Sample Paper 3 Digital Media Use1

Saint Mary’s University Senior High School i
RESEARCH DEPARTMENT
THE INTERACTIVE AND INDEPENDENT ASSOCIATIONS OF DIGITAL

MEDIA USE AND SLEEP QUALITY ON WELL-BEING AMONG SENIOR
HIGH SCHOOL STUDENTS IN SAINT MARY’S UNIVERSITY
A Practical Research
Presented to the
Senior High School Department
Saint Mary’s University
Bayombong, Nueva Vizcaya
In Partial Fulfillment of
the Requirements for the Senior High School Grade 12
STEM Strand
by:
Andrada, Justine Faith A.

Baquiran, Jan Philip Q.
Camagay, Maxine Nicola C.
Coballes, James Ryan S.
Manuel, Danah Rochellee N.
Pimentel, Fhedmon Jay S.
Seculles, Josh M.
Ticdap, Rogelyn V.
Yray, Deniel Jan V.
November 2021
Obedientia Christi STEM 12 – St. Agatha

Saint Mary’s University Senior High School ii
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ABSTRACT
The coronavirus disease (COVID-19) has turned into a global public health crisis.
To keep the virus from spreading uncontrolled and causing harm to people's health,
governments throughout the world have initiated many public health programs, the
majority of which have proven to be effective. However, these implementations may
cause disruptions in people's routines, impacting their general well-being and altering
activities such as digital media usage and sleep. The objective of this research is to
determine the associations of the digital media use, sleep quality, and well-being of
Grade 11 students from SMU SHS for S.Y. 2021-2022. This was accomplished through
first, attaining the students' demographic profile, digital media use, sleep quality, and
well-being. Second, by determining the significant differences and significant
relationships of the variables with students' demographics and the variables with each
other. The study utilized a mixed-method approach. This included both quantitative and
qualitative data collection and analysis. However, the study was primarily quantitative,
with the use of descriptive, comparative, and correlational methods. Specifically, the
qualitative approach of the study was only used to support the quantitative data for digital
media use. The results showed 3-4 times a week digital media use, poor sleep quality, and
poor well-being among the respondents. Additionally, null results were found relating to
the significant differences in the digital media use, sleep quality, and well-being of the
respondents clustered per sex and strand. The same case is demonstrated in finding
significant relationships between digital media use and sleep quality, and between digital

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media use and well-being. However, a low negative correlation was found between the
sleep quality scores and well-being scores. This indicates a direct relationship between
sleep quality and well-being. Meaning, there may be associations between good well-
being and good sleep quality, and between poor well-being and poor sleep quality.
Keywords: Digital media use, sleep quality, well-being, Grade 11 students

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ACKNOWLEDGEMENT
The researchers are overjoyed and grateful, and they would like to convey their
genuine expression of gratitude to the Heavenly Father for His unending bounties of
virtues and principles, which the researchers relied on in their scientific exploration of
what is new, innovative, intriguing, and remarkable.
The researchers also point utmost gratitude to their mentors and class advisers,
particularly Mrs. Michelle Pagaduan, Ms. Rhodora Aquino, Mrs. Julimie Patricio, and
Mr. Mark Balonquita, for their unwavering support and for sharing their brilliant ideas
with the researchers. Their guidance and support aided the researchers in realizing their
full potential and talents, and in truly exemplifying Marian excellence and innovation.
The researchers were able to obtain and use all of the relevant information crucial to the
study's aims owing to their comments and insightful judgment.
The researchers also express their appreciation to their parents, Mr. and Mrs.
Andrada, Mr. and Mrs. Baquiran, Mr. and Mrs. Camagay, Mr. and Mrs. Coballes, Mr.
and Mrs. Manuel, Mr. and Mrs. Pimentel, Mr. and Mrs. Seculles, Mr. and Mrs. Ticdap,
and Mr. and Mrs. Yray, for their unconditional parental support and understanding that
does not match any other kind.
The researchers also direct their deepest thanks to their ever-supportive friends,
peers, teachers, and loved ones for their assistance, comfort, and love that has spanned
throughout the researchers’ journey of accomplishing this study.

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DEDICATION
The researchers wholeheartedly dedicate this study to the Almighty God for His
guidance, strength, and power of mind, for whom the researchers owe everything. All of
this, the researchers offer to Him. They also dedicate this modest work to their mentors
and teachers who have served as the pillars of encouragement and motivation in bringing
out the researchers’ best in their journey of scientific inquiry. Lastly, the researchers
dedicate this to their parents and loved ones who have been the researchers’ source of
inspiration and strength and who continually provide them moral, spiritual, and emotional
support.

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TABLE OF CONTENTS
A. Preliminaries
Title Page .................................................................................................... i
Abstract ....................................................................................................... ii
Acknowledgement ....................................................................................... iv
Dedication .................................................................................................... v
Table of Contents ........................................................................................ vi
List of Tables ............................................................................................... viii
List of Figures .............................................................................................. ix
Main Body of the Research
Chapter I: The Problem and Its Background
Rationale ......................................................................................... 2
Statement of the Problem ................................................................. 5
Statement of the Null Hypotheses ................................................... 6
Conceptual Framework ................................................................... 6
Scope and Delimitation ................................................................... 7
Significance of the Study ................................................................. 8
Definition of Terms ......................................................................... 9
Chapter II: Review of Related Literature and Studies
Related Literature ............................................................................ 10
Related Studies ................................................................................ 17
Synthesis ........................................................................................... 23

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Chapter III: Methodology
Research Design .............................................................................. 26
Research Environment .................................................................... 27
Research Respondents ..................................................................... 28
Research Instruments ...................................................................... 29
Data Gathering Procedure ............................................................... 32
Statistical Treatment of Data ........................................................... 33
Chapter IV: Presentation, Analyses, and Interpretation of Data .................. 35
Chapter V: Summary, Conclusion, and Recommendations
Summary .......................................................................................... 53
Conclusion ........................................................................................ 55
Recommendations ............................................................................ 56
B. References .................................................................................................. 58
C. Appendices
Communication Letter and Sample Questionnaire ...................................... 67
Acknowledgment and Promissory Note ...................................................... 70
Curriculum Vitae .......................................................................................... 74

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LIST OF TABLES
Table 1. Likert’s Scale Interpretation (Digital Media Use – Frequency of Use) .... 33
Table 2. Likert’s Scale Interpretation (Sleep Quality Component Score) ............... 33
Table 3. Likert’s Scale Interpretation (Sleep Quality Global Score) ...................... 34
Table 4. Likert’s Scale Interpretation (Well-being Item Score) .............................. 34
Table 5. Likert’s Scale Interpretation (Well-being Global Score) .......................... 34
Table 6. Frequency count and percentage of the profile of the respondents .......... 35
Table 7. The digital media use of the respondents according to the
frequency of use ............................................................................................ 36
Table 8. The sleep quality of the respondents according to the component scores
and the global score ..................................................................................... 38
Table 9. The well-being of the respondents according to the items and the
overall global score ..................................................................................... 41
Table 10. Difference in digital media use according to sex .................................... 43
Table 11. Difference in sleep quality according to sex ........................................... 44
Table 12. Difference in well-being according to sex ............................................... 45
Table 13. Difference in digital media use according to strand ............................... 46
Table 14. Difference in sleep quality according to strand ...................................... 47
Table 15. Difference in well-being according to strand ......................................... 48
Table 16. Correlations of digital media use, sleep quality, and well-being ........... 49
Table 17. Thematic analysis of the impact of digital media to the life of the

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students ......................................................................................................... 51
LIST OF FIGURES
Figure 1. Paradigm of the Study ............................................................................ 7
Figure 2. Map of Saint Mary’s University ............................................................. 27
Figure 3. Framework of the Data Gathering Procedure ....................................... 32

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CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Rationale
The coronavirus disease (COVID-19) has become a global public health
emergency that wreaks havoc on people's physical and mental health. To deter the virus
from multiplying uncontrollably and producing harmful consequences on physical health,
governments worldwide have introduced several public health initiatives, ranging from
physical distancing recommendations to home confinement directives (Huang et al.,
2021).
These variations of quarantine and other prevention and control measures,
according to Nussbaumer-Streit et al. (2020), are by far the most effective strategies to
minimize COVID-19 transmissions, active cases, and mortality. However, Mazza et al.
(2020) indicated in their investigation that prolonged home confinement can be
detrimental to people's physical and mental health. This is because, besides the fear of
contagion, the uncertainty of the circumstances, and the limited face-to-face social
interaction, home confinement is also linked with decreased daylight exposure,
inadequate exercise, and alteration of everyday routines (Altena et al., 2020; Brooks et
al., 2020). Which, consequently, may have major influences on people’s digital media
use, sleep quality, and well-being.
Starting from the emergence of the pandemic, a growing body of research has
shown a global pattern of increased digital media use (Sultana et al., 2021). Higher usage

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of interactive technologies such as desktops, laptops, tablet computers, and
other handheld devices for interpersonal communications and other organizational tasks
has been noticed as a result of the closing or remote functioning of classrooms,
workplaces, and other institutions (Robbins et al., 2020; Ting et al., 2020). Furthermore,
people who stay at home or in closed areas have been dwelling on watching television or
using various kinds of digital media to entertain themselves (Király et al., 2020).
However, research evidence suggests that increasing hours of use may prove to be
dangerous, as higher digital media use is shown to have relations to a broad variety of
noncommunicable diseases, such as myopia and depression, in vulnerable persons (Lanca
& Saw, 2020; Wang et al., 2019). Aside from the previously stated variables, an increase
in digital media use was also found to have correlations with high rates of sleep
difficulties and poor sleep quality (Lavender, 2015).
Brown (2012) describes sleep as a physiological state of unawareness that is
homeostatically controlled. It helps with cognitive and physical functions, cellular toxin
elimination, disease control, and mental and physical restoration (Cappuccio et al., 2010;
Davies et al., 2014; Hershner, 2020). Moreover, previous research has discovered that
sleep is heavily influenced by environmental and social cues and that it considerably
varies based on stress levels (Chang et al., 2020). Accordingly, Altena et al. (2020)
reported through their study that the present scenario is likely to have negative effects on
sleep quality, and the studies of Franceschini et al. (2020), Mandelkorn et al. (2021), and
Stanton et al. (2020) demonstrated this through accounts of poor sleep quality in various
populations amid the pandemic.

