UPSHOTS OF SLEEP DEPRIVATION DUE TO EARLY CLASS-HOUR

SYSTEM TO GRADE 11 ACLC STUDENTS OF ORMOC CITY

IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF INQUIRIES,

INVESTIGATION AND IMMERSION

PRESENTED TO THE FACULTY OF ACLC COLLEGE OF ORMOC’

MEMBERS:

ALVAREZ, ANNA MAE C.

ANDO, REJIE N.
BUDO, KYLA MARTINA G.
CABYAO, MARYCRIS M.
FABROA, ALANIS C.
GUTANG, JOHN PHILIP A.
JUANITE, YELA MAE R.
LUCERO, YEDDAH LEIGH D.

FEBRUARY 2020
 APPROVAL SHEET

ACLC College of Ormoc

Lilia Avenue Brgy. Cogon Ormoc City

Accountancy and Business Management

UNDERGRADUATE THESIS MANUSCRIPT

NAME OF STUDENTS: ALVAREZ, ANNA MAE CALIXTRO, ANDO, REJIE

NOQUILLA, BUDO, KYLA MARTINA GULAYAN, CABYAO,
MARYCRIS MONTE, FABROA, ALANIS CABIDO,
GUTANG, JOHN PHILIP AUTIDA, JUANITE, YELA MAE
REPOLIDO, LUCERO, YEDDAH LEIGH DACAL

STRAND: Accountancy and Business Management

TITLE OF STUDY: UPSHOTS OF SLEEP DEPRIVATION DUE TO EARLY

CLASS-HOUR SYSTEM TO GRADE 11 ACLC STUDENTS
OF ORMOC CITY

APPROVED: MS. JUDIE ROSE ALICAYA ____________,

Adviser

REVIEWED: Student Research Committee

MS. MARIELLE G. DE LA CRUZ ____________,

Chairman

MS. JERELYN C. PANIS ___________,

Member
MR. JOHN REY C. ACAIN ____________,
Member

APPROVED: MS. JUDIE ROSE ALICAYA ____________,

Senior High School Coordinator

ii
 TRANSMITTAL

The undergraduate thesis attached hereto, entitled “UPSHOTS OF

SLEEP DEPRIVATION DUE TO EARLY CLASS-HOUR SYSTEM TO GRADE

11 ACLC STUDENTS OF ORMOC CITY” prepared and submitted by

ALVARES, ANNA MAE CALIXTRO, ANDO, REJIE NOQUILLA, BUDO, KYLA

MARTINA GULAYAN, CABYAO, MARYCRIS MONTE, FABROA, ALANIS

CABIDO, GUTANG, JOHN PHILIP AUTIDA, JUANITE, YELA MAE

REPOLIDO, LUCERO, YEDDAH LEIGH DACAL in partial fulfillment of the

requirements for the strand of Accountancy and Business Management is hereby

accepted.

MS. JUDIE ROSE ALICAYA

Adviser
_____________________

Accepted as partial fulfillment of the requirements for the degree of [Your

Degree here, include Major if applicable].

MS. JERELYN C. PANIS

Member ____________________
Student Research Committee

MR. JOHN REY C. ACAIN

Member ____________________
Student Research Committee

MS. MARIELLE DOMINIQUE G. DE LA CRUZ

Chairman ____________________
Student Research Committee

MS. JUDIE ROSE ALICAYA

Senior High School Coordinator ____________________

iii
iv
 ACKNOWLEDGMENT

We wish to extend our gratitude to the people who had been a great part

in making this research successful.

Family. For their unwavering love, moral and financial support as

well as encouragement. We owe all these to our parents, who have always been

ever supportive in everything we do.

Ms. Marielle Dominique G. De la Cruz. For teaching us to the

things that should be learned in completing this study. Thank you miss.

Respondents. Grade 11students of ACLC Senior High School who

willingly participated this research study and answered the questions with whole

honesty, from the bottom of our heart thank so much to all of you. You have a big

part in making this study possible and successful.

Friends and Classmates. Thank you also for helping us making it

better as possible. You became a vessel of God's blessing and love. Thank you

to all of you who supported throughout the study.

Ms. Judie Rose Alicaya. Our research adviser, thank you for all

your efforts and guidance you invested to us. Thank you for the knowledge we

have acquired from you. The success of this appraisal could not be possible

apart from your help. Thank you so much ma’am.

v
 Almighty God. For giving us the wisdom and knowledge that we

have used to make this study successful. Thank You for sustaining us in terms of

physical, mental, spiritual and even in our emotional aspect. You have guided us

throughout the entire journey of this study. We acknowledge ourselves as

nothing apart from You. All the glory and honor are given back to You.

vi
 TABLE OF CONTENTS

Approval Sheet ii
Transmittal iii
Acknowledgment iv
Table of Contents vi
List of Tables viii
List of Figures ix
List of Appendices x
Abstract xi

INTRODUCTION 1
Background of the Study 1
Statement of the Problem 5
Significance of the Study 5
Scope and Delimitations 6
Theoretical Framework 7
Definition of Terms 11

REVIEW OF LITERATURE 13

METHODOLOGY 20
Research Design 20
Instrument of the study 20
Respondents 21
Research Locale 22
Data Analysis Procedure 22

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 25

Interpretation Of Data 33

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 34

Summary 34
Conclusions 35
Recommendations 36
Implications 37

REFERENCES 39

APPENDICES 42

LETTER OF CONSENT 43

vii
LETTER TO THE RESPONDENTS 44

SLEEP DEPRIVATION SURVEY 45

CURRICULUM VITAE 46

viii
 LIST OF TABLES

TABLE TITLE PAGE

Table 1.Approximate Amount of Sleep........................................................................25

Table 2. Feelings of students during the school day.................................................27

Table 3. GWA of Grade 11 Students for the first semester.....................................32

ix
 LIST OF FIGURES

FIGURE TITLE PAG

Figure 1.This is for the Conceptual Framework 23

Figure 2. Percentage of amount of sleep the students get in a day 25

Figure 3. Number of students who fall asleep in class 27

Figure 4. No. of Students who feel tired throughout the day. 28

Figure 5. No. of Students who responded on moving the class commencement at

later time. 29

Figure 6. Students ratings to the most affected aspect of a student, Academics,

Athletics, Behavior, Motivation, do not have lack of sleep. 30

x
 LIST OF APPENDICES

APPENDIX TITLE PAGE

No table of figures entries found.

