufficient sleep, as did one-third
of the young adults. Insufficient sleep, inadequate sleep quality and irregular sleep
patterns in adolescents are associated with: daytime sleepiness, negative moods,
increased likelihood of stimulant use (drugs and other addictive substances), and high
levels of risk taking behaviors, poor school performance, and increased risk of
unintentional injuries. A quarter of high school students have been reported falling asleep
in class at least once weekly. A lack of sufficient sleep in young adults has been linked to
poor self-rated health and psychological distress.
13
American Sleep Association (ASA) described sleep deprivation as “the
cumulative effect of a person not having sufficient sleep. It is defined as not obtaining
adequate total sleep. Insufficient sleep adversely affects the body, brain, mood and
cognitive function. All aspects of health can be impacted by sleep deprivation”. It is a
person’s chronic sleep-restricted state; noticing excessive daytime sleepiness, fatigue,
clumsiness, and weight gain or weight loss. A sleep-deprived individual affects both the
brain and one’s cognitive function.
Medical News Today listed the symptoms of ongoing sleep loss besides excessive
daytime sleepiness: yawning, moodiness, fatigue, irritability, depressed mood, difficulty
learning new concepts, forgetfulness, and inability to concentrate or a “fuzzy head”, lack
of motivation, clumsiness, increased appetite and carbohydrate cravings and reduced sex
drive. National Adolescent and Young Adult Health Information Center adds poor
decision making, lack of enthusiasm, risk-taking behavior, reduced sporting performance,
reduced academic performance, more ‘sick days’ from school because of tiredness and
truancy to these signs.
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The Philippine Council for Health Research and Development stated that getting
too little sleep might be a contributor to emotional problems, anxiety and suicidal
thoughts among teens. On the organization’s data about the sleep habits of nearly 12, 000
teenagers across 11 European countries, researchers found that a student with suicidal
thoughts could be predicted to sleep about 36 minutes less each night compared to
counterparts without suicidal thoughts. As for teens with severe emotional problems, the
amount of sleep lost would be 30 minutes on average each night. They had also
mentioned that lack of sleep among teens has been linked in other research to many
negative health effects such as: high blood pressure. (Raven 2014)
Other effects of sleep deprivation, especially in the body, were also listed down
by Medical News Today: preventing the body from strengthening its immune system and
producing more cytokines that fight infection, thus people take longer time for recovery
from illness as well as an increased risk of chronic illness; increasing risk of new and
advanced respiratory diseases; affecting body weight and causing the release of insulin,
thus leading to increased fat storage and a higher risk of type 2 diabetes and; affecting
hormone production including growth hormones and testosterone in men.
15
Factors Contributing to Sleep Deprivation
A research entitled, “The contributing factors to poor sleep experiences in
according to the university students: A cross-sectional study” states that many factors can
disturb sleep in students: environment with physical, psychological, biological and social
disruptions. It also mentions that further investigation regarding this issue is necessary as
sleep patterns and habits could also be affected by ethnicity, social factors and culture.
(Altun, Cinar, Dede)
Many researches have also stated that contributing factors to poor sleep
experiences among people, especially students have not been well-studied and well-
defined to date. (Altun, Cinar, Dede, Philippine Council for Health Research and
Development [PCHRD])
National Adolescent and Young Health Information Center (NAHIC) states that
several factors contribute to lack of sleep in adolescence and young adulthood:
physiological, behavioral, sociocultural, and environmental changes. The organization
had listed known factors to affect adolescents often simultaneously: hormonal time shift,
early school start times, hectic after-school schedule, leisure activities, light exposure,
vicious cycle, social attitudes and sleep disorders.
16
An article had stated that primary and secondary schools in the Philippines are
taught starting at 7:00 or 7:30 A.M. from Monday to Friday. Students usually have an
hour for lunch, and classes resume for the afternoon until 4:30 to 5:00 P.M. In some
areas, due to the lack of facilities, certain schools are forced to have double shifts,
minimizing the hours children spend in school. (StateUniversity.com) Internationals
schools like Brent International School Manila and International School Manila (ISM)
adapt the Western schedules: starting school at 8:00A.M., or later, yet ending at 4:00
P.M. or even earlier. (Brent International School Manila, International School Manila
[ISM]
An article published in Huffington Post has stated that most schools fail to
recognize the destructive effects of lack of sleep and implement a learning schedule in
direct opposition to the mental and physical needs of the student body. Without the
dramatic shift to later school start times and the crucial support of the public in order to
create a vital change, students will continue to be at a high risk of depression, fatigue, and
stress—all aspects of which plague the nation’s education system, thus leading to an
askew societal mentality which values production more than health and happiness.
Furthermore, additional information was also written in the article, which was referenced
from the American Academy of Pediatrics: teenagers show substantial signs of fatigue
and lack of sleep due to a “phase delay” or an extreme shift in the process of nocturnal
melatonin secretion in the human body along with a dramatic transition in circadian
rhythm from one which shifts from a “morning type” to an “evening type” as a result of
the onset of puberty. (Katalinic, 2016)
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A research supports this, stating that adolescents do not become tired until 11:00
P.M. or midnight, thus they are unable to fall asleep early enough to get the
recommended amount of sleep. (Shapiro, 2015)
National Adolescent and Young Adult Health Information (NAHIC) states that
school workloads such as: homework, sports, other extra-curricular activities, part-time
work, and social commitments may further contribute to late bedtimes or sleep
deprivation. Leisure activities that involve a stimulating environment: watching
television, browsing through the Internet and playing computer games delay a teenager’s
bedtime. Also, light exposure causes the brain to stay awake: lights from televisions,
mobile phones and computers can prevent adequate production of melatonin. The
organization had also mentioned that a vicious cycle of insufficient sleep causes a
teenager’s brain to become more active at night, as well as an over-aroused brain is less
able to fall asleep. Social attitudes such as keeping active are valued more than sleeping,
especially in the Western culture, thus encouraging sleep deprivation. Sleep disorders—
restless legs syndrome, sleep apnea, insomnia and etcetera—can affect how much sleep a
teenager gets.
18
Synthesis of Reviewed Literature
The related literature reviewed by the researchers played an important role
because of their relevance to the study. It strengthened the moral paradigm by showing
the effects of early school hours to the respondents conducted by the researchers—
although the respondents of the previous studies and present study differ in culture,
background, status and studies still provided additional and factual information.
Sleep plays a vital role in good health and well-being throughout a person’s life. Getting
enough quality sleep at night can protect mental health, physical health, quality of life
and safety, and supports the growth and development of an individual—as mentioned by
National Heart, Lung and Blood Institute (NIH), agreed by National Adolescent and
Young Adult Health Information Center (NAHIC) and Healthy People 2020. Therefore,
following the sleep prescription is a must and was given awareness by National
Adolescent and Young Adult Health Information Center (NAHIC), whereas: ages 12—21
must sleep (8) eight or more hours, whilst ages 22 or older should have a minimum sleep
requirement of seven (7) or more hours.
19
Adequate sleep is necessary as it fights off infection, prevents diabetes, good
academic performance, work effectively and safely, and affects the endocrine, metabolic
and neurological functions that are critical in maintaining an individual’s health. Thus,
damages from sleep deficiency or the global chronic health problem known as “sleep
deprivation”—the cumulative effect of a person not having sufficient sleep, as defined by
American Sleep Association (ASA)—could occur immediately and/or can harm
overtime—as Velasco of Philippine Star, American Sleep Association (ASA), Medical
News Today, Philippine Council for Research and Development (PCHRD) does not
deny.
Medical News Today, National Adolescent and Young Adult Information Center
(NAHIC) lists symptoms of ongoing sleep loss: excessive daytime sleepiness, yawning,
moodiness, fatigue, irritability, depressed mood, difficulty learning new concepts,
forgetfulness, inability to concentrate (“fuzzy head”), lack of motivation, clumsiness,
increased appetite and carbohydrate carvings, reduced sex drive, poor decision making,
lack of enthusiasm, risk-taking behavior, reduced sporting and academic performance,
more ‘sick days’ from school because of tiredness and truancy.
On the other hand, The Philippine Council for Health Research and Development
and Medical News Today lists the psychological, emotional and bodily effects of sleep
deprivation: emotional problems, anxiety, suicidal thoughts, high blood pressure,
prevention of strengthening the body’s immune system and production of more cytokines
that fight infection, increased risk of chronic illness and new advanced respiratory
diseases, affecting body weight and causing of the release of insulin which leads to
diabetes and obesity, as well as hormone production.
20
The factors contributing to sleep deprivation among people have not been well-
studies and well-defined to date, as stated by Altun, Cinar and Dede and agreed by
Philippine Council for Health Research and Development (PCHRD), but Altun, Cinar,
Dede and the National Adolescent and Young Health Information Center (NAHIC) could
list a few: environments with physical, psychological, biological and social disruptions,
ethnicity, social factors, culture, physiological, behavioral, sociocultural and
environmental changes. As stated by National Adolescent and Young Health Information
Center (NAHIC), the known factors to affect adolescents’ sleep deprivation are:
hormonal time shift (caused by the peak production of melatonin, a sleep-inducing
hormone, to occur later in the evening, from around 11 P.M. to 8 A.M, as mentioned by
Katalinic of Huffington Post and Shapiro), early school start times, leisure activities, light
exposure that can prevent adequate production of melatonin, vicious cycles of insufficient
sleep, an over-aroused brain, valuing keeping active than sleep (applied especially in the
Western culture), and sleep disorders.
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Chapter 3
RESEARCH METHODOLOGY
Research Design
The researchers used the descriptive-survey research design since this method is
appropriate to determine the factors affecting sleep deprivation among the Grade 10
students of Dominican College of Santa Rosa, as this type is suitable wherever the
subjects vary among themselves and the researchers are interested to know the extent to
which different conditions and situations are obtained among these subjects.
In collecting and analyzing data using a descriptive-survey research design, pre-
survey and survey were used in this study as it is useful in providing the value of facts
and focuses the attention on the most important things to be reported. A pre-survey is
needed to determine the factors that contribute to sleep deprivation, whilst the survey
which opinions, attitudes, and behaviors of the respondents regards to the prevailing
factor that contribute to sleep deprivation. In choosing the respondents of this study, the
researchers used the purposive type of sampling—a non-probability sample that is
selected based on the characteristics of a population and the objective of the study.
22
Sources of Data
The majority of the data gathered is through surveyed Grade 10 students of the
Basic Education Department of Dominican College of Santa Rosa to who were expected
to be knowledgeable and well-experienced on sleep-deprivation and its contributing
factors. The researcher distributed an open-ended pre-survey and dichotomous survey
questionnaires to respondents; having them to read and understand what they are asked
for and for them to write down their answered based on what they have undergone and/or
encountering. The secondary source of data were gathered using technical documents
such as website articles from the internet and other researches, containing related studies
and literature.
Population of the Study
The survey used to collect data in this research will be answered by the Grade 10
students of the Basic Education Department of Dominican College of Santa Rosa S.Y.
2018—2019. They are chosen to be the variable for they are in the age bracket of teens
that experience sleep deprivation the most: with hectic schedules and early school start
times that start from seven o’clock in the morning and end at four, five, or six o’clock in
the afternoon; depending on the students’ situations wherein they have to finish a heavy
project in a particular subject, extra-curricular activities, or even after-school tutoring.
23
ALLOCATION OF RESPONDENTS’ POPULATION
Total Number
Section Girls Boys
of Students
Grade 10 - Saint Dominic 19 13 32