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In line with this, well-being may also be another variable that may be heavily
influenced by the changes instigated by the pandemic. The current literature on the topic
has provided insights into how drastic shifts in people's everyday lives could impact their
well-being. Accessing natural outdoor environments (Liu, 2021), shopping (Maggioni,
2019), and participating in mild to moderate-intensity sports (Wheatley & Bickerton,
2019) have all been related to better well-being. All of these, however, may necessitate
going outdoors, and as the pandemic has imposed various prohibitions relating to outside
activities, these actions may not occur, and consequently, better well-being may become
difficult to attain.
With regards to the correlations between the two previously mentioned variables
and well-being, prior studies have shown that higher digital media use (Twenge, 2019)
and poor sleep quality (Zhai et al., 2018) are associated with negative well-being. It is
important to take into account, however, that while these findings provide suggestive
evidence, their applicability to specific sectors of society, as well as their relevance to
present conditions, is uncertain.
In line with this, one segment of society that is particularly vulnerable to changes
brought by the pandemic in the three variables outlined is the adolescent population.
Given the recent laws and regulations aimed at countering COVID-19, an increase in
digital media use may become unavoidable to adolescents, particularly those who
participate in online classes. On the one hand, the rising prevalence of high digital media
use may be the product of nondiscretionary or discretionary activities, which may foster
positive youth development (Nagata et al., 2020). On the other hand, however, excessive
digital media use in adolescents may have associations with poor sleep quality, as

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instigated by a variety of mechanisms, including nightly exposure to bright lights and the
exclusion of other sleep-promoting behaviors, such as physical exercise (Lissak, 2018).
Sleep is vital for the health and well-being of adolescents (Gregory & Sadeh, 2016), and
although the overall outcome of the COVID-19 catastrophe on sleep is still unknown, the
likelihood of sleep issues rising or worsening during this timeframe is considerably
elevated (Altena et al., 2020).
From the start of the COVID-19 outbreak, researchers have concentrated on
epidemiological prediction (Wu et al., 2020), clinical characteristics of patients (Chen et
al., 2020), the genetic sequence of the virus (Lu et al., 2020), and inquiries of the general
public's psychological condition (Montano & Acebes, 2020). However, since the
COVID-19 crisis confined adolescents to their houses, data concerning their digital media
use, sleep quality, and well-being has been minimal. Consequently, this study seeks to
analyze a specific group of adolescents, those in Grade 11 (in Senior High School), and
the interactive and independent associations of their digital media use and sleep quality
on their well-being.
Statement of the Problem
This study generally aimed to discover the interactive and independent
associations of digital media use and sleep quality on well-being among senior high
school students. It particularly intended to address the following questions:
1. What is the profile of the students according to:
a) sex;
b) strand?

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2. What is the digital media use of the students in terms of the frequency of their
use?
3. What is the sleep quality of the students?
4. What is the well-being of the students during the lockdown?
5. Are there significant differences in the students’ digital media use, sleep quality,
and well-being when grouped according to sex and strand?
6. Are there significant relationships among the students’ digital media use, sleep
quality, and well-being?
Statement of the Null Hypotheses
1. There are no significant differences in the students’ digital media use, sleep
quality, and well-being when grouped according to sex and strand.
2. There are no significant relationships among the students’ digital media use, sleep
quality, and well-being.
Conceptual Framework
INDEPENDENT DEPENDENT OUTCOME
▪ Profile of ▪ Well-being of A basis for

Senior High Grade 11 intervention and
School Senior High recommendation to
students School improve the well-
according to students being of students,
sex and strand during the particularly those in
▪ Digital media lockdown Grade 11.
use
▪ Sleep quality

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Figure 1. Paradigm of the Study
As displayed in Figure 1, the independent variables of the study came from the
profile of Senior High School students according to sex and strand, digital media use, and
sleep quality. On the contrary, the study’s dependent variables were sourced from the
well-being of Grade 11 Senior High School students during the lockdown. Afterward, the
study determined whether the independent and dependent variables have associations
with each other. Lastly, the study served as a basis for intervention and recommendation
to improve the well-being of students, particularly those in Grade 11.
Scope and Delimitation
The study was limited to assessing the associations of digital media use, and sleep
quality on well-being, specifically among 51 Grade 11 students, male and female, from
the STEM and non-STEM strands, who are enrolled in Saint Mary’s University Senior
High School for school year 2020-2021. In terms of the variables, the study was further
limited to measuring digital media use based on the frequency of use. Also, assessing the
respondents’ sleep quality was limited during the past month using self-report questions.
Lastly, well-being was measured using the respondents’ well-being over the past two
weeks.
Moreover, the results that the study has found are from data gathered during a
pandemic, thus, the results may not apply post-pandemic times.

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Significance of the Study
The generalization of this present study would have a great contribution to the vast
knowledge in relation to students’ digital media use, sleep quality, and well-being. Results of
this research could be highly significant and beneficial specifically to the following entities :
Students. Through this study, students would have additional knowledge on
improving their mental and emotional stability during the quarantine by being conscious
of the associations between sleep quality and digital media use on their well-being, as
these will be addressed and studied thoroughly.
School Administration. The data collected from this study will provide the
school administration with useful and meaningful ideas on how to implement the online
learning program considering students’ well-being and eliminating the factors that may
affect their studies, such as high rates of digital media use and poor sleep quality.
Department of Health (DOH). The findings of the research would contribute
new information regarding the health of students and the causes of the
improvement/deterioration of an individual’s well-being amid the COVID-19 pandemic.
Community. This study would be of utmost support to the community in its
pursuits of building a well-informed and sensible community concerning the effects of
sleep quality and digital media use on a person’s well-being, and on how it impacts their
everyday living.
Researchers. This study will be able to provide information to researchers on the
associations of sleep quality and digital media use on students’ well-being. This study

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will also act as a learning paradigm in ameliorating the well-being of individuals during
the COVID-19 pandemic.
Definition of Terms
In fulfillment of making sure that the study’s discussion would be well-
understood and specified, the terms below are hereby defined:
Digital media refers to the information broadcasted via digital means, typically in
the form of machine-readable formats. In this study, digital media use was assessed using
a frequency of use questionnaire consisting of 10 digital media activities.
Well-being refers to the mind’s state of being healthy and its ability to cope with
the daily stresses of life (WHO, 2018). This includes the emotional, psychological and
social aspect of a person’s health. Furthermore, the study used the WHO-5 Well-being
Index to assess the well-being of the respondents.
Sleep quality refers to how good or bad someone has slept (OneCare Media,
2020). Concerning the analysis of sleep quality, this research utilized the Pittsburgh Sleep
Quality Index (PSQI).

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter starts with a review of related literature and studies that includes
both domestic and international research work from a variety of scholarly publications, e-
books, and academic journals that the researchers used to source out accurate and precise
judgments in the study. To ensure the currency of the related literature and studies,
studies with publication dates spanning from 2017 to 2021 were only included.
Furthermore, this chapter concludes with a synthesis of the reviewed related literature
and studies to summarize the gaps and lapses of the studies discussed, clarify the problem
the study aims to address, and provide a clearer understanding of the research to be done.
Related Literature
Digital Media
Digital media, according to Lindgren (2017), are products and services generated
by the media, entertainment, and communication industries, as well as their subsectors.
Digital channels, digitized content, and utilities that can be viewed and operated via
digital devices are notable examples of digital media.
Unlike traditional or conventional media, digital media is distributed as digital
data, which entails digital cables or satellites transmitting binary signals to machines that
convert them into various forms (Maryville University, 2020). In addition, digital media
may take the form of videos, posts, advertisements, songs, interviews, graphic novels,

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virtual reality, or digital art, all of which are readily available and freely accessible in the
present day.
Digital Media Use
Digital media use offers several advantages, including global access, content
sharing, flexible working, and entertainment. This usefulness in digital media might be
because it continues to evolve even today. Digital media has progressed from its earlier
forms to more innovative platforms such as social media, which allow distinct shifts not
only in how people spend their time but, most notably, in how they communicate with
one another. These services are readily available via mobile applications, allowing people
to connect during the day while doing other activities. More so, they are deliberately
programmed to keep users interested, as seen in its constant updates and no apparent
endpoint (Exelmans & Scott, 2019).
Importantly, individuals can customize a specific demonstration of themselves
with the use of online accounts, measure peer recognition and online activities through
reactions, shares, and comments, and expand everyday face-to-face peer encounters
through 24/7 access for various communication lines. According to Scott and Woods
(2019), these attributes and consumer interfaces lead to greater time spent with digital
media, as well as the changing social expectations about being available and the haste of
digital media and virtual interactions.
Adolescents and Digital Media Use

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Adolescence is a time of growth characterized by a need for independence,
personality discovery, and a focus on interpersonal relationships (Gerwin et al., 2018).
Since the adolescent brain loses the capacity to postpone pleasure and craves excitement
and gratification, modern media appeals more towards the adolescent population.
As a result, an adolescent’s attachment to digital media can be perceived as a
natural part of their growth. More so, since they are "digital natives" who grew up
accompanied by online media and content on screens, digital media use or screen time
has become an integral aspect of their everyday lives (Stiglic & Viner, 2019).
Ballarotto et al. (2018) investigates adolescent digital media use further, claiming
that since the bulk of adolescents build meaningful interactions with their peers at this
age, their use may also be representative of reasons relating to social interaction.
Additionally, adolescents are also avid consumers of new technologies brought
forth by technological breakthroughs. However, it should be emphasized that while rapid
technological advancements in digital media allow for the compacting of an increasing
range and faster-paced sensations into the users' interface, such upgrades may potentially
lure adolescents to excessive digital media usage; most especially because these are open
almost anywhere and at any time via different devices. Furthermore, considering the
current circumstances where the majority of adolescents are enrolled in classes online,
increased digital media use may become unavoidable.
Sleep
Sleep is a natural, reversible, and recurring condition of diminished
responsiveness to outside stimuli followed by complex and predictable physiological

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adjustments (Mograss et al., 2020). It is a vital biological mechanism that has been
acknowledged as a core defining factor of human health and efficiency.
Sleep is a complex state that affects all physiology instead of an individual organ
or other separate physical structure, and as such, not all of its mechanisms are well-
identified. However, it is known to initiate vitality, stimulate regeneration, interact with
the immune system, and affect brain function and behavior (Rico-Rosillo & Vega-
Robledo, 2018; Rusterholz et al., 2018), among other things.
Sleep Quality
Sleep quality is a key basis of health and wellness in both normal and clinical
communities, according to Ramlee et al. (2017). It has a vital influence in health
improvement since researches sourced from previous years demonstrate that poor sleep
has a substantial impact on the occurrence of medical illnesses such as cardiovascular
disease and cancer, and same so regarding the odds of being diagnosed with depression
(Wang & Boros, 2021).
Further to that, a study has identified that four parameters of sleep continuity,
consisting of frequency of wakefulness greater than five minutes, sleep latency, sleep
efficiency, and waking after sleeping, were all relevant measures of good sleep quality
over the life-span (Ohayon et al., 2017).
Concerning this, the National Sleep Foundation has also identified the main
markers of good sleep quality as sleeping at least 85% of all time in bed, having to fall
asleep in 30 minutes or less, and waking up no greater than once a night.