xi
 ABSTRACT

UPSHOTS OF SLEEP DEPRIVATION DUE TO EARLY CLASS-HOUR SYSTEM

TO GRADE 11 ACLC STUDENTS OF ORMOC CITY

Alvarez, Anna Mae C., Ando, Rejie N., Budo, Kyla Martina G., Cabyao, Marycris M.,
Fabroa, Alanis C., Gutang, John Philip A., Juanite, Yela Mae R., Lucero, Yeddah Leigh

Schools in the Philippines adapt early class schedule that starts as early as 7:00-

7:30 o’clock in the morning. This is even implemented as a strategy to accommodate

the increasing number of students. ACLC College of Ormoc considers it effective. As

most students experience a dynamic lifestyle and vulnerable biological complexation,

sleep is seen as a need for every individual. However, with the demands of the

schedules at school sleep deficiency becomes a problem to the 21st century learner. The

study is descriptive quantitative and utilized an adapted survey questionnaire as the

research instrument. Results showed that weariness is evident to students who slept for

less than seven hours. They likely feel to be inactive during their class sessions, which

results to obtaining of low grades. The average grade that most of them achieved does

not meet the required General Average of 90 and above to get an Academic Excellence

Award. The current class schedule for grade 11 students causes less time to sleep and

directly affects academic performance.

Keywords: Academic Performance, Sleep Deprivation, Early Class-hour System,

inactive.

xii
 CHAPTER I

INTRODUCTION

Background of the Study

Sleep is one of the necessities of every individual especially

teenagers. For teenagers encounter many hormonal changes as their bodies are

preparing to become adult; some of these affect their sleeping habit. According to

the article from National Sleep Foundation (2015), the estimated hour of sleep

that a young man should take is up to 8-10 hours. In which by that, they will be

able to restore the energy that they have spent throughout the entire day.

Starting at puberty (ages 10-14) many children’s biological “circadian”—recurring

naturally on a twenty-four-hour cycle— changes. Many of them are staying up

later at night and sleeping later in the mornings. Everybody has individual

differences but most adolescents “naturally” feel awake later at night. Because of

this dilemma, other countries’ starting classes were adjusted to later at the

morning. For they found out that there is a lot of complications caused by sleep

deprivation to teenagers.

According to Zucherman (2001)., National Center for Health Research in

the 1950’s and 1960’s, most schools started between 8:30-9:00 and many

students bravely awake all day. By 2001, many high schools were starting at

7:30 or earlier and a growing number of studies showed that these early schools

schedules can decrease teenager’s ability to learn, to drive safely, and to get
 2

along to others. In that case, the likelihood smoking, drug abuse, and teenage

pregnancy will increase. According to the study of American Psychological

Association the teenagers who do not get enough sleep may be at risk of

engaging unsafe sexual intercourse behavior, such as not using condoms and

other forms of contraceptives. Some are influenced by drugs, alcohol and other

vices.
2
Some school districts respond to begin the class a little later, but traditions

are difficult to change. Many have been reluctant to have high school start later in

the morning and end later in the afternoon. The Journal Science Advances

(2006) has found out that pushing back the start time of high schools by almost

an hour increases the amount of sleep students got each day by more than half

an hour. Students who do not get 8-10 hours of sleep fit it more difficult to

concentrate in classes and their ability to remember what they read or hear is

impaired (Zuckerman 2014). Journal of School Health also finds out in April

2016, that when kids or students get more sleep, performance in school,

attendance and other health outcomes improve. Much of that research shows

that delaying school start times is an effective to accomplish good outcomes.

Most studies reviewed provide evidence that delaying school start time increases

weeknight sleep duration among adolescents primarily by delaying rise times.

Most adolescents may need at least 9 hours sleep per night; however,

fewer than 8% of high school students report getting this amount. Majority of
 3

students sleep as late as 1:00 am but schools start their classes as early as 7:00

am.

In Australia schools operate from 9:00 am to 3:00 pm only. They found out

that shifting school start times no later than 7:00 am resulted a boost in

attendance, test scores, and grades in subjects. Schools also saw a decrease in

tardiness, substance abuse, and symptoms of depression.

3
In Finland, school days start between 9:00 to 9:45 am and finishes

between 2:00 and 2:45 pm. They have longer class periods and much longer

breaks in between. Their overall system is not there to ram and cram information

to their students, but to create an environment of holistic learning. The Finnish

system does not encourage cramming or standardized tests (except their

national matriculation exam, which is voluntary test for students at the end of

secondary high school). It was not about dominating with excellent marks, they

looked to make the school environment a more equitable place. This is one

reason why Finland is a country rich in intellectual and educational reform.

Students in these countries learn more with less contact hours. Insufficient sleep

in children and adolescents has been shown to be associated with a wide variety

of adverse outcomes in multiple aspects to their lives from poor mental and

physical health to behavioral problems and poor academic grades (J Sch Health,

2016). One study in New Zealand did report improved sleep in 17-18 years old

students when the starting time was moved from 9:00 to 10:30 am, as compared
 4

to younger controls who remained at 9:00 am. Later starting time will also reduce

the rate of students driving accidents (Danner and Philips, 2008), and lower

reports of depression (Kirkby et al., 2011).

Meanwhile, considering the previous studies being stated above and the

negative effects of the said issue towards student’s mental, physical and other

related aspects, the researchers claim that most of the students will find early

class-hour system as quite alarming, inconvenient and harmful for them. Aside

from lack of sleep, some of them might skip their breakfast – an important meal

of the day – just to be in school as early as possible and to abstain from being

late. Consequently, a lot of them might be unhealthy, physically, emotionally and

cognitively. Before other complications would come and be part along the

process, it is better that we can be able to acquire more facts about it and to take

an initiative to lessen or avoid its effect.

For the past years, the researchers have also been subjected to a half-day

schedule scheme. This is an endeavor to surface effects of the mentioned

scheme and to contribute to the dynamic school, ACLC College of Ormoc has

become. Moreover, this study focuses on the Grade 11 students who are now

experiencing the early class schedules.

 5

Statement of the Problem

This study aims to find an answer on the upshots of sleep deprivation

caused by early class-hour system to Grade 11 ACLC College of Ormoc

students. This study seeks to answer the following questions:

 What is the common physical mood of a sleep deprived Grade 11 ACLC

student?