Grade 10 - Saint Rose 21 18 39
TOTAL 42 33 71
Table 1: Allocation of Respondents’ Population
The table shows the number of Grade 10 students in the Junior High School
Department, consisting of two sections: Saint Dominic has a total of 32 students—with
19 female students, and 13 male students (excluding the researchers) and; Saint Rose has
a total of 39 students—with the same amount of female students as the other section, and
18 male students.
Instrumentation and Validation
The necessary data were gathered from the respondents by means of a set of
questions. The pre-survey and survey instrument used in this study was a self-
administered paper-and-pencil questionnaire, in which the former consists of open-ended
questionnaires, and the latter consists of closed-ended questions used to gather detailed
information about the student’s perception and experience with sleep deprivation. The
instrument was developed to identify the factors that contribute to sleep deprivation
among the students.
Students will answer the questions related to their experiences and perception by
putting a check on the spaces provided below the words: “Yes” or “No”.
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On the other hand, validation is considered a process of gathering evidences that
an instrument measures what it claims, or purports, to measure the result of questionnaire.
Content related validity evidence is expressed in numerical form. Evidence of content
validity is generally gathered, counted, calculated and examined carefully and critically
by the researchers to determine if the content and objectives measured by the test is
representative of those that constitute the content domain.
Inventions of technology such as laptop, calculator and internet were also used by
the group of researchers in order to encode the hypothesis, compute the collected data,
and browse for connected topics to the scientific advancement that affects the study.
Data Gathering Procedure
In conducting the study, the researchers followed some procedures in order to
gather the data needed: First, the researchers will prepare the survey questionnaire which
will cover all the variables included in the statement of the problem that will be presented
to the research adviser for approval; second, a letter of permission to conduct the study
will be presented to the Office of the Vice Principal for Academics of Dominican College
of Santa Rosa. Upon conducting the survey, the researchers will first justify the
instructions and explain the details and importance of the study to the respondents. The
survey questionnaires will be given to the respondents for them to answer within the
given time. The answered questionnaires will be retrieved, tallied, tabulated and
subjected to statistical treatment for further analysis and interpretation.
25
Statistical Treatment Data
Individual answered were noted in tally sheets before the data was encoded in
tabular form prepared for statistical treatment. In order to gain answers for the study’s
treatment of the problem and to distinguish the frequency of answers on the demographic
profile of the respondents, the formula for percentage was used to deal with the data
gathered on the conducted surveys.
The formula in getting the PERCENTAGE:
% = f / n × 100
Wherein:
% = percentage
F = frequency
N = number of selected respondents
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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
Data analysis and interpretation is the process of assigning meaning to the
collected information and determining the conclusions, significance and implications of
the findings. It is an important and exciting step in the process of research. In all research
studies, analysis follows data collection.
According to C.R. Kothari, “the term analysis refers to the computation of
measures along with searching for patterns of relationship that exist among data-groups”.
Analysis involves estimating the values of unknown parameters of the population and
testing of hypotheses for drawing inferences.
The aim of present study is to find out the “Prevailing Factor of Sleep
Deprivation”. The investigators collected data from 71 Grade 10 students from
Dominican College of Santa Rosa. The collected data are arranged properly, analyzed
systematically and interpreted precisely.
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Table 1
Mental and Emotional Stress as a Contributing Factor to Sleep Deprivation among
Grade 10 – Saint Rose
YES NO
MENTAL AND EMOTIONAL STRESS
RESPONSES RESPONSES
1. Are you officially diagnosed with a specific mental
8 31
disorder by a psychologist?
2. Do you often have nightmares whenever you sleep;
22 17
causing you to wake up abruptly in fear?
3. Do you have overwhelming feelings of sadness,
hopeless, worthlessness and/or guilt that could 29 10
interrupt your sleep?
4. Do you have a hard time organizing your thoughts 29 10
before falling asleep?
5. Do you stress yourself before you sleep? 21 18
TOTAL RESPONSES 109 86
OVERALL PERCENTAGE 55.90% 43.59%
According to National Sleep Foundation, there are some cases of insomnia related
to stress, even though not all are caused by it. Stress causes sleep deprivation by making
it difficult to fall asleep and to stay asleep, and by affecting the quality of your sleep. It
also generates hyperarousal, which can upset the balance between sleep and wakefulness.
Table 1 displays the responses of students from Saint Rose about “mental and
emotional stress” as one of the prevailing contributing factor to sleep deprivation, as
stated and ranked from the conducted pre-survey.
28
Out of 39 students, eight (8) are officially diagnosed with a specific mental
disorder, twenty-two (22) often experience nightmares which could interrupt their sleep,
twenty-nine (29) have overwhelming feelings of sadness (depression) which could also
bother someone’s hibernation and have a hard time organizing their thoughts before
falling into slumber. Twenty-one (21) respondents reported that they stress themselves
before they sleep.
“Yes” scored higher, with a total of 109 out of 195 responses, which corresponds
to 55.90%. “No” responses—on the other hand—has a total of 85 out of 195 responses;
corresponding to 43.59%.
Besides proving that “mental and emotional stress” is a contributing factor, the
findings also implies that more than half of Grade 10 – Saint Rose’s student population
are experiencing such psychological situation and/or problems stated in the questionnaire,
and are sleep-deprived.
29
Table 2
Grade 10 – Saint Rose
YES NO
SCHOOL WORK
RESPONSES RESPONSES
1. Do you have poor time management? 29 10
2. Do school works take a toll on your sleep schedule? 33 6
3. Do extracurricular activities affect your sleeping
schedule? 28 11
4. Do you pull all-nighters in weekdays? 20 19
5. Do you find time to sleep when you review for
examinations? 21 18
According to an article entitled, “Homework vs. Sleep: A Cause of Stress in
Teens (And Younger Kids)”, homework, especially when “excessive”, no doubt, stresses
kids out. Heavy homework loads, combined with early school start times is a major cause
of sleep deprivation and consequent stress for every student, especially when it is piled
with multiple extra-curricular activities: sports, clubs, music lessons, and public service.
Table 2 displays the responses of students from Saint Rose about “school works”
as one of the prevailing contributing factor to sleep deprivation, as stated and ranked
from the conducted pre-survey.
30
Out of 39 students, twenty-nine (29) admitted that they have poor time
management, which could affect their sleeping schedule, thirty-tree (33) agreed that
school works take a toll on the time they sleep, twenty-eight (28) affirmed that extra-
curricular activities affect their schedules, thus what time they sleep, and twenty (20)
declared that they pull all-nighters in weekdays. Twenty-one (21) respondents reported
that they try to find time to sleep when they review for examinations.
Besides proving that “school work” is a contributing factor, the findings also
implies that more than half of Grade 10 – Saint Rose’s student population are
experiencing such situation and/or problems stated in the questionnaire, and are sleep-
deprived.
31
Table 3
Technology as a Contributing Factor to Sleep Deprivation among Grade 10 – Saint
Rose
YES NO
TECHNOLOGY
RESPONSES RESPONSES
1. Do you tend to open any social media applications