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Adolescents and Sleep Quality
According to the National Academies of Sciences, Engineering, and Medicine
(2019), adolescence is a formative period. The brain and body mature rapidly, and the
shift to maturity entails major changes to attitudes, appearance, family and social life, and
school performance. For people of all ages, sleep is necessary. For adolescents, though,
substantial mental, physical, social, and emotional growth necessitates good sleep quality.
Sleep is critical during this period, as it works behind the scenes to enable adolescents to
be at their best. However, today’s conditions about COVID-19 social isolations may
make adolescent sleep especially vulnerable.
To fully understand this, it is vital to recognize that during current time,
adolescents are forced to establish physical distance from peers and, in some situations,
romantic interests while staying in near proximity to their parents nearly 24/7.
Adolescents are gradually prioritizing peer interactions and autonomy, and the present
crisis may lead to feelings of isolation as well as particular parent-child difficulties or
disagreements, such as those concerning homeschooling or complying with COVID-19
public health guidelines.
Consequently, the COVID-19 pandemic is also projected to affect adolescent
identity, regular exercise, and creativity. As a result, the lack of these face-to-face
interactions and associated peer relationships may lead to reduced physical exercise,
elevated negative affect, increased torpor or daytime dysfunction, and increased use of
digital media. More notably, according to Becker and Gregory (2020), these influences
may also tend to individually or collectively impact bedtime schedules, sleep/wake
cycles, and sleep quality.

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Well-being
In general, well-being is a mental health subcategory that corresponds to feeling
healthy and doing well in all areas of one's life (McQuaid & Kern, 2017). Concerning
this, mental health is classified into two subgroups: negative and positive mental health
(Schönfeld et al., 2017).
Negative mental health refers to the adverse and deleterious forms and facets of
mental health, as well as subclinical negative mental health, including psychopathology,
stress, and psychiatric illnesses like depression or schizophrenia.
Positive mental health, on the other hand, is an efficient way of psychological
functioning and a general view of well-being (Salavera et al., 2020). More so, hedonic
well-being and eudaimonic well-being are the two components of positive mental health.
Hedonic well-being is affective, based on feelings, satisfaction, or the need for fulfillment
, while eudaimonic well-being is cognitive, discussing purpose and self-esteem, and
resilience (Kuzmishin, 2018).
Adolescents and Well-being
Adolescence is a time of intensified development, gaining independence, and the
acquisition of interpersonal skills as well as habits that pave the basis for future well-
being (Avedissian & Alayan, 2021). According to Imran et al.(2020), important events
during this stage are social relationships. Adolescents are characteristic of having
tremendous vigor, drive, interest, and zeal, making it tough for them to isolate at home.
Their bodily upheavals sourced from puberty create hormonal fluctuations that combine

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with adolescent social interplay, making them greatly aware about their social standing,
friendships, and other relationships. Consequently, adolescents may experience feelings
of irritation, anxiousness, detachment, nostalgia, and boredom.
More so, adolescents may feel depression and distress as a result of school
closures and separation from peers. Additionally, engagement in media reporting of
stressful scenaries, paired with uncorroborated reports circulating online, may even
exasperate mental distress (Dalton et al., 2020). All of which may stimulate long-term
mental health problems or worsen the mental health disorders adolescents have already
been facing (Jefsen et al., 2020).
Regarding this, it is vital to acknowledge that mental illness induces significant
impairment for the youth across the planet, as suicide and accidents are the leading
causes of adolescent mortality (WHO, 2017). Even worse, many of the youth today may
not be able to survive to adulthood or may reach adulthood hamstrung by a chronic
illness (White & Kern, 2018), and having adolescents experience a pandemic may only
increase their risk.
In this respect, it should be recognized that public health crises, such as
pandemics, harm the mental health of adolescents. Because of the immature cognition of
the brain of adolescents at this stage of development, adolescents are especially
vulnerable to the drastic changes in society. Thus, they are emotionally and
psychologically helpless to avoid the hazards of the situation due to a lack or a minimal
amount of coping mechanisms. More so, they are not able to best articulate their thoughts
compared to adults.

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Furthermore, it is essential to consider that an adolescent's response to a major
incident is shaped by their previous familiarity with emergency conditions, physical and
mental fitness, family socioeconomic conditions, and cultural history (Dalton et al.,
2020), and many adolescents may not have experienced many emergency conditions to
know how to properly handle them due to their age, making them vulnerable to a crisis’
negative effects on health. Some studies have backed this up as findings indicate that
crisis events may negatively impact the well-being of adolescents (Dvorsky et al., 2020;
Becker & Gregory, 2020) and with regards to this, depression, anxiety, sleep and eating
disorders, along with social interaction disorders, are the most common symptoms (Zeng
& Kern, 2019).
Related Studies
During the COVID-19 pandemic, an increasing body of literature tells the rising
patterns of digital media use or screen time. This is exemplified in the study of 254
Canadian families with young children where an increase in screen time was reported in
mothers, fathers, and children during COVID-19, in percentages of 74%, 61%, and 87%,
respectively (Carroll et al., 2020). Furthermore, a survey sourced from China showed that
following the start of the pandemic, approximately 70% of the 1033 participants spent
more time using digital media (Hu et al., 2020). This is also apparent in the narrative
review of Sultana et al. (2021), which showed that people across populations used more
digital media during the pandemic than they did before the pandemic, as indicated by
longer overall screen time among respondents. Twenge and Martin (2020) further
corroborates this in their study, noting that adolescents have relatively the same digital

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media use; the difference only lies in the kind of digital media use. Specifically, they
have found that adolescent females use digital media with regards to the subjects of
cellphones, social media, messaging, basic computer use, and online news and content.
On the other hand, adolescent males had results stating that they have been spending
more time playing games and using digital equipment, in a broader sense.
It is worth noting, though, that while previous data shows that most people had an
increase in their digital media use, the risk of excessive digital media use could be higher
among adolescents than among other age groups. According to a report, the root cause of
the highest rate of digital media use by adolescents may be leisure (Twenge & Campbell,
2019). However, since the majority of teenagers already undergo online or virtual classes
nowadays, it can be presumed that during the pandemic, they do not only use digital
media for leisure as on top of that, they use it for educational purposes as well. Meaning,
if leisure was previously discovered to be the core cause of extensive digital media use,
education may now contribute to the increase of the already high rates of time of
adolescent digital media use.
Academic reasons for digital media use has been elevated nowadays.
Digitalization in the postmodern classroom packed with "digital natives" is different than
traditional school. Specifically, the presence of technology in classrooms gives numerous
pathways to knowledge, encourages classmate and educator interactions, and serves as
virtual instructors (Ravizza et al., 2017), which explains why nowadays, digital media has
been incorporated in many schools worldwide raising the rates of digital media use
among adolescent students.

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In this context, the studies of Carroll et al. (2020), Schmidt et al. (2020), and Ten
Velde et al. (2021) illustrate the foregoing point, as their studies demonstrated that the
rates of increased digital media use amidst the pandemic was considerably high among
the younger populations.
Additionally, it has also been revealed that even when time spent on online
classes was omitted from the assessment, the study of Bruni et al. (2021) still
demonstrated high rates of digital media use among adolescents during the pandemic.
Concerning sleep and sleep quality amid the pandemic, there have also been
numerous studies documenting it. One study revealed that wake‐up times were delayed
significantly during the pandemic, relative to pre‐outbreak estimates (Robillard et al.,
2021). From the same study, occurrences of clinically meaningful sleep difficulties were
also found to have significantly increased from 36.0% before the pandemic to 50.5%
during the pandemic. Another research also found that amid the pandemic, the
population’s sleep clock was considerably disrupted, bedtime had elevated, and sleep
quality had deteriorated in many groups (Cellini et al., 2021). Furthermore, both studies
also indicated that women were more vulnerable to problems relating to sleep and were
more susceptible to poor sleep quality. Both studies were also in unison with findings that
imply that younger respondents were having delayed sleep or were sleeping late during
the quarantine.
Corroborating this notion, the study of Li et al. (2021) discovered that teenage
sleep had experienced significant alterations during the pandemic. The age group had a
postponed period of onset and offset time in sleeping, a lengthier sleep duration, and poor
sleep quality.

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In addition, some studies also indicate that for student sleep quality, academic
disciplines do not show correlations. In particular, according to Zewe (2019), the
educational subject in which a student is enrolled has no impact on his/her recorded hours
of sleep and sleep quality. In agreement to this, Sweeney et al. (2017) found no
differences when it comes to the sleep quality of students from various degrees. Their
research discovered that, while design and architecture students had less sleep and
consequently, poorer sleep quality, in general, than science or STEM students, all
students still had the same type of sleep quality (poor sleep quality) and had no
statistically meaningful variations in it.
On the aspect of whether or not digital media use and sleep quality have
associations with each other, previous researches state findings that have agreed. This is
evident in the systematic review of LeBourgeois et al. (2017), which found that the large
number of research conducted prior to the pandemic found a detrimental relationship
between computer media usage (digital media use) and sleep wellness, predominantly
through deferred sleep schedules and decreased cumulative sleep cycles. Another study
proposed by Scott et al. (2019) also suggests the relationship of digital media use and
sleep mentioned as among the 11,872 adolescents in their study, it was reported that those
that have excessive social media usage were more probable to report late sleep onset and
sleep troubles than average users.
It has also been found that recent studies, which include those conducted during
the pandemic, have also agreed on the links connecting digital media use and sleep.
According to Varghese et al. (2021), exposure to screen-based technology and modern
media is substantially correlated with adolescent challenges in sleep onset amid the

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pandemic. This was also the case in the study of Hisler et al. (2020). The results of the
latter study also revealed that spending too much time on digital devices has relations
with multiple dimensions of sleep disturbance, especially when digital media use
encompasses internet browsing or social media.
On the aspect of well-being during the pandemic, many studies have revealed
poorer well-being among younger people. For instance, the study of Bidzan-Bluma et al.
(2020) revealed that younger people demonstrated lower well-being during the pandemic
than older people and was found to have experienced higher levels of trait anxiety and
coronavirus threat when compared to older age groups. In support of this, the study of
Pierce et al. (2020) also found that adolescents had an overall increase and had higher
rates of mental distress when compared to the older age groups. The research also found
that females were more likely to experience mental distress and poor well-being than men
during pandemic times. The study of O'Connor et al. (2020) also found consistent
findings with the study of Pierce et al. (2020).
Joshanloo and Jovanović (2017) used a quick well-being measure in a
representative cohort of people from the United States and found some early support for
sex similarities in well-being. The study discovered that men and women have very
comparable overall mechanisms for well-being. In a similar fashion, earlier research on
the quantitative invariance of well-being measures has found that there are far more
commonalities between sexes than variations in well-being component structures among
cultures (Joshanloo & Weijers, 2019). Small differences or the lack of sex differences
have also been found in research assessing the degrees of well-being dimensions within
sexes.