 What are the general characteristics of the students’ academic

performance as subjected into early class sessions?

 What aspect as a student is the most affected due to sleep deprivation?

Significance of the Study

This appraisal focuses on assessing the upshots of sleep deprivation due

to early class-hour system to Grade 11 ACLC students of Ormoc City. This study

will benefit the following:

Respondents/ students. They will be aware more about the negative

effects of sleep deprivation due to early class-hour system; how it will

affect their health, cognitive, or emotional aspect. In which through this,

they may be able to have enough knowledge about this case which can

help them in some way.

Parents. The parents will be aware on how sleep deprivation due to early

class-hour system affects their children in a negative way. In which they

 6

can be able to assess their children and look after them for the sake of

their children’s wholesome betterment.

5
School. The school will be more conscious about how could sleep

deprivation due to early class-hour system really affect a student’s

wholesome wellness. Where they might take an initiative action to solve

this dilemma.

Other Researchers. They might be able to use the set of information and

the results of this study has gathered or obtained; they may use this

assessment as reference upon making their relevant studies.

Scope and Delimitations

This study will be conducted at ACLC College of Ormoc. This school is the

nearest one that implemented early class-hour system in as early as 7:30 o’clock

in the morning in which very relevant on our study that will focus on the effects of

sleep deprivation to the affected students due to early class-hour system. The

age of the respondents is from around 14-18 years old or above. More than half

(250 respondents) of the total population of Grade 11 ACLC students who are

just affected by early class-hour system, is the total sample size, to make the

study reliable and fact-based. Both male and female are being chosen as the

sample population because they are both affected by early class-hour system.
 7

Theoretical Framework

Sleep may seem as simple as closing your eye, but there is a lot that goes

behind those eyelids. Sleep is a physiological behavior that is common in all

animal species. It forms around one third of a human life (Mandall, 2020).

According to the article of National Institute of Health (2019), sleep is as

important as food and water for human survival. Lack of sleep can hinder an

individual to process and retain information and to make an immediate response.

Protracted sleep deprivation may cause physical damage, cognitive loss, and the

worst, death (Mandall, 2020).

The theory of sleep-wake cycle is regulated by two separate biological

mechanisms: Sleep-wake Homeostasis and the circadian process. The two-

process model was first posited by the Swiss sleep researcher Alexander

Borbèly in the early 1980s. Sleep-wake Homeostasis effectively reminds the

body that needs to sleep—so the longer you’ve been awake, the stronger your

desire for sleep becomes; the longer you have been awake the longer you have

fallen asleep (National Institute of Health, 2019). Meanwhile, the circadian

process controls the timing of sleep and coordinates the light-dark cycle of day

and night. Your circadian rhythm is what regulates your body sleeping patterns

and brain wave activity over a 24-hour period (SleepFoundation.org, 2020). Even

though this model dominates the scientific understanding of sleep regulation,

external factor such as school schedules, genetics, food, stress also influence

sleep times. Getting a good night’s sleep depends on these two processes
 8

working seamlessly together. If these two processes are not aligned, you will not

be able to sleep well, no matter how tired you feel. Students with imbalance and

irregular sleeping pattern that most of them are practicing due to hectic class

schedules, simultaneous school works and other extra-curricular activities, can

eventually affect the sleep-wake cycle which is very important for every

individual.

Moreover, Information consolidation theory of sleep which is based on

cognitive research, suggests that people sleep in order to process information

that has been acquired during the day, on the other hand, owing to lack of sleep,

there is a serious impact on recalling the information (Born & William., 2012). A

person who is sleep deprived drifts his focus, attention, and vigilance, making it

more difficult to receive information without adequate sleep and rest, over-

worked neurons can no longer function to coordinate information properly, and

are lose or ability to access previously learned (Harvard Medical School Division

of Sleep Medicine, 2007). 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. Reduced sleep on weekday nights has been attributed to school

schedules and late-night activities, combined with early school start time. Low

quality sleep and sleep deprivation also negatively impact mood, which has

consequences for learning.

Alternations in mood affect or ability to acquire new information and

subsequently to remember that information. The most immediate effect of sleep

 9

deprivation is sleepiness. In our daily lives, we may experience this as a general

fatigue, lack of motivation, or even the experiences of nodding off (Harvard

Medical School Division of Sleep Medicine, 2017). This theory posits that

consolidation of information becomes hard for the sleep deprived students. This

just shows how lack of sleep affects a student’s ability to acquire, process, recall

and retain an information. Information Consolidation theory shows the

importance of adequate sleep to every individual mostly to students.

Considering Maslow’s Hierarchy of Needs, the most popular theory about

the human needs. Maslow (1968) explored the growth and development of

humans, who articulated and constructed the psychological needs of humans.

Maslow’s Hierarchy of Needs is most often displayed as a pyramid. The lowest

levels of the pyramid are made up of the most basic needs while the most

complex needs are at the top of the pyramid. It is being increasingly used to

motivate learners in the classroom settings. It deals and explains its significant

impact on the field of psychology and education. Maslow (1943) initially stated

that individuals must satisfy the lower level deficit needs before meeting up the

subsequent levels and eventually achieving self-actualization which is considered

as the utmost need a person must achieve. Maslow considered Physiological

needs, the most important as all the other become secondary until these needs

are met. Physiological needs are biological requirements for human survival and

that includes sleep (McLeod,2018). And if physiological needs are not met, they

will be biggest motivating factor for an individual. If sleepiness is the issue, all
 10

other needs and desires will be suppressed in order to satisfy sleepiness.

Students may fall asleep instead of completing work because they did not sleep

the night before, and thus sleep is the motivating factor for their behavior, rather

than learning. The student may act out and cause disruptions or be insubordinate

because the student’s first concern is not learning but rather obtaining an

adequate amount of sleep. Once the basic physical requirements including the

needs for food, water, sleep and warmth have been met, people can move to the

next level of needs which are safety and security. As student progress up the

pyramid needs become increasingly psychological and social. Soon, the need for

love, friendship, and intimacy becomes important. Furthermore, up the pyramid,

the need for esteem and feelings accomplishment become priority (Cherry,2019).

Being unable to attain all the physiological needs, including the sleep, the

following needs cannot be obtained as well in accordance to their level of

significance to the lives every individual.

 11

Definition of Terms

The following terms are defined operationally and technically, according to

how they are being used in the study.