before you sleep? 34 5
2. Do you extend time playing e-games--online and/or

offline--before allowing yourself to fall asleep? 25 14
3. Do you "binge watch" your favorite television (TV)

shows so much that it affects your sleeping schedule? 26 13
4. Do you expose yourself to light before deciding to
sleep? 30 9
5. Do you listen to music; assuming that it can help you

fall asleep? 33 6
According to an article entitled, “Scary Ways Technology Affects Your Sleep”
cites three ways gadgets keep people awake: 1) blue light emitted by screens on cell
phones, computers, tablets, and televisions restrain the production of melatonin, the
hormone that controls a person’s sleep/wake cycle or circadian rhythm; 2) keeping your
mind engaged with gadgets can trick a person’s brain that it needs to stay awake and 3)
keeping a mobile within reach can still disturb slumber, thanks to the chimes of late night
texts, emails, calls or calendar reminders.
Table 3 displays the responses of students from Saint Rose about “technology” as
one of the prevailing contributing factor to sleep deprivation, as stated and ranked from
the conducted pre-survey.
32
Out of 39 students, thirty-four (34) admitted that they open social media
applications before they sleep, twenty-five (25) extend time playing e-games (online
and/or offline) before allowing themselves to fall asleep, twenty-six (26) “binge watch”
their favorite television (TV) shows so much that it affects their sleeping schedule, and
thirty (30) expose themselves to light before deciding to sleep. Thirty-three (33)
respondents reported that they listen to music, assuming that it can help them fall asleep.
Besides proving that “technology” is a contributing factor, the findings also
implies that more than half of Grade 10 Saint Rose’s student population are experiencing
such situation and/or problems stated in the questionnaire, and are sleep-deprived.
33
Table 4
Sleep Disorder as a Contributing Factor to Sleep Deprivation among Grade 10 –
Saint Rose
YES NO
SLEEP DISORDERS
RESPONSES RESPONSES
1. Are you officially diagnosed by a sleep doctor with
a specific sleep disorder? 10 29
2. Do you think you have any sleep disorder? 14 25
3. Do you take a long time before falling asleep? 21 18
4. Do you have trouble staying asleep? 19 20
5. Do you snore when you are asleep? 10 29
According to an article entitled, “Most Common Types of Sleep Disorders”,
Many medical conditions may lead to a disruption of sleep or an excessive amount of
daytime sleepiness—sleep disorders: snoring, sleep apnea, insomnia, sleep behaviors
called parasomnias, restless legs syndrome, circadian disorders, narcolepsy and etc.,
which are caused by physical or psychological factors.
Table 4 displays the responses of students from Saint Rose about “sleep
disorders” as one of the prevailing contributing factor to sleep deprivation, as stated and
ranked from the conducted pre-survey.
Out of 39 students, ten (10) are officially diagnosed with a specific sleep disorder
and snore when they are asleep, fourteen (14) think they have sleep disorders, and
twenty-one take long times before falling asleep. Nineteen (19) respondents reported that
they have trouble staying asleep.
34
“No” scored higher, with a total of 121 out of 195 responses, which corresponds
to 62.05%. “Yes” responses—on the other hand—has a total of 74 out of 195 responses;
Besides proving that “sleep disorder” is a contributing factor, the findings also
implies that more than half of Grade 10 – Saint Rose’s student population are not
experiencing such medical phenomenon and/or problems stated in the questionnaire.
35
Table 5
Social Relationship as a Contributing Factor to Sleep Deprivation among Grade 10
– Saint Rose
YES NO
SOCIAL RELATIONSHIPS
RESPONSES RESPONSES
1. Do your parents check up on your and remind

and/or tell you to sleep early? 30 9
2. Are your parents' arguments loud enough that it

keeps you up on night? 9 30
3. Do you often have long conversations with your

peers and/or significant other before going to bed? 21 18
4. Does peer pressure affect your tasks; prompting

you to adjust your sleeping schedule? 24 15
5. Do you stay up late as you wait for a person's
reply? 27 12
According to an article entitled “Teenagers and Sleep”, in Western culture, which
is now adapted globally, keeping active is valued more than sleeping.
Table 5 displays the responses of students from Saint Rose about “social
relationships” as one of the prevailing contributing factor to sleep deprivation, as stated
and ranked from the conducted pre-survey.
36
Out of 39 students, thirty (30) are checked upon and are being reminded by their
parents to sleep early, nine (9) admitted that their parents’ arguments are loud enough
that it keeps them awake at night, twenty-one (21) have long conversations with their
peers and/or significant other/s before going to bed, and twenty-four (24) agreed that peer
pressure affects the progress of doing tasks, thus prompting them to adjust their sleeping
schedule. Twenty-seven (27) respondents reported that they could afford to stay up late
waiting for a person’s reply.
Besides proving that “social relationships” is a contributing factor, the findings
also implies that more than half of Grade 10 – Saint Rose’s student population are
deprived.
37
Table 6
Grade 10 – Saint Dominic
YES NO
RESPONSES RESPONSES
1. Are you officially diagnosed with a specific
mental disorder by a psychologist? 6 26
2. Do you often have nightmares whenever you
sleep; causing you to wake up abruptly in fear? 13 19
hopeless, worthlessness and/or guilt that could
interrupt your sleep? 18 14
4. Do you have a hard time organizing your
thoughts before falling asleep? 18 14
Table 6 displays the responses of students from Saint Dominic about “mental and
emotional stress” as one of the prevailing contributing factor to sleep deprivation, as
stated and ranked from the conducted pre-survey.
Out of 32 students, six (6) are officially diagnosed with a specific mental
disorders, thirteen (13) often experience nightmares which could interrupt their sleep,
eighteen (18) have overwhelming feelings of sadness (depression) which could also
falling into slumber. Eleven (11) respondents reported that they stress themselves before
they sleep.
38
“No” scored higher, with a total of 94 out of 160 responses, which corresponds to
58.75%. “Yes” responses—on the other hand—has a total of 66 out of 160 responses;
findings also implies that more than half of Grade 10 – Saint Dominic’s student
population are not experiencing such psychological situation and/or problems stated in
the questionnaire.
39
Table 7
School Work as a Contributing Factor to Sleep Deprivation among Grade 10 – Saint
Dominic
YES NO
SCHOOL WORK
RESPONSES RESPONSES
schedule? 24 8
examinations? 20 12
Table 7 displays the responses of students from Saint Dominic about “school
works” as one of the prevailing contributing factor to sleep deprivation, as stated and
Out of 32 students, nineteen (19) admitted that they have poor time management,
which could affect their sleeping schedule, twenty-five (25) agreed that school works
take a toll on the time they sleep, twenty-four (24) affirmed that extra-curricular activities
affect their schedules, thus what time they sleep, and fifteen (15) declared that they pull
all-nighters in weekdays. Twenty (20) respondents reported that they try to find time to
sleep when they review for examinations.
40
implies that more than half of Grade 10 – Saint Dominic’s student population are
deprived.
41
Table 8
Technology as a Contributing Factor to Sleep Deprivation among Grade 10 – Saint
Dominic
YES NO
TECHNOLOGY
RESPONSES RESPONSES
sleep? 20 12
fall asleep? 19 13
Table 8 displays the responses of students from Saint Dominic about
“technology” as one of the prevailing contributing factor to sleep deprivation, as stated
Out of 32 students, twenty-eight (28) admitted that they open social media
applications before they sleep, twenty-one (21) extend time playing e-games (online
and/or offline) before allowing themselves to fall asleep, nineteen (19) “binge watch”
their favorite television (TV) shows so much that it affects their sleeping schedule and
listen to music, assuming that it can help them fall asleep. Twenty (20) respondents
expose themselves to light before deciding to sleep.
42
implies that more than half of Grade 10 Saint Dominic’s student population are
deprived.
43
Table 9
Sleep Disorder as a Contributing Factor to Sleep Deprivation among Grade 10 –
Saint Dominic
YES NO
SLEEP DISORDERS
RESPONSES RESPONSES
1. Are you officially diagnosed by a sleep doctor with a
specific sleep disorder? 3 29
OVERALL PERCENTAGE 20% 80%
Table 9 displays the responses of students from Saint Dominic about “sleep
disorders” as one of the prevailing contributing factor to sleep deprivation, as stated and
Out of 32 students, three (3) are officially diagnosed with a specific sleep
disorder, four (4) think they have sleep disorders, and ten (10) take long times before
falling asleep, and nine (9) have trouble staying asleep. Six (6) respondents reported
snoring when asleep.
to 80%. “Yes” responses—on the other hand—has a total of 32 out of 160 responses;
corresponding to 20%.
implies that more than half of Grade 10 – Saint Rose’s student population are not
experiencing such medical phenomenon and/or problems stated in the questionnaire.
44
Table 10
– Saint Dominic
YES NO
SOCIAL RELATIONSHIPS
RESPONSES RESPONSES
1. Do your parents check up on your and remind and/or