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Moreover, there have also been previous studies noting the relationships of digital
media use and well-being. The study of Twenge and Campbell (2019) is a good
illustration of this as their research presented that excessive users of digital media were
48% to 171% more susceptible to unhappiness, to have suicide risk factors such as
depression, suicidal ideation, or past suicide attempts, or to have poorer well-being than
light users. A similar case is also seen in the study of Orben and Przybylski (2019) as it
revealed links between high rates of digital media use and poor adolescent well-being.
However, it must be acknowledged that research work regarding the associations
of digital media use and well-being has been inconsistent. This is because although the
previously mentioned studies found negative associations between digital media use and
well-being, others have found null effects or even benefits with greater digital media use
(Odgers, 2018; Przybylski & Weinstein, 2019).
In contrast to this, studies regarding the associations of sleep quality and well-
being have found consistent findings. Previous studies have made known that late sleep
onset is shown to be caused by high usage of digital media, as elucidated by findings with
regards to how sleep has an impact on the well-being of an individual (Dewi et al., 2018;
Twenge & Campbell, 2019). In agreement with this, a more recent study has indicated
that impairment in well-being during lockdown has associations with poor sleep quality
(Chouchou et al., 2021). Additionally, another study also found associations of worse
psychological functioning with both short sleep and problematic sleep (Vermeulen et al.,
2021). The same study also found that sleep quality is seen to affect the psychological
functioning in adolescents, rather than sleep duration.

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Synthesis
This chapter explores the principles and relevant material about the current
research through an analysis of related literature and studies from both foreign and
domestic sources. These pieces of literature and studies will aid the researchers in
assessing the associations of digital media use and sleep quality on well-being, taking
into account both the independent and interactive associations.
Moreover, the literature presented above was able to specify and reduce the
ambiguity of various technical words that would be used in this study. These also offered
evidence that may support the ideas, concepts, and conclusions that the researchers will
establish afterward.
Consequently, the reviewed studies are also pertinent to the current research
because they summarize the established information about the variables that the study
would investigate. Specifically, the review of related studies has found relevant and
diverse findings regarding the variables.
On the aspect of digital media use, previous and latest studies have found similar
results, revealing that populations around the world experienced a rise in digital media
use amid the pandemic and that it was particularly strong among adolescents, even with
the exclusion of digital media use for educational purposes.
Additionally, it has also been discovered that sleep problems were significantly
high during the pandemic. Studies have also found unified findings that presented women
and younger age groups as more vulnerable and prone to sleep problems and poor sleep
quality as compared to men and older age groups.

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Consistent associations between digital media use and sleep quality have also
been documented by previous studies. According to the findings, high rates of digital
media consumption are linked to reduced sleep quality and a higher prevalence of sleep
disorders.
Amid the pandemic, studies have also shown that low well-being and high rates of
mental health issues were more prevalent among young people in contrast to older
people. More so, women were found to have poorer well-being than men.
Contradicting findings were also specified regarding the associations of digital
media use and well-being. This is because some studies have found negative correlations
between the two previously mentioned variables while other studies have found null
results or even benefits with higher rates of digital media use.
Finally, strong results on the correlations of poor well-being and sleep
impairments were also seen in the examined studies, suggesting that poor sleep quality,
or lack thereof, can lead to, concur with, or follow from psychological problems.
Having reviewed and summarized numerous relevant literature and studies, it can
then be inferred that research work on digital media use, sleep quality, and well-being are
well-documented. However, it should be recognized that there is a scarcity of research on
the associations of all of these domains during the current COVID-19 crisis and with
respondents consisting of adolescents from low and middle-income countries.
In this regard, the current research is related to the previously discussed local and
international literature and studies since it deals with the same variables presented. However,
the present study focuses specifically on Grade 11 Filipino adolescents from Saint Mary’s
University Senior High School and the interactive and independent associations of their

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digital media use and sleep quality on their well-being, with the hope of contributing to the
literature on the said domains when it comes to the context of a pandemic and with
adolescent respondents from a middle-income country (Philippines).

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CHAPTER III
RESEARCH METHODOLOGY
This chapter lays out the methodology that was applied in the collection and
analyses of data that was purposefully used to accomplish the research objectives. The
methodology included the research design, research environment, research respondents,
research instruments, the data gathering procedure, and the statistical treatment of data.
Research Design
Primarily, a quantitative study was used in acquiring the needed data to determine
the interactive and independent associations of digital media use and sleep quality on
well-being among Senior High School students. Qualitative responses was be gathered
and used but were only for support of quantitative responses, specifically on digital media
use. In collecting the needed data, a survey questionnaire through the online platform
Jotform was utilized.
To identify the respondents' profile in terms of sex and strand, a descriptive
method was used. Moreover, this method was applied in the assessment of the digital
media use, sleep quality, and well-being of an individual. Another approach that was
utilized in the study is the comparative method; this method was employed in the
comparison of the students' digital media use, sleep quality, and well-being when
grouped according to their profile variables—namely, sex and strand. Lastly, a

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correlational method was employed in knowing the significant relationships among the
students' digital media use, sleep quality, and well-being.
For the qualitative approach, the qualitative responses, which was incorporated to
bolster the quantitative responses for digital media use, utilized thematic analysis. This
encompassed the analysis of how digital media use has affected the lives of the students
during the lockdown.
Research Environment
This study was conducted within the constraints of distance learning. However,
since the circumstances of this research surround the academic environment of Saint
Mary’s University Senior High School (SMU SHS), this was chosen as the primary
research environment. Moreover, it is specified that the study was conducted online
through the platforms of Jotform and Messenger, addressed to the Grade 11 students of
SMU SHS.
Figure 2. Map of Saint Mary’s University

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Saint Mary’s University Senior High School is the Senior High School
department of Saint Mary’s University, a premier CICM Catholic educational institution
located in Bayombong, Nueva Vizcaya (Saint Mary’s University, n.d.), that was
established as a prerequisite in preparation for tertiary education.
Jotform is an online application utilized for creating and designing web-based
forms and questionnaires. This is where the data was primarily collected as data provided
by the respondents was directly recorded by Jotform via spreadsheet format.
Furthermore, Facebook Messenger is an American messaging app and platform
developed by Facebook, Inc., which served as the platform for the promotion and
dissemination of the survey linked to Jotform.
Research Respondents
Through the method of purposive sampling technique, the study had 51 enrolled
Grade 11 students from Saint Mary’s University Senior High School S.Y. 2021-2022 as
the target respondents. Students from Grade 11 were chosen because in S.Y 2021-2022,
they were the learners exposed to a new academic environment. The purposive selection
of respondents is employed, founded on the study’s goal which aims to identify how the
students did with regards to the variables that the research measured since the students
would have been in an academic environment different from where they were before and,
most importantly, at a time of a pandemic.

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Research Instruments
The researchers employed a questionnaire through Jotform, which was online and
in survey form, that served as the main tool or instrument in collecting and gathering
data. It comprised of four parts that the respondents answered each: namely, the
respondents’ profile (personal information), digital media use assessment, sleep quality
assessment, and well-being assessment.
In finding out the respondents’ demographics, several personal information
questions was asked. These consisted of the respondent’s name (optional), sex (male or
female), and strand (STEM, HUMSS, ABM, AD, HE, ICT).
The second part of the questionnaire is the digital media use assessment; it
consisted of both quantitative and qualitative sections. The quantitative section consisted
of 10 digital media activities and an 8-point Likert scale ranging from 0 or never to 7 or
always. The 10 digital media activities that was used for the questionnaire was adopted
from the study of Cellini et al. (2020). It consists of digital media activities such as
computer work, Email/instant messaging, social networking sites, video games, surfing
the internet, video calls/calls on phones, watching online videos, reading e-books,
watching TV/DVDs, and watching TV series. To aid in identifying the frequency of the
respondents’ usage per digital media activity, the respondents was asked the question “In
the previous week, how frequently did you engage in the following digital media
activities?” The respondents rated the frequency of their digital media use in the previous
week by choosing the most accurate reply from the 8-point Likert choices that indicate
the frequency of their use for each digital media activity. Moreover, the qualitative
section of the digital media use assessment consisted of one supporting question that asks

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how digital media has affected each of the respondents’ lives during the lockdown. No
psychometric properties were discussed in the questionnaire’s source but it had content
validity.
The third part of the questionnaire is the sleep quality assessment. The Pittsburgh
Sleep Quality Index (PSQI) was applied in this part. The PSQI is a self-report on
subjective sleep quality and sleep problems across a one-month time interval consisting
of 18 questions, established by Buysse et al. (1989). The first 4 questions enquire about
times (bedtime, number of minutes it took for the respondent to fall asleep, get up time,
and hours of sleep per night). On the other hand, the next 10 questions ask how often the
respondent had trouble sleeping because of different reasons (e.g. woke up in the middle
of the night, need to go to the bathroom, cough, and bad dreams). Each of these questions
was answered through a 4-point Likert scale ranging from “never” to “three or more
times a week.” Additional questions include a subjective rating of the respondents’ sleep
quality (4-point scale from “very good” to “very bad”), the use of sleep medication,
trouble staying awake during the day (4-point scale ranging from “never” to “three or
more times a week”), and if it has been a problem for the respondents to keep up enough
enthusiasm for getting things done (4-point scale ranging from “no problem at all” to “a
very big problem”). The 18 items of the PSQI form 7 component scores (sleep quality,
sleep latency, sleep duration, sleep efficiency, sleep disturbances, sleep medication, and
daytime dysfunction) ranging from 0 to 3 that was summed up to a global score. A global
score of 5 or higher indicates poor sleep quality; whereas, the higher the score, the worse
the quality. The study of Raniti et al. (2018) suggests that the PSQI global score
represents a unidimensional latent construct of overall subjective sleep quality in

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adolescents. In addition to this, the study of Buysse et al. (1989) found that the 7
component scores of the PSQI had an overall reliability coefficient (Cronbach’s α) of
0.83, indicating a high degree of internal consistency. A more recent reliability test from
the study of Raniti et al. (2018), with adolescents as the respondents, has found an overall
reliability coefficient (Cronbach’s α) of 0.73, 0.10 lower than the previous study, but is
still acceptable. Both studies show that each of the seven components appears to measure
a particular aspect of the same overall construct which is sleep quality.
The last part, the well-being assessment, consisted of the WHO-5 Well-being
Index, a short subjective procedure of present well-being from the last two weeks (WHO,
1988). It comprises of 5 positively-worded items that was rated on a 6-point Likert scale,
that ranges from 0 (at no the time) to 5 (all of the time). As scales measuring health-
related quality of life are customarily transformed to a percentage score, the total raw
score, ranging from 0 to 25, was transformed to a 0 to 100 score by multiplying the
summated score by 4, with 0 signifying the poorest conceivable well-being and 100
denoting the greatest attainable well-being. In addition, a score of less than or equal to 50
implicates poor well-being (Omani-Samani et al., 2019). The study of Halliday et al.
(2017) has found that the WHO-5 demonstrates satisfactory internal consistency
reliability (α = 0.90). Moreover, analyses of items from the questionnaire that
incorporated research work in adolescents put into perspective that the questionnaire has
validity in its construction as a linear measure evaluating well-being in the said
population (Topp et al., 2015).