Academic. Of or relating to education or usually used to describe things that

relate to the work done in schools, which involves studying, reasoning rather than

practical or technical skills.

Academic Excellence Award. An award given to a certain student who was

able to meet the criteria, 90-94 (with honor), 95-97 (with high honors), 98-100

(with highest honor).

Aspect. A part of something or someone.

Critical Assessment. A process of evaluating something, situation, theory or

statement.

Due to. In effect of; caused by.

Early class-hour system. The common starting class-hour that usually begins

at more or less 7:30 o’clock in the morning.

General Weighted Mean (GWA). It is similar to GPA. It is a representation (often

numerical) of the overall scholastic standing of students used for evaluation.

Upshot. Effect or outcome of something; product or result of or from something.

 12

Sleep Deprivation. A person who does not get a minimum (8-9 hrs.) hours of

sleep.

Weighted Mean. A mean where some values contribute more than others.

Formula: Weighted Mean (WM) = Ʃxy/Ʃy

Wholesome wellness. The entire wellness of an individual; physical, mental,

emotional and social.

The next chapter will provide a more extensive background on the study.
 CHAPTER II

REVIEW OF LITERATURE

Sleep deprivation increases the likelihood teens will suffer myriad negative

consequences, including an inability to concentrate, poor grades, drowsy-driving

incidents, anxiety, depression, thoughts of suicide and even suicide attempts.

According to National Sleep Foundation (2006) poll, the organization’s most

recent survey of teen sleep, more than 87 percent of high school in the United

States get far less than the recommended eight to 10 hours, and the amount of

time they sleep is decreasing – a serious threat to their health, safety and

academic success. High School is the real danger spot in terms of sleep

deprivation (Dement, 2006).

According to the research of Frano Katalinic (2016), it says there that

having enough hour of sleep is very important, it makes our day full of energy.

But having an insufficient amount of sleep is very hard especially to students with

early class. A majority of high school students do not receive a sufficient amount

of sleep. Most public schools started earlier than 8:30 am, also most school

systems fail to recognize the destructive effects of such lack of sleep and

implement a learning schedule in direct opposition to the mental and physical

needs of the student body. Because of that high school students will be at a high

risk of depression, fatigue and stress, all aspects of which plague the nation’s
 14

education system and leads to an oblique societal mentality which values

production more than health and happiness.

8
School classes started 7:30 AM so an 8:00 AM class would give an extra

half hour. This system leads every student to wonder how class time affects

student productivity, behavior and what time of day is the most beneficial for

learning. In the BOTN 210 class, time had no effect on performance, and in BOIL

330, student who took morning classes received higher grades. They are looking

at too many variables, making it hard to find one reason why morning or

afternoon classes are better. They also talk about how student might be absent

for morning class, which will affect their grades.

Early school timings along with delayed sleep phase syndrome causes

adolescents to lose sleep during the school week. Studies have attributed

insufficient sleep as one of the factors contributing to poor school performance of

students. Sleep deprivation can impair memory and concentration, making it

difficult for students to learn. Irritability, lack of self-confidence and mood swings

are common in teenagers, and sleep deprivation makes matters worse. As stated

by Sleep and Biological Rhythms (2017) the insufficient of sleep has become a

widespread problem. The global development and rice of megacities have

resulted in a drastic change in the life style of modern man. Increase in the daily

commuting distance of a worker is a consequence of such development that has

become a potential cause of reduced duration of sleep in the population. The

 15

problem of sleep deprivation persists across the individuals of all age groups. An

adolescent whose sleep requirements is higher than the adults and pre-

adolescents’ children is also not an exception. The phase of adolescence is

associated with the delayed bedtime and earlier wake time due to the early

morning schools. In this regard, it is important to know the factors that contribute

towards sleep reduction in adolescents. Long travelling distance from home to

school is one such factor. According to Brazilian Journal of Medical and

Biological Research (2002) the sleep-wake cycle of students is characterized by

delayed onset, partial sleep deprivation and poor sleep quality. Like other

circadian rhythms, the sleep-wake cycle is influenced by endogenous and

environmental factors.
9
In the 1950’s and 1960’s, most schools started between 8:30-9:00 and

many schools barely stayed awake all day. By 2000, many high schools were

starting at 7:30 or earlier, and a growing number of studies showed that these

early school can undermine teenager’s ability to learn, to drive safely and to get

along with others. The journal science advances, has found that pushing back

the start time of high schools by almost an hour increased the amount of sleep

students got each day by more than half an hour. The study also showed that

starting the school day a bit later was linked to improved academic performance

and decreased sleepiness in kids. Other previous studies also found out that

when students get more sleep, performance in school, attendance, and other

health outcomes improve (Lee2018).

 16

Early morning causes deprive students from getting sufficient sleep,

according to a study by the education commission of the states. Researchers

said that students in middle and high school love at least three hours of sleep a

day due to early morning classes that in turn negatively affect their academics

performance. Academicians have long claimed that delayed school improves

learning, reduces health risk and enhances safety in teens.

1
Sleepy Adolescents have doubtlessly been a problem for a long time.

However, it is only since the late 1980’s that this issue has progressed from

teachers’ anecdotes of students falling asleep in class and parental complaints of

daily struggles to their children out of bed to scientific investigations into the

causes and consequences of insufficient sleep. Insufficient sleep of adolescents

has been shown to be associated with wide variety of diverse outcomes, from

poor mental and physical health to behavioral problems and lower academic

grades. However, most high school student does not get sufficient sleep.

Delaying school start times for adolescents has been has been proposed as

policy charge to address insufficient sleep in this population and potentially to

improve students’ academic performance, reduce engagement on risk behaviors,

and improve health. A solid body of literature has sound that insufficient sleep in

this young population is tied to poor mental health, including depression,

depressive symptoms, and suicidal ideation. Sleep problems may be symptoms

of mental health disorders such as depression. There is also evidence of a

causal relationship between insufficient sleep and depression, as well as mood in

 17

general. Due to this observation, some school start time studies include

depression symptoms as part of their student assessments. Students at later

starting schools appeared to experience lower depression symptoms.

According to Kelly W., Kelly K. and Clanton R. (2018), found that sleep

deprivation affects students’ ability to perform well in class in a significant way.

Their research found that people who slept for nine hours or more in a 24-hour

period had much higher GWAs than those who slept for less than six hours in the

same time period. Also, students who slept for less than six hours showed signs

of anxiety, neurotic feelings, lack of creativity, and more prone to hallucination.