tell you to sleep early? 18 14


4. Does peer pressure affect your tasks; prompting you
to adjust your sleeping schedule? 17 15
5. Do you stay up late as you wait for a person's reply? 18 14
Table 10 displays the responses of students from Saint Dominic about “social
relationships” as one of the prevailing contributing factor to sleep deprivation, as stated
Out of 32 students, eighteen (18) are checked upon and are being reminded by
their parents to sleep early, nine (9) admitted that their parents’ arguments are loud
enough that it keeps them awake at night, twenty-two (22) have long conversations with
their peers and/or significant other/s before going to bed, and seventeen (17) agreed that
peer pressure affects the progress of doing tasks, thus prompting them to adjust their
sleeping schedule. Eighteen (18) respondents reported that they could afford to stay up
late waiting for a person’s reply.
45
“Yes” scored higher, with a total of 84 out of 160 responses, which corresponds to
52.50%. “No” responses—on the other hand—has a total of 76 out of 160 responses;
also implies that more than half of Grade 10 – Saint Dominic’s student population are
deprived.
46
Table 11
Grade 10 Students
YES NO
RESPONSES RESPONSES
1. Are you officially diagnosed with a specific mental
disorder by a psychologist? 14 57
2. Do you often have nightmares whenever you sleep;
causing you to wake up abruptly in fear? 35 36
hopeless, worthlessness and/or guilt that could interrupt
your sleep? 47 24
4. Do you have a hard time organizing your thoughts

before falling asleep? 47 24
OVERALL PERCENTAGE 49.29577465 50.70422535
Table 11 displays the responses of Grade 10 about “mental and emotional stress”
Out of 71 students, fourteen (14) are officially diagnosed with a specific mental
disorders, thirty-five (35) often experience nightmares which could interrupt their sleep,
forty-seven (47) have overwhelming feelings of sadness (depression) which could also
falling into slumber. Thirty-two (32) respondents reported that they stress themselves
before they sleep.
47
findings also implies that more than half of Grade 10 students’ population are not
experiencing such psychological situation and/or problems stated in the questionnaire.
48
Table 12
School Work as a Contributing Factor to Sleep Deprivation among Grade 10
Students
YES NO
SCHOOL WORKS
RESPONSES RESPONSES

schedule? 52 19
examinations? 41 30
Table 12 displays the responses of Grade 10 students about “school works” as one
of the prevailing contributing factor to sleep deprivation, as stated and ranked from the
conducted pre-survey.
Out of 71 students, forty-eight (48) admitted that they have poor time
management, which could affect their sleeping schedule, fifty-eight (58) agreed that
school works take a toll on the time they sleep, fifty-two (52) affirmed that extra-
curricular activities affect their schedules, thus what time they sleep, and thirty-five (35)
declared that they pull all-nighters in weekdays. Forty-one (41) respondents reported that
they try to find time to sleep when they review for examinations.
49
implies that more than half of Grade 10 students’ population are experiencing such
situation and/or problems stated in the questionnaire, and are sleep-deprived.
50
Table 13
Technology as a Contributing Factor to Sleep Deprivation among Grade 10
Students
YES NO
TECHNOLOGY
RESPONSES RESPONSES



sleep? 50 21

fall asleep? 52 19
Table 13 displays the responses of Grade 10 students about “technology” as one
of the prevailing contributing factor to sleep deprivation, as stated and ranked from the
Out of 71 students, sixty-two (62) admitted that they open social media
applications before they sleep, forty-six (46) extend time playing e-games (online and/or
offline) before allowing themselves to fall asleep, forty-five (45) “binge watch” their
favorite television (TV) shows so much that it affects their sleeping schedule, and fifty
(50) expose themselves to light before deciding to sleep. Fifty-two (52) respondents listen
to music, assuming that it can help them fall asleep.
51
implies that more than half of Grade 10 students’ population are experiencing such
52
Table 14
Sleep Disorder as a Contributing Factor to Sleep Deprivation among Grade 10
Students
YES NO
SLEEP DISORDERS
RESPONSES RESPONSES
1. Are you officially diagnosed by a sleep doctor with a