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Data Gathering Procedure
Figure 3. Framework of the Data Gathering Procedure
For the gathering of data in this study, an online survey questionnaire adopted
from different sources was utilized. The questionnaire was created in Jotform and
collected data encompassing the respondents’ demographic information, digital media
use, sleep quality, and well-being. The instruments’ reliability were checked and
validated through the reliability coefficient sourced from the studies where they were
adopted from.
The gathering of data through this questionnaire was strictly online, in line with
current conditions regarding COVID-19 restrictions. This is also to avoid the risk of virus
transmission and for easy organization of data. The link of the questionnaire was
distributed to the respondents through the Messenger app for them to provide the data
required for the study. In this part, the respondents were also assured of utmost
confidentiality regarding the data that they were providing.
Once the distribution has been done and a sufficient amount of data has been
collected, the data was then analyzed and interpreted using descriptive and inferential

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statistics. Findings rooted from the data analyses and interpretation were then used as the
basis for the formulation of the Chapter V of the research.
Statistical Treatment of Data
The research made use of the respective statistical methodologies:
1. Descriptive statistics, namely, frequency, percent count, mean, and standard
deviation were utilized to summarize the profile variables that were included
such as sex and strand. Subsequently, these were also used to describe the
respondents’ digital media use, sleep quality, and well-being. The tables
below show the guides for these.
Table 1. Likert’s Scale Interpretation (Digital Media Use – Frequency of Use)
Scale Qualitative Description

0 – 0.49 Never
0.50 – 1.49 Never – 1x a week
1.50 – 2.49 1 – 2x a week
2.50 – 3.49 2 – 3x a week
3.50 – 4.49 3 – 4x a week
4.50 – 5.49 4 – 5x a week
5.50 – 6.49 5 – 6x a week
6.50 – 7.00 Always
Table 2. Likert’s Scale Interpretation (Sleep Quality Component Score)

0 – 0.49 Very Low Level of Difficulty
0.50 – 1.49 Low Level of Difficulty
1.50 – 2.49 High Level of Difficulty
2.50 – 3.00 Very High Level of Difficulty

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Table 3. Likert’s Scale Interpretation (Sleep Quality Global Score)

0 – 4.49 Good Sleep Quality
5.00 – 21.00 Poor Sleep Quality
Table 4. Likert’s Scale Interpretation (Well-being Item Score)
Scale Qualitative Description Implication

0 – 0.49 Disagree Strongly At No Time
0.50 – 1.49 Disagree Moderately Some of the Time
1.50 – 2.49 Disagree Slightly Less Than Half of the Time
2.50 – 3.49 Agree Slightly More Than Half of the Time
3.50 – 4.49 Agree Moderately Most of the Time
4.50 – 5.00 Agree Strongly All of the Time
Table 5. Likert’s Scale Interpretation (Well-being Global Score)

0 – 50.00 Poor Well-being
50.00 – 100.00 Good Well-being
2. To analyze whether or not the variables have significant relationships and
differences with each other, inferential statistics was used. The independent
samples t-test was utilized to discover significant differences in the students'
digital media use, sleep quality, and well-being when grouped by sex and
strand. In terms of finding significant relationships among the students’ digital
media use, sleep quality, and well-being, Pearson correlation was used.
3. In analyzing the qualitative data that was used in support of the quantitative
data, thematic analysis was used.

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CHAPTER IV
PRESENTATION, ANALYSES, AND INTERPRETATION OF DATA
This chapter of the study presents the collected data from the 51 Grade 11
students of Saint Mary’s University Senior High School who served as the respondents of
this study. It also provides the results of the statistical analysis of data using the Statistical
Package for Social Science (SPSS) version 28 and the corresponding interpretation that
has been arranged in accordance to the research problems. Additionally, this chapter
contains seven sections which compose of 12 tables. The first 11 comprise of the
quantitative part of this study, sourced from the descriptive and inferential statistical
analyses. Likewise, the last table presents the qualitative part, consisting of the results of
the study’s thematic analysis.
Section 1. Demographic profile of the Grade 11 respondents according to sex and
strand
Table 6. Frequency count and percentage of the profile of the respondents
Variables Groups Frequency Percentage

Sex Male 13 25.5
Female 38 74.5
Total 51 100
Strand STEM 35 68.6
Non-STEM 16 31.4
Total 51 100
Table 6 presents the frequency count and the percentage of the demographic
profile of the Grade 11 student respondents, in terms of sex and strand. Specifically, the

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data presents that majority of the respondents are female, accounting for almost three-
fourths of the whole population. Likewise, the male respondents form only more than a
quarter of the total.
Furthermore, more than half of the respondents came from the STEM strand, with
those from the non-STEM strands (i.e. AD, HUMSS, ABM, and HE) comprising only
more than a fourth of the whole population.
Section 2. Digital media use of the Grade 11 respondents according to the frequency
of their use
Table 7. The digital media use of the respondents according to the frequency of use
Items (Digital Media ̅ Qualitative

N 𝐗 SD
Activity) Description
Surfing the Internet 51 6.00 1.66 5-6x a week
Watching online videos 51 5.86 1.59 5-6x a week
Computer work 51 5.59 2.07 5-6x a week
Social Networking Sites 51 5.55 1.92 5-6x a week
Email/Instant messaging 51 5.31 1.90 4-5x a week
Video calls/Calls on phones 51 3.84 2.19 3-4x a week
Watching TV series 51 3.25 2.22 2-3x a week
Reading e-books 51 2.76 2.48 2-3x a week
Video games 51 2.67 2.50 2-3x a week
Watching TV/DVDs 51 2.06 2.23 1-2x a week
Overall Digital Media Use 51 4.29 2.08 3-4x a week
Legend - Frequency of Use: 0-0.49 (Never), 0.50-1.49 (Never-1x a week), 1.50-2.49 (1-2x
a week), 2.50-3.49 (2-3x a week), 3.50-4.49 (3-4x a week), 4.50-5.49 (4-5x a week), 5.50-
6.49 (5-6x a week), 6.50-7.00 (Always).
Table 7 depicts the digital media use of the Grade 11 student respondents in terms
of the frequency of their usage. The overall frequency of the weekly digital media use of
students with regards to the 10 digital media activities involved is 3-4 times a week
̅=4.29, SD=2.08). This implies that most students are using digital media and doing
(X
digital media activities for more than half of seven days of the week. Adolescent

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engagement towards digital media may be regarded as an organic component of their
development, according to Stiglic and Viner (2019), because they are "digital natives"
who grew up surrounded by Internet media and information on electronic devices.
Furthermore, swift technological innovations in digital media enable for the densification
of a diverse array of quicker-paced sensory input into the users' device, which is
accessible nearly anywhere and at any time via varied gadgets, making it easier to entice
adolescents to engage in exorbitant digital media use.
̅=6.00,
To specify, the highest digital media use is found in surfing the internet (X
̅=5.86, SD=1.59), computer work (X

SD=1.66), watching online videos (X ̅=5.59,
̅=5.55, SD=1.92), all of which are activities done

SD=2.07), and social networking sites (X
for 5-6 times a week. Twenge and Campbell (2019) explains in their study that the
primary reason of adolescents' highest rate of digital media consumption might be leisure.
However, given that the large percentage of adolescents today attend online or virtual
classes, it is reasonable to assume that throughout the pandemic, they will not only utilize
digital media for leisure but also for educational reasons. In other words, whereas leisure
was formerly identified as the primary cause of extreme digital media use, schooling may
potentially contribute to a rise in the already high rates of time spent using digital media
and doing digital media activities by adolescents.
Other activities conducted for more than half, half, or less than half of the whole
̅=5.31, SD=1.90), video calls/calls on phones

week are email/instant messaging (X
̅=3.84, SD=2.19), watching tv series (X

(X ̅=3.25, SD=2.22), reading e-books (X
̅=2.76,
̅=2.67, SD=2.50).
SD=2.48), and video games (X

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̅=2.06, SD=2.23) were found to have the

Additionally, watching TV/DVDs (X
least frequency of use per week at 1-2 times a week. From the overall result, a disparity
between the type of device that is used in the utilization of digital media is observed,
since most of the aforementioned that depict usage of more than two times a week are
done through compact devices or gadgets such as smartphones. Meaning, majority of the
Grade 11 students who use digital media the most are utilizing compact gadgets rather
than non-compact devices such as TVs or DVD players. One reason that may explain this
is because most non-compact devices do not support the Internet or cannot use the
Internet as such devices are, most often than not, static. Ballarotto et al. (2018) supports
this by stating that adolescents are the main users of new technologies and their main
purpose of use is social interaction. Since majority of non-compact devices do not fit in
new technology and cannot be utilized for the purpose of social interaction, most
adolescents do not spend most of their time using them.
Section 3. Sleep quality of the Grade 11 respondents according to the sleep quality
component scores and the overall global score
Table 8. The sleep quality of the respondents according to the component scores and the
global score
Items (Sleep Quality ̅ Qualitative