Maheshwari G. & Shaukat F. (2018) also stated that “during ‘slow wave

sleep’, which is one of the cycles the brain goes through during sleep, the brain

replays information learnt while awake. This leads to memory consolidation, in

which information is stored in the long-term memory. This means that if you don’t

get enough sleep, your brain doesn’t have enough time to properly run through

this cycle, leaving you unable to retain the information picked up the day before.

So, if you’re busy cramming and not sleeping, the important information you

learnt and thought you had memorized basically slips out of your brain, and you’ll

have trouble recalling them the next day.”

1
The two-process model was first posited by the Swiss sleep researcher

Alexander Borbèly in the early 1980s. Sleep-wake Homoeostasis effectively

reminds the body that needs to sleep—so the longer you’ve been awake, the
 18

stronger your desire for sleep becomes. The circadian process controls the

timing of sleep and coordinates the light-dark cycle of day and night. Your

circadian rhythm is what regulates your body sleeping patterns and brain wave

activity over a 24-hour period. Even though this model dominates the scientific

understanding of sleep regulation, external factor such as school schedules,

genetics, food, stress also influence sleep times. Getting a good night’s sleep

depends on these two-process working seamlessly together. If these two

processes are not aligned, you will not be able to sleep well, no matter how tired

you feel.

Maslow’s (1968) explored the growth and development of humans, who

articulated and construct the physiological needs of humans. Maslow considered

physiological needs the most important as all of the other needs become

secondary until these needs are met. Physiological needs are biological

requirements for human survival and that includes sleep (McLeod, 2018).

Deficiency needs arise due to deprivation and are said to motivate people

when they are unmet. Also, the motivation to fulfill such needs will become

stronger the longer the duration they are denied. For example, the longer a

person goes without sleep, the sleepier they will become. Thus, dysregulation of

circadian rhythms can disrupt the sleep cycle and cause impaired memory

consolidation.
 19

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. Reduced sleep on weekday nights has been attributed to school

schedules and late-night activities, combined with early school start time

(Harvard Medical School Division of Sleep Medicine, 2017).

 CHAPTER III

METHODOLOGY

This chapter presents the method and procedures in the conduct of this

study. It specifically discusses the research design, instruments, respondents,

and locale and data analysis procedures.

Research Design

This study is purely quantitative in nature. This was utilized to determine

the upshots of sleep deprivation due to early class-hour system to Grade 11

ACLC students in Ormoc City. Quantitative research is a structured way of

collecting and analyzing data obtained from different sources. The researchers

used descriptive design to be able to acquire all the required information needed

in the appraisal. Moreover, Ariola (2016) describes the descriptive research

design as fact-finding methodology with adequate interpretation. He believes that

the discussions of those data are carried up to level of adequate interpretation.

Instrument of the study

In this study the researcher made use of an adapted survey as the data

collection instrument. The researcher chose this instrument because it is reliable

and the right instrument to be used to collect information from multiple

respondents. This is an orderly document with a set of questions thoughtfully

designed to elicit the response of the respondents.

 21

Respondents

Profile. This study will focus on the Grade 11 students of ACLC College of

Ormoc, specifically to those who have early morning classes. The focus age

group will be from 14-18 years old. The researchers had come up with 250

students as respondents having 25-30 students per section from strand of

HUMSS, ABM, HE, CSS, and Programming.

Sample. The population of Grade 11 students of ACLC College of Ormoc

is 786. The respondents were those students who generally sleep at 11 pm who

ideally wake up at around 5-6 am. The sample respondents were chosen using

Purposive sampling, also known as judgmental, selective or subjective sampling,

a type of non-probability sampling in which the researchers rely on their own

judgment when choosing members of the population to participate in the study

(Ben Foley, 2018). Upon the conduct of the study, the researchers have already

inquired for probable respondents.

 22

Research Locale

The study was conducted at ACLC College of Ormoc in Brgy. Cogon

Ormoc City. It is located between the city proper and Brgy. San Pablo. The

school is composed of 30 teachers and around 1,000 to 1,500 students.

Data Analysis Procedure

Based on the research design, the following steps were followed to

answer the research questions.

Step 1. The researchers asked permission to conduct the study within school

premises.

Step 2. Distribution Process. The researchers asked the consent of the

respondents to participate in the study. The researchers proceeded to distribute

the survey or set of questions to the randomly selected respondents, where they

will put their responses at their convenience by following the instructions given in

the paper.

Step 3. Data Collection Procedure. After they have answered the survey, the

researchers collected the papers and gathered them together. The responses

were tallied through the use of Microsoft Excel, so that the data could be easily

interpreted and analyzed using formulas for worksheets.

 23

Step 4. Data Analyzation and Interpretation. After the researchers have gathered

and tallied all the data, the researchers used the formula of getting the weighted

mean which is:

Weighted Mean (WM) = Ʃxy/Ʃy

The value of x and y vary depending on the variables presented in the

questionnaire. Afterwards, the researchers interpreted the results and formulated

the different conclusions stated in the last chapter.

 Critical Assessment
PROCESS

INPUT  Data Collection  Data Analyzation

 Distribution
GRADE 11 Procedure & Interpretation
Process
STUDENTS WHO
(Survey) (Microsoft Excel) Formula of
BELONG TO THE
MORNING getting the
SESSIONS AND Weighted
SLEEPS AROUND
Mean

OUTPUT

Upshots of Sleep Deprivation due to Early

Class-Hour System to Grade 11 ACLC

students of Ormoc City

Figure 1.This is for the Conceptual Framework

25
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered and overseen the presentation,

analysis and interpretation of data gathered by the researchers. This study aims

to identify the upshots of sleep deprivation due to early class-hour system to

Grade 11 ACLC Students of Ormoc City. The researchers applied the formula of

getting the weighted mean of the responses Present data were studied to answer

the questions communicated in the statement of the problem. The analytical

procedures are arranged according to the relevancy of each question to one

other.

Weighted Mean (WM) = Ʃxy/Ʃy

Table 1.Approximate Amount of Sleep

Hours of Sleep No. of Respondents

(x) (y) XY
<4 10
4 25 32
5 52 260
6 108 1050
7 55 91
Ʃy = 250 Ʃxy = 1393
From this table, the weighted mean is 5.572 or 6 hours. To get this

answer, the researchers used the formula of getting the weighted mean,

summation of xy which is equals to 1393 divided by the summation of No. of

respondents (y) which is equals to 250; the answer is 5.572 or 6 hours.