specific sleep disorder? 13 58
Table 14 displays the responses of Grade 10 about “sleep disorders” as one of the
prevailing contributing factor to sleep deprivation, as stated and ranked from the
Out of 71 students, thirteen (13) are officially diagnosed with a specific sleep
disorder, eighteen (18) think they have sleep disorders, and thirty-one (31) take long
times before falling asleep, and twenty-eight (28) have trouble staying asleep. Sixteen
(16) respondents reported snoring when asleep.
corresponding to 29.86%
53
implies that more than half of Grade 10 students’ population are not experiencing such
medical phenomenon and/or problems stated in the questionnaire.
54
Table 15
Students
YES NO
SOCIAL FACTORS
RESPONSES RESPONSES
1. Do your parents check up on your and remind
and/or tell you to sleep early? 48 23
4. Does peer pressure affect your tasks; prompting you
to adjust your sleeping schedule? 41 30
5. Do you stay up late as you wait for a person's reply? 45 26
Table 15 displays the responses of Grade 10 students about “social relationship”
Out of 71 students, forty-eight (48) are checked upon and are being reminded by
their parents to sleep early, eighteen (18) admitted that their parents’ arguments are loud
enough that it keeps them awake at night, forty-three (43) have long conversations with
their peers and/or significant other/s before going to bed, and forty-one (41) agreed that
peer pressure affects the progress of doing tasks, thus prompting them to adjust their
sleeping schedule. Forty-five (45) respondents reported that they could afford to stay up
late waiting for a person’s reply.
55
also implies that more than half of Grade 10 students’ population are experiencing such
56
Table 16
Summary of Responses of Grade 10 Students on the Factors of Sleep Deprivation
YES YES NO NO
SECTION
RESPONSES PERCENTAGE RESPONSES PERCENTAGE
Saint Dominic 392 49.00% 408 51.00%
Saint Rose 573 58.77% 402 41.23%