N 𝐗 SD
Component) Description
High Level of
Daytime Dysfunction 51 1.90 0.85
Difficulty
Low Level of
Subjective Sleep Quality 51 1.35 0.80
Difficulty
Low Level of
Sleep Disturbances 51 1.35 0.59
Difficulty
Low Level of
Sleep Latency 51 1.27 0.85
Difficulty
Habitual Sleep Deficiency 51 1.18 1.37 Low Level of
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Difficulty
Low Level of
Sleep Duration 51 0.80 0.94
Difficulty
Very Low Level
Use of Sleeping Medication 51 0.18 0.52
of Difficulty
Poor Sleep
Sleep Quality Global Score 51 8.04 3.07
Quality
Legend (Component Scores): 0-0.49 (Very Low Level of Difficulty), 0.50-1.49 (Low Level
of Difficulty), 1.50-2.49 (High Level of Difficulty), 2.50-3.00 (Very High Level of
Difficulty)
Legend (Sleep Quality Global Score): 0-4.99 (Good Sleep Quality), 5.00-21.00 (Poor
Sleep Quality)
Table 8 reports the sleep quality of the Grade 11 student respondents in terms of
each sleep quality component and the sleep quality global score. Firstly, it can be seen
that majority of the sleep quality components are distinguished by low level of difficulty.
This means that students are not having much difficulty sleeping as seen in perspectives
̅=1.35, SD=0.80), sleep disturbances (X

of subjective sleep quality (X ̅=1.35, SD=0.59),
̅=1.27, SD=0.85), habitual sleep deficiency (X

sleep latency (X ̅=1.18, SD=1.37), and sleep
̅=0.80, SD=0.94). In this regard, it is noted that two sleep continuity variables,
duration (X
sleep latency and habitual sleep deficiency, are positively identified, both of which are
classified as significant indices of good sleep quality over the life-span, particularly for
adolescents (Ohayon et al., 2017).
Moreover, students do not experience the need to take sleeping medication for
them to fall asleep, since the use of sleep medication is described as a very low level of
̅=0.18, SD=0.52). This suggests that the students are not reliant on sleeping
difficulty (X
medications because they can fall asleep naturally with little to no effort. This might be
because, in contrast to other age groups, adolescents have relatively no issue sleeping at
significantly later periods. In their study, Li et al. (2021) revealed that adolescent sleep
during the pandemic was marked by deferred sleep onset and offset times. Adolescents in
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their research had greater sleep throughout the pandemic without using sleeping medicine
but this was accompanied with sleeping at later hours and irregular wake and sleep
schedules. This is reinforced by the studies of Robillard et al. (2021) and Cellini et al.
(2021) which both found that sleep and wake-up times were considerably delayed during
the pandemic, compared to estimations from pre-pandemic times.
On top of those, even if the students can fall asleep naturally, it has been found
that the quality of sleep that they get is not sufficient to make them function properly
during the day. This is evident in the high level of difficulty in the students’ daytime
̅=1.90, SD=0.85). This encompasses having issues with staying awake

dysfunction (X
while studying, eating meals, or participating in social events, as well as challenges with
having enough enthusiasm to accomplish tasks. A reason that might explain this is the
fragility of adolescent sleep. Considering that adolescence is a time of significant
intellectual, physiological, social, and behavioral development, good sleep quality is
essential. According to the National Academies of Sciences, Engineering, and Medicine
(2019), poor sleep quality has a significant and influential impact on adolescent daily
functioning, including but not limited to engagement in family and social life, as well as
academic performance.
Parallel with the aforementioned results, the sleep quality global score, which is
rooted from the sum of the seven component scores, show poor sleep quality among
̅=8.04, SD=3.07). This demonstrates that students had poor sleep quality
students (X
throughout the pandemic and did not get the optimal sleep possible. Despite the fact that
students experienced little trouble in six of the seven components of sleep quality, as
defined by low and very low levels of difficulty, the students' sleep quality was

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nonetheless influenced collectively. The results of Robillard et al. (2021) agrees with this,
stating that instances of medically significant sleep problems increased by 14.5 percent
from before the pandemic to during the pandemic, and had a significant influence on
adolescents' sleep quality.
Section 4. Well-being of the Grade 11 respondents according to each item and the
overall global score
Table 9. The well-being of the respondents according to the items and the overall global
score
̅ Qualitative
Items N 𝐗 SD
Description
I have felt active and Disagree Slightly
51 2.35 1.25
vigorous.
I have felt cheerful and in Disagree Slightly
51 2.29 1.39
good spirits.
I have felt calm and relaxed. 51 2.18 1.31 Disagree Slightly
My daily life has been filled Disagree Slightly
51 2.16 1.45
with things that interest me.
I woke up feeling fresh and Disagree Slightly
51 2.02 1.38
rested.
Well-being Global Score 51 44.00 22.97 Poor Well-being
Legend (Items): 0-0.49 (Disagree Strongly), 0.50-1.49 (Disagree Moderately), 1.50-2.49
(Disagree Slightly), 2.50-3.49 (Agree Slightly), 3.50-4.49 (Agree Moderately),
4.50-5.00 (Agree Strongly).
Legend (Well-being Global Score): 0-50.00 (Poor Well-being), 51.00-100.00 (Good
Well-being)
Table 9 illustrates the well-being of the Grade 11 student respondents in terms of
the five items of the WHO-5 Well-being Index and the well-being global score. It is
noted in the data that in the five positively-worded items of the questionnaire, all students
disagree slightly. This indicates that they do not feel positive most of the time. This is

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̅=44.00, SD=22.97) which is

heavily backed up by the well-being global score (X
indicative of poor well-being among the Grade 11 student population.
This outcome is substantiated by adolescent nature, particularly their great esteem
for social ties. Nowadays, adolescents are required to maintain physical distancing from
peers and, in some cases, romantic partners while remaining in close contact to their
parents roughly 24/7. According to Becker and Gregory (2020), adolescents are
progressively valuing peer relationships and independence, and the current catastrophe
may result in sentiments of isolation as well as specific parent-child troubles or disputes,
such as those related to home education or in obeying COVID-19 community health
standards. Zeshan and Pervaiz (2020) go on to say that because adolescents have
increased vitality, curiosity, drive, interest, and enthusiasm, they may find it difficult to
isolate themselves at home. Physiological changes such as hormonal fluctuations from
puberty merge with adolescent social dynamics, making them hyper-aware of their social
standing, social circle, and relationships. Consequently, due to the enforced social
isolation, adolescents may feel irritated, detached, nostalgic, and bored, affecting their
general well-being. Supporting this, the studies of Bidzan-Bluma et al. (2020) and Pierce
et al. (2020) also found that younger people reported poorer well-being amid the
pandemic than older people, had greater levels of intrinsic anxiousness and coronavirus
threat when compared to older age groups, and exhibited a general rise in mental distress
levels.
Section 5.a Difference on the digital media use of the Grade 11 respondents when
grouped according to sex

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Table 10. Difference in digital media use according to sex
̅ Qualitative p-
Sex N 𝐗 SD df t
Description value
Digital Male 13 4.08 1.11 3-4x a week
Media 49 0.74 0.46
Use Female 38 4.36 1.17 3-4x a week
Table 10 summarizes the difference in digital media use of the Grade 11 student
respondents when grouped according to their sex. Upon analysis, it is evident that there
̅=4.08, SD=1.11) and

lies no significant difference in the digital media use of males (X
̅=4.36, SD=1.17); t(49) = 0.74, p = 0.46. This means that sex does not
females (X
determine the frequency of one’s digital media use. Additionally, as seen in both of their
means, males and females use digital media for 3-4 times a week.
Twenge and Martin's (2020) findings are consistent with the current report's
results, stating that the frequency of adolescent digital media consumption does not differ
by sex. This might be because all of the respondents were students and of the same age.
Thus, their priorities in school and in engaging in digital media may relatively be the
same. Twenge and Martin (2020) further substantiates this, indicating in their study that
adolescent digital media use differs not in terms of frequency, but in terms of the type of
digital media used. Specifically, they have discovered that adolescent females were
spending more time on cellphones, social media, messaging, general computer use, and in
online media. On the other hand, the adolescent boys were found to spend more time
playing online games and using digital equipment, in general.
Section 5.b Difference on the sleep quality of the Grade 11 respondents when
grouped according to sex

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Table 11. Difference in sleep quality according to sex
̅ Qualitative p-
Sex N 𝐗 SD df t
Description value
Poor Sleep
Male 13 7.46 2.99
Sleep Quality
49 0.78 0.44
Quality Poor Sleep
Female 38 8.24 3.11
Quality
Table 11 presents the difference in sleep quality of the Grade 11 student
respondents when grouped according to their sex. Indicatively, the given data
̅=7.46,
exemplified that there is no significant difference in the sleep quality of males (X
̅=8.24, SD=3.11); t(49) = 0.78, p = 0.44. This implies that sleep

SD=2.99) and females (X
quality does not differ per sex. Furthermore, the data also indicates that both the male and
female student respondents have difficulties in their sleep, as is evident in their poor sleep
quality.
The findings of Robillard et al. (2021) and Cellini et al. (2021) contradict the
findings of the current study since both of their findings show that females are more
prone to sleep difficulties and poor sleep quality than males. One possible explanation for
the discrepancy is the varied number of respondents, with the current research having a
smaller number of respondents (N=51) owing to COVID-19 constraints and online
communication issues limiting the study's reach to its targeted respondents. Further to
that, the current study had more females than males which may have influenced the
result. Also, since the previous studies mentioned had adolescents that were not students,
this may have changed the course of the results since the current study was only
exclusive to Grade 11 adolescent students.