 27

Approximate Amount of Sleep

4%
22% 10%

21%

43%

Hours of sleep <4 4 5 6 7

Figure 2. Percentage of amount of sleep the students get in a day

This means that 43 percent (108 respondents) of the total sample of

respondents get a lower amount of sleep (6 hours) than the recommended

number of sleep a student must get, which is up to 8-10 hours per day ages from

14-17 years old (Sleep Foundation, 2015). 21 percent of them received only 5

hours of sleep; 10 percent received 4 hours of sleep and only 4 percent received

less than 4 hours of sleep. Meanwhile, 22 percent of the sample respondents get

7 hours of sleep in a day.

 28

No. of
Responses Responses XY
(x) (y)
1 1 1
2 4 8
3 11 33
4 22 88
5 76 380
6 44 264
7 43 301
8 37 296
9 10 90
10 2 20

Ʃy = 250 Ʃxy = 1481

From this table, the weighted mean is 5.92. The researchers used the

formula of getting the weighted mean in order to get the respondents’ rating,

summation of xy which is equals to 1,481 divided by the summation of No. of

respondents or responses (y) which is equals to 250; the answer is 5.92 as the

rating of the respondents on how they feel throughout the school day. The scale

given in the questionnaire relates the following interpretation:

Scale Interpretation

1-2 Worst
3-4 Worse
5-6 Bad
7-8
Table 2. Feelings of students during the school day
Good
9-10 Great
This means that the respondents are feel bad in a way during the school day.

The result shows as well how sleep deprivation due to early class-hour system
 29

affect their moods and behaviors in terms of being interested or active during the

school day. In fact, based on the result, only 2 of them gave a perfect rating

which is 10; 90 respondents or students gave a fairly rating, which are 7, 8 and 9.

Meanwhile, majority of the respondents gave a poor rating ranging from 1-6

about how they feel throughout the school day.

Students who fall asleep in class

43%
57%

Yes No

Figure 3. Number of students who fall asleep in class

Based on the result, more than half (57%) of the total sample size fell

asleep during class hours or school day due to sleep deprivation. 43 percent of

them or less than half of the sample size are the respondents who did not fall

asleep during the school day, which is far from the percentage of students who

have fallen asleep in class.

 30

Tired throughout the day

16%

84%

Yes No

Figure 4. No. of Students who feel tired throughout the day.

Based on the result, 84 percent or most of the respondents feel tired

throughout the day due to sleep deprivation, and about only 16 percent of them

who feels otherwise. Which means, because of sleep deprivation the majority of

Grade 11 students feel tired throughout the entire day.

 31

Starting the shool or class hour later time.

32%

68%

Yes No

Figure 5. No. of Students who responded on moving the class commencement at

later time.

Based on the chart given above, only 32 percent of the total sample size

did not agree on moving the starting class-time later than the traditional one

which usually starts in as early as 7:30 o’clock in the morning. Meanwhile, 68

percent of the total respondents agreed to move the starting class-hour at later

time, so that they might be able to get or receive more hours of sleep.
 32

Affected Aspect due to Sleep Deprivation

6%
11%

46%

34%

4%

Academics Athletics
Behavior Motivation
I do not have lack of sleep

Figure 6. Students ratings to the most affected aspect of a student, Academics,

Athletics, Behavior, Motivation, do not have lack of sleep.

The result above shows that the most affected aspect due to lack of sleep

and early class-hour system is Academics, which gets the highest percentage

among the rest which is about 46 percent of the total sample size. Followed by

Behavior which is 34 percent; Motivation which is 11 percent; no lack of sleep

which is 5 percent; lastly the athletics aspect that gets the least percentage is

only 4 percent.
 33

GWA in First Semester No. of Respondents

98-100 0

95-97 7

90-94 55

80-89 148

<80 or 80 below 40
Table 3. GWA of Grade 11 Students for the first semester.

This table shows that most of the student’s GWA is ranging from 80-89

which is 148 in particular of the total sample size, far from the number of students

who have an average grade of 90 percent and above which is only 62

respondents of the sample size. The rest of the respondents or 40 respondents

get an average grade or GWA of below 80 percent in the first semester of the

school year.
 34

Interpretation Of Data

The results in Table 2 reflects that majority of the respondents does not

feel well (bad) during school days. This is an evidence that supports the

Information Consolidation Theory that notes alternations in mood affects

acquiring new information or learning. Furthermore, this theory relates the most

immediate effects of sleep deprivation is general fatigue which echoes the result

presented on Figure 4.

Figure 3 shows that 57% of the respondents admittedly fell asleep in their

classes. This relates to Maslow’s Hierarchy of Needs, which postulates that the

base levels should be satisfied first to eventually attain self-actualization. The

data implies that since most of the respondents fall asleep in their classes, it

eventually affects their academics. This supports the results from Table 3 that

presents the distribution of the respondents’ GWA’s. The table shows that 59% of

the respondents fall under the GWA interval of 80-89. The given value does not

hold any relevance to academic achievements (e.g with honors, with high honors

and with highest honors) as prescribed by the DepEd order no. 36, s. 2016.

Generally, the results convey utmost consequence towards their academic

standing as reflected in Figure 6. Majority relayed that their academics is directly

affected by being sleep deprived.

 CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary or the research work undertaken, the

conclusions drawn and the recommendations made as an outgrowth of this

study. This study is on the Upshots of Sleep Deprivation due to Early Class-Hour

System to Grade 11 ACLC Students of Ormoc City.

Summary

This appraisal was conducted to determine the common physical mood of

a sleep deprived Grade 11 ACLC student; what are the general characteristics of

the students’ academic performance as subjected into early class sessions and

to identify the aspect as a student that is most affected due to sleep deprivation.

More than half of the Grade 11 ACLC students served as the respondents of this

study. The respondents were being chosen using the Purposive sampling. The

data were interpreted using the formula of getting the weighted mean and getting

the percentage of the sample. Descriptive research design in Quantitative

research was the method used in this study. The adapted survey was the tool or

research instrument being used in gathering the data. Most of the Grade 11

ACLC students only received a maximum amount of sleep up to 6 hours a day. A

lot of them have fallen asleep as well during school day. Moreover, the majority

of the Grade 11 students felt the tiredness throughout the day. More than half of

the respondents agreed to move the school period at later time than the
 36

traditional one. The most affected aspect due to sleep deprivation is their

Academic, followed by Behavior and Motivation. For this reason, most of the

students get a GWA ranging from 80-89 for the first semester.