TOTAL
965 54.37% 810 45.63%
RESPONSES
Table 16 displays the summary of “yes” and “no” responses of Grade 10
students on the contributing factors of sleep deprivation, with their corresponding
percentage.
Respondents from Saint Dominic do not experience such situations and/or
problems stated in the distributed questionnaires. This is evident in the number of “no”
responses received—408 replies, which correspond to 51.00%. On the other hand,
students from Saint Rose experience the situations mentioned in the structured survey, as
“yes” responses amount to 573, which corresponds to 58.77%; higher than 402 “no”
answers of 402, which is equal to 41.23%. Combining both sections would result to 965
“yes” responses and 810 “no” responses—which equates to 54.57% and 45.63%
respectively.
57
Table 17
Summary of Responses of Grade 10 Students on Mental and Emotional Stress,
School Works, Technology, Sleep Disorders and Social Relationships as
Contributing Factors to Sleep Deprivation
YES YES NO NO
FACTORS
RESPONSES PERCENTAGE RESPONSES PERCENTAGE
Mental and
175 49.30% 180 50.70%
Emotional Stress
School Works 234 65.91% 121 34.08%
Technology 255 71.83% 100 28.17%
Social
195 54.93% 160 45.07%
Relationships
Sleep Disorders 106 29.86% 249 70.14%
Table 17 displays the summary of “yes” and “no” responses of Grade 10
students on each contributing factor of sleep deprivation, with their corresponding
percentage.
The factor “technology” has the highest number of “yes” responses, with
255 answers—which corresponds to 71.83%; and 100 “no” responses” that equate to
28.17%. “Mental and emotional stress” scored a total of 175 “yes” responses (49.30%)
and 180 “no” responses” (50.70%). The factor “school works” attained 234 “yes”
responses (65.91%), and 121 “no” responses (34.08%); while “social relationships” got
195 “yes” responses (54.93%), and 160 “no” responses (45.07%). “Sleep disorder”,
which has the lowest number of “yes” responses, has 106 replies—which amounts to
29.86%; and 249 “no” responses that corresponds to 70.14%.
58
Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings based on the data gathered
from the study, the conclusions drawn and the future directions offered by the
researchers.
Summary of Findings
This study focused on the prevailing contributing factors of sleep
deprivation among Grade 10 students of Dominican College of Santa Rosa, Laguna. This
study is also designed for possible guideline and project/program proposals for the health
development of every individual, especially those teenagers who are sleep-deprived. The
locale of the study is the Dominican College, located within the vicinity of Santa Rosa,
the city of Laguna. The purpose of this study is to determine the factor that contributes to
the respondents’ sleep-deprived situation the most. Using a descriptive-type of pre-survey
and survey questionnaires, the researchers gathered data from the mentioned population.
A total of 71 answer sheets and questionnaires were distributed and retrieved from the
respondents with different content area of focus.
The data were quantified using the formula for percentage to get the
prevailing factors among the data received from the pre-survey and survey.
59
Based on the analysis and interpretation of the data gathered, the findings
are:
1. The Grade 10 respondents agree that the five prevailing contributing factors that
affect sleep deprivation are arranged in descending order as presented by pre-
survey results: “mental and emotional stress”, “school works”, “technology”,
“sleep disorders” and “social relationships”.
2. More than half of the Grade 10 students (54.37%) experience the situations and/or
problems stated in the distributed questionnaires, while 45.63% admitted that they
do not experience such circumstances.
3. Among the five contributing factors from the pre-survey results, “technology” has
the highest “yes” responses—the prevailing factor affecting sleep deprivation
among Grade 10 students of Dominican College of Santa Rosa.
Conclusions
Based upon the findings of the study, the following conclusions were
formulated:
1. There are factors that contribute to sleep deprivation, signifying the acceptance of
the alternative hypothesis of the study. This is evident in the responses from the
pre-survey questionnaire distributed to the respondents.
2. Among the responses from the pre-survey, the prevailing five contributing factors
to sleep deprivation are namely and are arranged in descending order: “mental and
emotional stress”, “school works”, “technology”, “sleep disorders” and “social
relationships”.
60
3. The contributing factor “technology” has the highest “yes” responses among the
five. This signifies that “technology” affects sleep deprivation among Grade 10
Students the most—thus, the prevailing factor.
4. For better results and effective learning outcomes to the learners, a project or
guideline was developed.
Recommendations
Based upon the findings and conclusion formulated the following
recommendations are offered:
1. “Later school start time” project proposal as—according to an article entitled,
“Homework vs. Sleep: A Cause of Stress in Teens (And Younger Kids)”—early
school start time, in combination of excessive school workloads: project,
performance tasks, and assignments cause students—teenagers and children
alike—to adjust their sleeping schedules and pull all-nighters just to finish them.
A late school start times should be tried out in other schools to further as cers, tain
to know its acceptability and validity as it has a number of benefits.
2. With the fast-paced technology advancement today, students and teachers are
called to use them responsibly, appropriately and with proper scheduling. Instead
of using them solely for entertainment and gratification purposes, these devices
could serve as instruments that could allow easier and faster progress of tasks and
as a sleep alarm clock—a reminder for individuals to stop whatever they are
doing and take a break by falling asleep; thus improving their time management.
61
3. Administration should look into the possibilities of enhancing the educational
system: specifically a students’ daily schedule by adjusting the starting hour to a
later time to reduce the risk of experiencing sleep deprivation which could affect a
pupil’s academic performance.
4. Seminar-workshop are suggested to be conducted on the integration of subject
areas—especially Science—to increase awareness about sleep deprivation among
teenagers as to how it affects their health and performance both in school and
personal lives.
5. The results of this study be published and discriminated to all concern for
information purpose and to elicit feedback.
A later school start time can promote effective learning and development as
it reduces the risk of sleep deprivation among students, within the framework of
developmentally appropriate practice and to support the learning goals established for
individual children. The framework of developmentally appropriate practice begins with
knowledge about what students of the age and developmental status represented in a
particular group are like. This knowledge provides a general idea of the activities,
routines, interactions, and curriculum that is effective.
There is still improvement of research on its practicability and efficiency in
the contributing and prevailing factors affecting sleep deprivation. The following
recommendations for further research in this area are, therefore, provided:
62
STUDENTS
Students must reflect on themselves on the effectivity or ineffectivity of
their plans and/or time management using the internet and a personal program: such as a
being productive in their free-times to adjust one’s sleeping schedule at an earlier time
and to avoid cramming, practicing yoga to avoid overthinking, and a sleep alarm clock
that reminds an individual to stop whatever task they are currently doing, and instead take
a break by proceeding to hibernate at a given time prescribed to complete the healthy six-
to-eight-hour sleep. It is suggested to have self-control over gadget and social media
usage and to cautiously decide on the consequences of their actions.
TEACHERS
Teachers are urged to develop their understanding with regards to sleep
deprivation because in today’s generation teenagers, according to statistics, are
commonly and/or mostly sleep deprived as they receive heavy school workloads
combined with extra-curricular activities which are believed to be necessary in order to
have a brighter future. Having more integrated performance tasks and activities with
other subjects to lessen their assigned tasks is recommended. They should also know how
to approach their students well in school and give some time management and dealing
advice not only about in school, but also in real life circumstances.
63
PARENTS
Parents are encouraged to advice their children to sleep early and remind
them about the adverse circumstances of allowing oneself to be deprived of sleep.
Moreover, they must encourage their family in need, to follow a sleep plan and/or a
“work curfew” as part of the house rules and regulations. Lastly, they must keep an
understanding and open mind and attitude with a righteous outlook towards different
situations regarding this topic.
GUIDANCE COUNSELOR