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Section 5.c Difference on the well-being of the Grade 11 respondents when grouped
according to sex
Table 12. Difference in well-being according to sex
̅ Qualitative p-
Sex N 𝐗 SD df t
Description value
Poor Well-
Male 13 40.92 21.55
Well- being
49 0.56 0.58
being Poor Well-
Female 38 45.05 23.63
being
Table 12 outlines the well-being of the Grade 11 student respondents when
grouped according to their sex. Conforming to the results of the previous two variables,
̅=40.92, SD=21.55)
there also lies no significant difference in the well-being of males (X
̅=45.05, SD=23.62); t(49) = 0.56, p = 0.58. Such result indicates that there
and females (X
is no difference evident in the well-being of males and females. Moreover, the data also
shows that both male and female students have poor well-being.
Joshanloo and Jovanović (2017) conducted a study that supports this conclusion,
suggesting early support in favor of sex similarities in well-being. Joshanloo & Weijers
(2019) agree, pointing out that most well-being measures demonstrate that there are far
more commonalities between sexes than variations when it comes to well-being
component structures throughout cultures. They further claim that comparing well-being
dimensions between men and women show very little differences or no differences at all.
Section 5.d Difference on the digital media use of the Grade 11 respondents when
grouped according to strand
Table 13. Difference in digital media use according to strand

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̅ Qualitative p-
Strand N 𝐗 SD df t
Description value
Digital STEM 35 4.32 0.99 3-4x a week
Media Non- 21.34 0.21 0.83
Use 16 4.23 1.48 3-4x a week
STEM
Table 13 indicates the difference in digital media use of the Grade 11 student
respondents when grouped according to their strand. As per the statistical data presented
in the table, it is inferred that there is no significant difference in the digital media use of
̅=4.32, SD=0.99) and those from non-STEM strands

those from the STEM strand (X
̅=4.23, SD=1.48); t(21.34) = 0.21, p = 0.83. This denotes that the digital media use of
(X
Grade 11 students does not differ from each other significantly, with both having means
describing that the frequency of their use is 3-4 times a week. Furthermore, it implies that
the digital media use of those from the STEM strand and those from non-STEM strands
do not differ.
This statistic emphasizes the current situation, in which the majority of students
are enrolled in online programs. Because students from various strands had the same
learning environment and were obliged to learn at home, they employed the most
practical and widely-used resources accessible to them, such as technology and digital
media, resulting in increased digital media use. Ravizza et al. (2017) explains why
technology is appealing to teenagers, particularly in their educational pursuits. They
assert that in today's classrooms, filled with "digital natives," technology gives numerous
pathways to knowledge, encourages classroom interactions, and serves as virtual
mentors. These factors, along with the seemingly limitless world of the Internet, make
employing technology for education alluring to adolescent learners.

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Section 5.e Difference on the sleep quality of the Grade 11 respondents when
grouped according to strand
Table 14. Difference in sleep quality according to strand
̅ Qualitative p-
Description value
Poor Sleep
STEM 35 8.09 3.18
Sleep Quality
49 0.16 0.88
Quality Non- Poor Sleep
16 7.94 2.91
STEM Quality
Table 14 demonstrates the difference in sleep quality of the Grade 11 student
respondents when grouped according to their strand. From the inferential statistical
analysis, it is found that there lies no significant difference in the sleep quality of those
̅=8.09, SD=3.18) and those from non-STEM strands (X

from the STEM strand (X ̅=7.94,
SD=2.91); t(49) = 0.16, p = 0.88. This implies that the kind of strand a person takes does
not necessarily affect their sleep quality. Meaning, the Grade 11 students from STEM and
from non-STEM strands relatively have the same sleep quality which, as is also indicated
in the table above, is poor.
This result agrees with Zewe's (2019) findings, which found that the academic
field in which a student is enrolled in has no significant influence on the recorded hours
of sleep and sleep quality. Furthermore, Sweeney et al. (2017) corroborate this in their
research. They have found that, whereas design and architecture majors had less sleep
and lower sleep quality than science or STEM majors, all respondents still exhibited the
same type of sleep quality (poor sleep quality), with no statistically significant
differences in the variable.

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Section 5.f Difference on the well-being of the Grade 11 respondents when grouped
according to strand
Table 15. Difference in well-being according to strand
̅ Qualitative p-
Description value
Poor Well-
STEM 35 44.23 20.74
Well- being
49 0.10 0.92
being Non- Poor Well-
16 43.50 28.01
STEM being
Table 15 illustrates the difference in well-being of the Grade 11 student
respondents when grouped according to their strand. Basing it from the results of the
statistical analysis, it is inferred that there is no significant difference in the well-being of
̅=44.23, SD=20.74) and those from non-STEM strands

those from the STEM strand (X
̅=43.50, SD=28.01); t(49) = 0.10, p = 0.92. It denotes that being a student from STEM
(X
does not imply a higher or a lower well-being than being a student from the non-STEM
strands, and vice versa. This is because all students, regardless of their strand, have
characteristics implying that they have poor well-being, compliant to what the table
above illustrates.
The findings are supported by the concept of eudaimonic well-being, or cognitive
well-being, particularly in terms of its component of resilience. According to Kuzmishin
(2018), there is no significant difference in resilience between STEM and non-STEM
students. This resilience, according to Williamson and O'Hara (2018), may be linked to
social, geographical, and academic environments, particularly in the form of friends,
peers, teachers, and role models, because they have a significant impact on student
distress and influence both the positive and negative affect of students when faced with

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adversity. These environments are critical at this period since research have shown that
catastrophic events can have a detrimental influence on adolescents' well-being (Dvorsky
et al., 2020; Becker & Gregory, 2020). Such results may also explain that since the
students from both strands are exposed to the COVID-19 pandemic and are in the same
Senior High School, both STEM and non-STEM students may be similarly resilient and
may have the same well-being given that they are at the same environment and are both
influenced by it.
Section 6. Relationships among the student respondents’ digital media use, sleep
quality, and well-being.
Table 16. Correlations of digital media use, sleep quality, and well-being
Digital Media
Sleep Quality Well-being
Use
Digital Media Pearson
1 0.15 0.10
Use Correlation
Sig. (2-tailed) 0.30 0.50
N 51 51 51
Sleep Quality Pearson
0.15 1 -0.45**
Correlation
Sig. (2-tailed) 0.30 0.001
N 51 51 51
Well-being Pearson
0.10 -0.45** 1
Correlation
Sig. (2-tailed) 0.50 0.001
N 51 51 51
Legend: ** (Correlation is significant at the 0.01 level – 2-tailed).
Table 16 summarizes the correlations of digital media use, sleep quality, and well-
being. After the statistical analysis of the data through the Pearson r Correlation Test, it is
shown that there lies no relationship between digital media use and sleep quality, Pearson
correlation=0.15, p=0.30 (2-sided). This suggests that digital media use and sleep quality

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have no correlation with each other. The study of Varghese et al. (2021) contradicts this,
since their findings show that engagement to screen-based technology and online social
media is significantly linked to adolescent sleep-onset disorders during the pandemic.
This was likewise the case in the research of Hisler et al. (2020). The results of the latter
study found that consuming too much time using digital devices is linked to a variety of
sleep disturbances, particularly when the digital media activity done relates to social
media or internet surfing. To put it in perspective, the discrepancy between the current
study and the previously stated studies might be due to a variation in the number of
respondents. Furthermore, the disparity might also be explained by the fact that the
present study's sleep quality assessment took into account seven components of sleep
quality, which were not regarded in the two studies previously stated.
Concordant to that, no relationship was also found relating to digital media use
and well-being, Pearson correlation=0.10, p=0.50 (2-sided). The study done by
Przybylski and Weinstein (2019) agrees with this. According to them, there are only
weak or non-existent correlations between digital media use and well-being. Furthermore,
they affirm that while digital media use may have an influence on measures of healthy
development including physical health and executive control, this has no effect on well-
being. However, it is unclear if these correlations are substantially replicated,
highlighting the need for more research that takes into account socioeconomic
considerations, given that not all adolescents are exposed to the same number of digital
media and since digital media may be used for differing purposes.
Inconsistent with previous results, it has been found that there lies a low negative
correlation between the sleep quality global score and well-being global score, Pearson

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correlation=-0.45, p=0.001 (2-sided). This means that a correlation is evident between the
increase of the global score of well-being and the decrease of the global score of sleep
quality, and correspondingly the same in its inverse form.
Such negative correlation in the increase and decrease in both scores indicate a
direct relationship between well-being and sleep quality. Thus, there exists a significant
relationship between good well-being and good sleep quality, which is also present
between poor well-being and poor sleep quality. This is explained by the fact that higher
scores in the well-being global score are characteristic of good well-being and lower
scores in the sleep quality global score imply good sleep quality, which is logically the
same when it comes to their opposites (poor well-being and poor sleep quality).
In agreement with this, a recent study has indicated that impairment in well-being
during the lockdown has links to poor sleep quality (Chouchou et al., 2021). In their
study, Wang and Boros (2021) endorse this, stating that poor sleep quality has a
significant impact on the likelihood of medical illnesses, specifically, mental illnesses
such as anxiety and depression.
Section 7. Qualitative analysis on the impact of digital media in the life of the Grade
11 students during the pandemic
Table 17. Thematic analysis of the impact of digital media to the life of the students
Statements Frequency Percentage

Academic Support 10 19.6
Source of Entertainment 10 19.6
Increased Screen Time 9 17.7
Root of Laziness 8 15.7
Mental Relief 6 11.8
Communication Helper 4 7.8

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No Perceived Effect 4 7.8

Total 51 100
Table 17 presents the results of the thematic analysis of the answers of the Grade
11 students regarding the impact of digital media to their lives during the pandemic.
Specifically, majority of the respondents answered that digital media impacted their lives
through providing academic support and entertainment. Not much behind the number of
people that responded the aforementioned answers, many also said that digital media
contributed to the increase of their screen time. Such answers were followed by the
indications that digital media became the root of their laziness and became an avenue for
mental relief. Lastly, a very low number of people also answered that digital media
became a necessary communication helper in their lives given the constraints of face-to-
face communication amid the pandemic. This is also the same with people who answered
that they have no perceived impacts or effects regarding digital media in their lives.
Generally, these results mean that students consider their academic and
recreational digital activities as having affected their lives the most. As students and
“digital natives,” these results present the current state of adolescent life in which digital
media are integrated not just in their personal leisure activities (Twenge & Campbell,
2019) but also in their education (Ravizza et al., 2017). Exelmans and Scott (2019)
explains that this multidimensional nature of digital media makes for its wide usage and
presents its usefulness to adolescents. Digital media’s characteristics changes how people
use it; in this end, it deliberately also affects people and on how they perceive digital
media as a factor in how they live their lives.