Conclusions

Base on the results drawn in chapter 4, the researchers formulate the following

conclusions.

 The results reflect that majority of the respondents does not feel well

(bad) during school days.

 Grade 11 students who are sleep deprived are generally tired and fall

asleep during class hours resulting to GWA’s within 80-89. These GWA’s

fall behind averages that correspond to academic achievement awards.

 Sleep deprivation among the respondents majorly affects their academic

aspects.
 37

Recommendations

For further research, we recommend these following points to consider:

For further studies

 The study should be conducted in a large number of students where, not

only more than half of the total population of the respondents will be

included in the study, but the whole population itself of the possible

respondents. So that the results of the study will be more accurate and

reliable, considering the quantity of respondents involved in the study.

For the future Researchers

 The researchers would like to recommend to the future researchers within

the same field to use another powerful tool, such as interview, observation

and etc. so that the results of the study will be further explained and not

just solely relying on the numerical data, where it can help also to vividly

present the findings or results of the conducted appraisal.

 The future researchers should include open-ended questions as well in

their questionnaire so that the set of data that they will be gathered will not

just be presented through numerical values but also have supporting

details, which will be used to identify, define, outline, explain or give

reasons, and describe a certain result or finding.

 38

Implications

The researchers would like to imply the following:

To the Students

 The students should lessen the time that they consumed using the

different electronic devices, such as smartphones, tablets, laptops, among

others, at night. Aside from the theories aforementioned so-called sleep-

wake homeostasis and circadian rhythm that will change in the stage of

puberty age, using of gadgets or electronic devices can also be the factor

or a cause for a certain person to sleep later at night which may lead to

sleep deprivation. According to the article from Sleep Foundation (2020),

the consumption of those mentioned electronic devices delays the internal

body clock of a certain individual. These devices emit a blue light that

makes a person to find it difficult to fall asleep. Overtime, these effects can

add up to a significant chronic deficiency in sleep.

 The students should not do their homeworks and paperworks very late at

night, in order for them to get an adequate amount of sleep. They can do

their assignments or paperworks instead earlier in the morning from

around 3:30-5:00 am. A lot of studies suggest that it is best to study or do

your school chores early in the morning, since the brain is fully working out

during that time and the brain had recharged its energy already.
 39

To the Teachers

 Too much homeworks and school works can affect a student’s sleeping

habit. The teachers should add more considerations in terms of having so

much paperworks or homeworks given to their students. As stated by Dr.

Canapari (2015), he says that homework is one of the reasons why

student cannot get enough sleep. For the reason, that instead of going

into bed to get some sleep, the students have to finish first a bunch of

schoolwork and homework during the night.

To the School

 The school may move the early class schedule at later time or the school

should have relevant activities and programs that will help the students to

be fully awake throughout the school day. Such as, having a 3-5-minute

exercise before the first period commenced; a 5-10-minute game time for

all the students before going to their respective classes, and etc. Perhaps

through these activities, aside from schooldays will become more

interesting and fun at the same time for them, the students can also be

fully awake, ready to learn and listen to the teacher’s discussion; in

addition, the students’ physical, mental, social and even emotional aspect

will also be prepared as their first-class sessions started.

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 43

APPENDICES
 44

LETTER OF CONSENT

February 5, 2020
Judy Rose Allicaya
School Director
ACLC College of Ormoc

Dear Sir,

Greetings of Peace!

In partial fulfillment of our requirements for our subject Inquiries, Investigation,

and Immersion, we grade 12 students of ACLC College of Ormoc namely: Anna
Mae Alvarez, Rejie Ando, Kyla Martina Budo, Mary Cris Cabyao, Alanis Fabroa,
John Philip Gutang, Yela Mae Juanite, and Yeddah Leigh Lucero would like to
ask for permission to conduct a research study entitled “UPSHOTS OF SLEEP
DEPRIVATION DUE TO EARLY CLASS HOUR SYSTEM TO GRADE 11
STUDENTS OF ACLC COLLEGE OF ORMOC”
In connection with this, we would to ask your good office to allow us to conduct
our research study in your vicinity. Rest assured that the data we will gather will
remain absolutely confidential and to be used in Academic purpose only
We believe that you are with us in our enthusiasm to finish the requirements a
compliance for our subject and to develop our well-being. We hope of your
positive response and this humble matter. Your approved to conduct this study
will be greatly appreciated.

Respectfully Yours,
The Researchers

Recommending Approval:

Marielle G. De la Cruz
Inquiries, Investigation, and Immersion Teacher

Approved by:

Judy Rose Alicaya

 45

SHS Coordinator

LETTER TO THE RESPONDENTS

Dear Respondents:

Greetings!

We are the Grade 12 students of ACLC College of Ormoc who are enrolled in
Accountancy and Business Management (ABM). Presently, we are conducting a
study entitled “UPSHOTS OF SLEEP DEPRIVATION DUE TO EARLY CLASS-
HOUR SYSTEM TO GRADE 11 ACLC STUDENTS OF ORMOC CITY”.

In the regard, we are asking for your precious time, and effort to answer all the
questions in the questionnaire that are important and helpful for the completion of
the study.

Rest assured that all data gathered from you will be kept confidential. Your
positive response in this request will be valuable contribution for the success of
the study and will be highly appreciated.

Thank you very much for your cooperation.

Respectfully Yours:
Alvarez, Anna Mae C.
Ando, Rejie N.
Budo, Kyla Martina G.
Cabyao, Marycris M.
Fabroa, Alanis C.
Gutang, John Philip A.
Juanite, Yela Mae R.
Lucero, Yeddah Leigh D.

Researchers
 46

Noted by:

MS. JUDIE ROSE ALICAYA MARIELLE DOMINIQUE G. DE LA CRUZ

Adviser Chairman
 47

This survey questionnaire was taken from the study, “Sleep Deprivation may Cause a
Student Immense Limitation and Frustration” by Jared Axelrod, Alex Goebel, and
Ryan Jaskiel

SLEEP DEPRIVATION SURVEY

Thank-you for taking our survey on sleep deprivation. We plan to compile
the results you give us with other answers from around the school. If you cannot focus
on the questions long enough to answer, you may sleep deprived, and we need your
results. Kindly encircle your answer.