Guidance counselors should raise awareness and have a deep understanding
with regards to sleep deprivation as the population of sleep-deprived individuals seem to
be gradually increasing. They should play a pivotal role in identifying the causes of such
engagement by providing a variety of accommodating and instructional activities to
increase the students’ success and better function in school and life. This is also refrains
the students to dwell on such malicious habit or vice, which could lead to different kinds
of health problems. A regular check through survey or interview with the students
regarding sleep and coordinating with the parents in order to make an efficient and
effective sleep schedule in respect to the pupils’ time management habits that could adapt
to the current educational field are also recommended.
64
DEPARTMENT OF EDUCATION
The Department of Education (DepEd) is also encouraged to provide more
awareness with regards to handling students. They may come up with academic meeting
in order to come up with ideas to solve the chronic sleep problem in our country, changes
is school schedules and curriculum related to the monitoring of the students in terms of
their physical and mental states as to involving factors in the matter; providing a more
secured and healthy learning environment for teenagers.
DEPARTMENT OF HEALTH
The Department of Health (DOH) is encouraged to coordinate with the
Department of Education in order to reduce the populations of individuals experiencing
this chronic sleep problems with either programs or national rules and regulations and.
confirm with experts if what they propose will be effective and appropriate, thus
improving a student’s lifestyle and making a healthy and safe environment for them.
RESEARCHERS
In today’s society, both children in educational settings and adults in
workplaces are exposed to a wide variety of information technology that allows learning
and production of knowledge to take place in a variety of ways.
This study will further the researchers’ experiences in creating a research
paper, and provide details that could add to their knowledge about sleep deprivation: the
contributing factors, and its significant, positive and negative influences to an
individual’s performance in both school and in their personal life.
65
FUTURE RESEARCHERS
This study serves as the standard for developing new perspectives and points
of reference for further study that focuses on the contributing and prevailing factors of
sleep deprivation. This will serve as supplementary context in validating results and
outcome for the development of learners.
For future researchers, such process of undergoing research will not only
open their minds to what a thesis or dissertation is like, but will also give them an
overview to concretize the proven proposition about the five central skills: 1) Information
skills (literacy) or skills that relate to the ability to gather, edit, analyze, process and
connect information; 2) High order thinking skill which are particularly part of problem
solving, critical thinking and creative and entrepreneurial thinking, thus being able to
contribute to the expanding void of knowledge; 3) Communication and cooperation skills
or the ability to work as a team, and to belong to various communities; 4) Skills to use
technological tools, despite the feeling that young people know how to do this and; 5)
Learning skills developed and enhanced by experiencing the investigative cycle of
curiosity which could be used in the future versions of this paper, and other cases to
come.
66
PROPOSED GUIDELINES IN LATER SCHOOL START TIME
IMPLEMENTATION IN DOMINICAN COLLEGE OF
SANTA ROSA, LAGUNA
Background and Rationale for the Guideline Proposal
School start times vary considerably across the world, the nation and
within individual communities—with some beginning earlier than 7:30 in the morning,
such as most schools in the Philippines. Districts often totter the start times of different
schools in order to reduce transportation costs by using fewer school services or buses,
but if beginning the school day early in the day has a negative impact of a student’s
performance in academics, staggering start times may not be worth the cost savings.
In the country, it is recommended to have a school week—Monday to Friday—
from seven thirty in the morning to four or five o’clock in the afternoon. There are also
few times wherein students have to stay in school until nighttime (six o’clock in evening)
in order to finish or practice for a big practice or performance task.
Adolescents of this generation face a global chronic health problem: sleep
deprivation. “Sleep deprivation”, according to American Sleep Association (ASA), is
described as the cumulative effect of a person not having sufficient sleep. It adversely
affects the body, brain, mood and cognitive function—cerebral activities that lead to
knowledge, including all means and mechanisms of acquiring information.
67
Researches show that getting enough sleep is a necessity in having a good health,
essential as to eating and exercising. Adolescents are among those who sleep less than the
number of hours with a range of 8.5 hours to 9.5 hours per night, needed to perform well
and have health and brain development.
Students show that starting school early may result to fewer hours of sleep.
Afterschool activities’ schedule like sports, take home assignments from schools, family
obligations and other societal line ups would affect students’ sleeping habits that won’t
allow them to obtain quality of sleep. In addition, due to consequences of puberty,
changes in the natural sleep cycle and an increase in the amount needed of sleep would
make it difficult for such adjustments. As a result, when it is time to wake up for school,
the body says that you still lack sleep; telling you to rest.
Teens spend more time in school; however they weren’t able to maximize these
learning, since sleep deprivation prevents them to stay active, cope up with stress, and
attaining information. Adolescents who lack sleep have a higher risk for behavioral
problems such as symptoms of depression, health complaints, and lower academic or
even athletic performance as such allows one to become more forgetful than ought to be.
It could also affect one’s physique as lack of sleep ages your skin. Thus, lack of sleep
could interfere with learning. Less sleep decreases one’s performance.
68
This guideline helps to address the need to start a process of design,
development and deployment of later school start times. To meet this development, we
need to define sustainable guidelines and carry out an analysis of applications that allow
the design and development of content that meet current needs: accessibility, usability,
responsive design, and etcetera. With the proposed guidelines being developed and
selected applications are carried out, a process of creation and adaptation of the materials
to be used in conducting later school start times and its adaptive elements. Later school
start times will improve the experience of the student by allowing them to have enough
sleep, thus being able to attend school without feeling the need to be in a hurry and focus
on their academic tasks and extra-curricular activities without experiencing any headache
and/or other illnesses. These positive experiences highlight the importance of the
adaptation of such school start time as it promotes an effective learning system for pupils.
This guideline aims to promote the following:
1. Provide an overview of the strategy development and managing its development
as it focuses on how to properly prepare the students in their school day with a
better school start time without the feeling of being in haste upon entering campus
and/or not getting enough sleep due to heavy workloads and extra-curricular
activities.
2. Establishing the strategic context for later school start times to provide the
foundation of the plan for reducing the sleep-deprived population and the risk of
illnesses caused by it.
3. Forming an understanding of the current educational system in terms of the
school’s schedule that already exists within the school.
69
To implement later school start times, guidelines or procedures shall be
followed to attest its affectivity and usability:
 Identify key characteristics of school practices and/or schedules and specify how
these characteristics serve to implement the school start time.
 Have participants from both teachers and pupils incorporate follow a schedule
with later school start time then, share these plans to receive recommendations
from other teachers and/or faculty members.
 Describe how later school start time can support students’ acquisition of the
school’s different subject matters and knowledge, and demonstrate ways in which
the use of this schedule can supplement in one’s performance, especially in the
academic aspect.
 Discuss the purpose of later school start times, and have the participants share
their feedback after experiencing to increase the number of suggestions for a
better implementation and future improvements.
 Discuss and demonstrate the basic tasks of functionality within later school start
times.
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Factors Contributing to Sleep Deprivation Among Students