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CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Summary of the Study
The purpose of this study is to determine the associations of the digital media use,
sleep quality, and well-being of Grade 11 students from SMU SHS for S.Y. 2021-2022.
This was accomplished through first, attaining the students' demographic profile, digital
media use, sleep quality, and well-being. Second, by determining the significant
differences and significant relationships of the variables with students' demographics and
the variables with each other.
The study utilized a mixed-method approach. This included both quantitative and
qualitative data collection and analysis. However, the study was primarily quantitative,
with the use of descriptive, comparative, and correlational methods. Specifically, the
qualitative approach of the study was only used to support the quantitative data for digital
media use. Moreover, the respondents comprised 51 Grade 11 students, 13 of which were
male and the remaining 38 female. Also, 35 were students from the STEM strand and the
other 16 were from non-STEM strands such as AD, HUMSS, ABM, and HE.
Furthermore, the research instruments used were adopted from studies and
questionnaires. The digital media use part of the questionnaire incorporated the
questionnaire of the study of Cellini et al. Additionally, the Pittsburgh Sleep Quality
Index and the WHO-5 Well-being Index were used for sleep quality and well-being. For
data analysis, the Statistical Package for Social Science (SPSS) version 28 was used for
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descriptive and inferential statistics. Specifically, frequency, percent count, mean, and
standard deviation were used for the descriptive statistics while the independent samples
t-test and Pearson correlation were utilized for inferential statistics. Also, qualitative data
were analyzed through thematic analysis.
The findings of the study indicate that the Grade 11 students of Saint Mary’s
University use digital media for more than half of the seven days of the week,
specifically, 3-4 times a week. Additionally, the students also viewed digital media use as
having affected them as academic support, as their source of entertainment, as the reason
for their increased screen time, as the root of their laziness, as their mental relief, and as a
communication helper. A very low number of students also indicated that they did not
perceive any digital media use-related effect in their lives. Along with this, the majority
of the students were also found to have experienced poor sleep quality and poor well-
being amid the pandemic.
Statistical analysis also showed that there lies no significant differences in the
students’ digital media use, sleep quality, and well-being when grouped according to sex
and strand. Similarly, it was found that digital media use and sleep quality did not have
any relationship with each other. This was the same regarding digital media use and well-
being. However, a low negative correlation between sleep quality and well-being scores
was found, indicating a direct relationship between well-being and sleep quality. Thus,
there exists a significant relationship between good well-being and good sleep quality,
which is also present between poor well-being and poor sleep quality. This is because
higher scores in the well-being global score are indicative of good well-being and lower

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scores in the sleep quality global score imply good sleep quality, which is logically the
same when it comes to their opposites (poor well-being and poor sleep quality).
Conclusion
The results of the study indicated that Grade 11 students from Saint Mary’s
University Senior High School (SMUSHS) S.Y. 2021-2022 use digital media for 3-4
times a week, have poor sleep quality, and exhibit poor well-being amid the pandemic.
Additionally, the students stated that digital media use has affected their lives during the
pandemic in the aspects of academic support, as a source of entertainment, the reason for
their increased screen time, the root of their laziness, as a mental relief, and as a
communication helper. A very low number of students also indicated that they did not
perceive digital media use to have affected them. Of the 51 respondents, the majority
were women and from the STEM strand. Relating student demographics to the variables,
no significant differences were found in the digital media use, sleep quality, and well-
being of the respondents when grouped according to sex and strand. Null results were
also apparent in finding the relationships between digital media use and sleep quality, and
digital media use and well-being. However, the study found a low negative correlation
between sleep quality scores and well-being scores, implying that well-being and sleep
quality have a direct relationship. Thus, among Grade 11 students in SMUSHS, good
well-being is correlated to good sleep quality, and poor well-being is correlated to poor
sleep quality.

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Recommendations
1. Incoming Grade 11 Students. The researchers recommend that incoming
Grade 11 students, regardless of their sex or the strand that they will choose to
take, make sure to have a good hold of their academic life while also putting
prime importance and emphasis on monitoring their usage of digital media,
getting good sleep quality, and maintaining good well-being. It is also
encouraged that they recognize the stronghold of digital media use in their
lives and its consequent effects, especially amid the pandemic where
heightened digital media use has become apparent among the majority of
adolescents. Also, it is recommended that they give high regard for their
sleeping times and make sure that when they wake up, they feel rested and
motivated to do their daily activities since this may have a positive effect on
their overall well-being.
2. Administration and Faculty of Senior High Schools. It is recommended by
the researchers that Senior High School administration and faculty take into
consideration the many school-related activities that may affect students’
digital media use, sleep quality, and well-being. Specifically, the researchers
recommend that as much as possible, academic and non-academic activities
that do not involve the use nor the incorporation of digital media are to be
integrated into the curriculum and school programs as well. Also, it is
encouraged that student workload be maintained at a level that does not
bombard students with excessive tasks that may prompt them to do their
academic tasks even until the later hours of the night. Teachers are also

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encouraged to inspire their students to take care of themselves amid the
pandemic and to do non-academic wellness activities from time to time.
3. Future Researchers. The researchers of this study encourage future
researchers to further identify the factors that may drive the high use of digital
media among student adolescents, especially when it comes to the type of
device used, the purpose of use, and various socioeconomic factors.
Additionally, it is recommended that they focus on the seven sleep quality
components of the Pittsburgh Sleep Quality Index and subsequently analyze
them, examining possible causations. The researchers also recommend that
student well-being be measured under eudaimonic well-being, specifically,
resilience, since this is a popular Filipino characteristic, especially during the
pandemic time. Lastly, it is encouraged that future researchers delve deeper
into the relationship between sleep quality and well-being, such as limiting the
scope into specific components of sleep quality and well-being.

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RESEARCH DEPARTMENT
APPENDICES
A. Communication Letter and Sample Questionnaire

RESEARCH DEPARTMENT

RESEARCH DEPARTMENT

RESEARCH DEPARTMENT
B. Acknowledgment and Promissory Note

RESEARCH DEPARTMENT

RESEARCH DEPARTMENT

RESEARCH DEPARTMENT

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C. Curriculum Vitae
CURRICULUM VITAE
Name: Baquiran, Jan Philip Q.
Address: Barangay San Luis, Solano, Nueva Vizcaya
Mobile Number: 09214124633
E-mail Address: janphilip17@gmail.com
Personal Information
Date of Birth: December 17, 2003
Place of Birth: Bayombong, Nueva Vizcaya
Civil Status: Single
Age: 17 years old
Religious Affiliation: Roman Catholic
Mother: Vilma Q. Baquiran
Father: Benjamin B. Baquiran
Educational Background
Senior High School: Saint Mary’s University Senior High School
Junior High School: Saint Louis School
Elementary: Saint Louis School

RESEARCH DEPARTMENT
CURRICULUM VITAE
Name: Coballes, James Ryan S.
Address: Don Mariano Perez, Bayombong, Nueva Vizcaya
E-mail Address: shs-jrcoballes@smu.edu.ph
Date of Birth: January 18, 2004
Place of Birth: Bayombong, Nueva Vizcaya
Age: 17 years old
Mother: Pearl Via S. Coballes
Father: Ryan Anthony F. Coballes
Junior High School: Saint Mary’s University Science High School
Elementary: Saint Mary’s University Grade School

RESEARCH DEPARTMENT
CURRICULUM VITAE
Name: Manuel, Danah Rochellee N.
Address: Pinaripad Sur, Aglipay, Quirino
E-mail Address: danahrochellee@gmail.com
Date of Birth: January 4, 2004
Place of Birth: San Marcos Cabarroguis, Quirino
Age: 17 years old
Mother: Nancy N. Manuel
Father: Dante C. Manuel
Junior High School: Pinaripad National High School
Elementary: Aglipay West Central School

RESEARCH DEPARTMENT
CURRICULUM VITAE
Name: Ticdap, Rogelyn V.
Address: Banggot, Bambang, Nueva Vizcaya
E-mail Address: shs-rticdap@smu.edu.ph
Date of Birth: August 6, 2004
Place of Birth: Bambang, Nueva Vizcaya
Age: 17 years old
Mother: Rosemarie V. Ticdap
Father: Gregorio S. Ticdap
Junior High School: Saint Mary’s University Junior High School
Elementary: Tinoc Central School

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Saint Mary’s University Senior High School i

THE INTERACTIVE AND INDEPENDENT ASSOCIATIONS OF DIGITAL

Andrada, Justine Faith A.

Obedientia Christi STEM 12 – St. Agatha

majority of which have proven to be effective. However, these implementations may

well-being. Second, by determining the significant differences and significant

Obedientia Christi STEM 12 – St. Agatha

Keywords: Digital media use, sleep quality, well-being, Grade 11 students

Obedientia Christi STEM 12 – St. Agatha

what is new, innovative, intriguing, and remarkable.

study's aims owing to their comments and insightful judgment.

does not match any other kind.

throughout the researchers’ journey of accomplishing this study.

Obedientia Christi STEM 12 – St. Agatha

Obedientia Christi STEM 12 – St. Agatha

Title Page .................................................................................................... i

Table of Contents ........................................................................................ vi

List of Tables ............................................................................................... viii

List of Figures .............................................................................................. ix

Main Body of the Research

Chapter I: The Problem and Its Background

Statement of the Problem ................................................................. 5

Statement of the Null Hypotheses ................................................... 6

Conceptual Framework ................................................................... 6

Scope and Delimitation ................................................................... 7

Significance of the Study ................................................................. 8

Definition of Terms ......................................................................... 9

Chapter II: Review of Related Literature and Studies

Related Literature ............................................................................ 10

Related Studies ................................................................................ 17

Obedientia Christi STEM 12 – St. Agatha

Chapter III: Methodology

Research Design .............................................................................. 26

Research Environment .................................................................... 27

Research Respondents ..................................................................... 28

Research Instruments ...................................................................... 29

Data Gathering Procedure ............................................................... 32

Statistical Treatment of Data ........................................................... 33

Chapter IV: Presentation, Analyses, and Interpretation of Data .................. 35

Chapter V: Summary, Conclusion, and Recommendations

Communication Letter and Sample Questionnaire ...................................... 67

Acknowledgment and Promissory Note ...................................................... 70

Curriculum Vitae .......................................................................................... 74

Obedientia Christi STEM 12 – St. Agatha

Table 2. Likert’s Scale Interpretation (Sleep Quality Component Score) ............... 33

Table 3. Likert’s Scale Interpretation (Sleep Quality Global Score) ...................... 34

Table 4. Likert’s Scale Interpretation (Well-being Item Score) .............................. 34

Table 5. Likert’s Scale Interpretation (Well-being Global Score) .......................... 34

Table 7. The digital media use of the respondents according to the

frequency of use ............................................................................................ 36

and the global score ..................................................................................... 38

overall global score ..................................................................................... 41

Table 10. Difference in digital media use according to sex .................................... 43

Table 11. Difference in sleep quality according to sex ........................................... 44

Table 12. Difference in well-being according to sex ............................................... 45

Table 13. Difference in digital media use according to strand ............................... 46

Table 14. Difference in sleep quality according to strand ...................................... 47

Table 15. Difference in well-being according to strand ......................................... 48

Obedientia Christi STEM 12 – St. Agatha

Figure 1. Paradigm of the Study ............................................................................ 7

Figure 2. Map of Saint Mary’s University ............................................................. 27

Figure 3. Framework of the Data Gathering Procedure ....................................... 32

Obedientia Christi STEM 12 – St. Agatha