1. What grade are you currently in?

Grade 11 Grade 12

2. Approximately, how many hours of sleep do you receive per night?

<4 4 5 6 7

3. What is your G.W.A. in first semester?

98-100 95-97 90-94 80-89 <80

4. On scale 1-10 how do you feel during the school day? (1 being worst)

1 2 3 4 5 6 7 8 9 10
5. How many sports do you play?

0 1 2 3 4 5 >6

6. Rank your performance in your sports from 1-10?

1 2 3 4 5 6 7 8 9 10 None
7. Have you ever fallen asleep in class before?

Yes No
8. Do you feel tired throughout the day?

Yes No
9. Do you think that if school started later you would get more hours of sleep?

Yes No
10. Which is most affected by your lack of sleep?

Academics Athletics Behavior Motivation I do not have a lack of sleep

 48

CURRICULUM VITAE
 49

ANNA MAE C. ALVAREZ

Brgy. Libas Merida Leyte

Cell # 09055602610

calixtroannamaealvares@gmail.com

Personal Data:
Nickname: Anna
Age: 17
Birthday: May 28, 2002
Gender: Female
Civil Status: Single
Past work experiences: None

Educational Background:

 Senior High School ACLC College of Ormoc

Lilia Avenue Brgy. Cogon Ormoc City
Accountancy, Business and Management
(2019-2020)

 Junior High School Libas National High School (LNHS)

Brgy. Libas Merida Leyte
(2017-2018)

 Primary Libas Elementary School

Brgy. Libas Merida Leyte
(2012-2013)
 50

REJIE N. ANDO
Brgy. Cabulihan purok 1, Ormoc City, Leyte

Cell # 09465306805

andorejie123456@gmail.com

Personal Data:
Nickname: Rejie
Age: 19
Birthday: January 31, 2001
Gender: Male
Civil Status: Single
Past work experiences: None

Educational Background:

 Senior High School ACLC College of Ormoc

Lilia Avenue Brgy. Cogon Ormoc City
Accountancy, Business and Management
(2019-2020)

 Junior High School Valencia National High School (VNHS)

Brgy. Valencia Ormoc City
(2017-2018)

 Primary T. Aviles Elementary School

Brgy. Cabulihan Ormoc City
(2012-2013)
 51

KYLA MARTINA G. BUDO

Brgy. Libertad Ormoc City Leyte

Cell # 09480502701

Kylamartina01@gmail.com

Personal Data:
Nickname: Kyla
Age: 18
Birthday: November 24, 2001
Gender: Female
Civil Status: Single
Past work experiences: None

Educational Background:

 Senior High School ACLC College of Ormoc

Lilia Avenue Brgy. Cogon Ormoc City
Accountancy, Business and Management
(2019-2020)

 Junior High School New Ormoc City National High School (NOCNHS)
Ormoc City
(2017-2018)

 Primary Tambulilid Elementary School

Brgy. Tambulilid Ormoc City
(2012-2013)
 52

MARYCRIS M. CABYAO
Brgy. Cabulihan purok 2, Ormoc City, Leyte

Cell # 09079374202

m_criscabyao2002@gmail.com

Personal Data:
Nickname: Mary
Age: 17
Birthday: November 2, 2002
Gender: Female
Civil Status: Single
Past work experiences: None

Educational Background:

 Senior High School ACLC College of Ormoc

Lilia Avenue Brgy. Cogon Ormoc City
Accountancy, Business and Management
(2019-2020)

 Junior High School Valencia National High School (VNHS)

Brgy. Valencia Ormoc City
(2017-2018)

 Primary T. Aviles Elementary School

Brgy. Cabulihan Ormoc City
(2012-2013)
 53

ALANIS C. FABROA
Aguiting Kananga Leyte

Cell # 09502468180

allanf@yahoo.com

Personal Data:
Nickname: Alanis
Age: 18
Birthday: March 28, 2002
Gender: Female
Civil Status: Single
Past work experiences: None

Educational Background:

 Senior High School ACLC College of Ormoc

Lilia Avenue Brgy. Cogon Ormoc City
Accountancy, Business and Management
(2019-2020)

 Junior High School Kananga National High School (KNHS)

Municipality of Kananga Leyte
(2017-2018)

 Primary Aguiting Elementary School

Brgy. Aguiting Kananga Leyte
(2012-2013)
 54

JOHN PHILIP A. GUTANG

Brgy. Benbaye Merida Leyte

Cell # 09465306805

andorejie123456@gmail.com

Personal Data:
Nickname: John
Age: 18
Birthday: August 16, 2001
Gender: Male
Civil Status: Single
Past work experiences: None

Educational Background:

 Senior High School ACLC College of Ormoc

Lilia Avenue Brgy. Cogon Ormoc City
Accountancy, Business and Management
(2019-2020)

 Junior High School Merida Vocational School (MVS)

Brgy. Merida Leyte
(2017-2018)

 Primary Punta Elementary School

Brgy. Punta Ormoc City
(2012-2013)
 55

YELA MAE R. JUANITE

Philrads Linao, Ormoc City, Leyte

Cell # 09454366139

juaniteyelamae@yahoo.com

Personal Data:
Nickname: Yela
Age: 18
Birthday: May 29, 2001
Gender: Female
Civil Status: Single
Past work experiences: None

Educational Background:

 Senior High School ACLC College of Ormoc

Lilia Avenue Brgy. Cogon Ormoc City
Accountancy, Business and Management
(2019-2020)

 Junior High School New Ormoc City National High School (NOCNHS)
Ormoc City
(2017-2018)

 Primary Cogon Elementary School

Brgy. Cogon Ormoc City
(2012-2013)
 56

YEDDAH LEIGH D. LUCERO

Brgy. Cabalquinto Calubian, Leyte

Cell # 09265049250

yeddah.lucero@icloud.com

Personal Data:
Nickname: Yeddah
Age: 17
Birthday: November 14, 2002
Gender: Female
Civil Status: Single
Past work experiences: None

Educational Background:

 Senior High School ACLC College of Ormoc

Lilia Avenue Brgy. Cogon Ormoc City
General Academics
(2019-2020)

 Junior High School Calubian National High School (CNHS)

Calubian Leyte
(2017-2018)

 Primary Calubian South Central Elementary School

Calubian Leyte
(2012-2013)