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Factors Contributing to Sleep Deprivation Among Students

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Chapter 1

THE PROBLEM AND ITS SETTING

Adolescents of this generation face a global chronic health problem: sleep

deprivation. “Sleep deprivation”, according to American Sleep Association (ASA), is

knowledge, including all means and mechanisms of acquiring information. As mentioned

adolescent somatic and psychiatric conditions”, disordered sleep is related to impairment

or pathological alterations can induce maladaptive functioning and a number of

a result of ill and health. If recognized, it can indicate psychosocial, psychological or

previous research entitled, “The contributing factors to poor sleep experiences in

Sleep is essential to the healthy development of adolescents and young adults as it

population has reported insufficient sleep, as did one-third of young adults. In

Several factors contribute to lack of sleep in adolescence and young adulthood.

sociocultural, and environmental changes. However, the researchers’ knowledge and

data regarding contributing factors to sleep deprivation is limited. It is necessary to

have not been well studied to date.

physiological mechanism is also responsible. Melatonin is the natural substance produced

accompany the onset of puberty is a delay in the evening melatonin production. A

school sleepy and are unable to perform their best level.

Sleep problems among university students are common. However, the

is to examine the contributing factors to poor sleep experiences among sleep-deprived

questionnaire to the chosen respondents.

academic performance—as to why this concern must be addressed properly.

INPUT PROCESS OUTPUT

 Determining the  Designing of survey  Prevailing factor

Figure 1.1 Conceptual Frameworks

Figure 1.1 shows the workflow processes to be undergone by the group of

project proposal influenced by study’s conclusion.

Grade 10 Students of Dominican College of Santa Rosa’s perception and experience

towards sleep deprivation. It answers the core questions:

the data in this study?

students of Dominican College of Santa Rosa S.Y. 2018-2019.

students of Dominican College of Santa Rosa S.Y 2018-2019.

deprivation; instead, it will concentrate on the prevailing contributing factors that

encourages adolescents to be deprived of sleep, which is essential as the food that we

respondents, which consisted of the 75 Grade 10 students of Dominican College of Santa

Rosa in the school year 2018—2019.

Significance of the Study

This study is beneficial to the following:

awareness as they experience sleep deprivation.

carry heavy loads of school work.

Department of Education (DepEd). This study will help the government,

specifically the Department of Education (DepEd) to understand the perceptions and

programs concerning the welfare of each student.

increase the population that gets sufficient sleep.

its factors—and also gain sufficient information regarding this.

to any educational or sociological variables.

their horizons, strengthened the character of respondents, and tested perseverance.

The following terms to be used in this study are defined conceptually:

child and an adult; a teenager.

some particular qualification, power or capacity arises or rests.

common adolescent somatic and psychiatric conditions”, it I defined as a sleep related to

impairment of cognitive and psychological functioning, and worsened physical health.

indicating psychosocial, psychological, or physical difficulties if recognized.

Early school start times. According to the American Academy of Pediatrics, it is

defined as the school schedule starting earlier than 8 A.M.

event, decision, or situation.

Information Center, it is defined as the teenage experience in their circadian rhythms,

Leisure activities. According to National Adolescent and Young Adult Health

Information Center, it is defined as a stimulating environment, such as television, the

Internet, and computer gaming that delay a teenager’s bedtime.

Melatonin. According to National Adolescent and Young Adult Health Information

Center, it is defined as a sleep inducing hormone.