Cause and Effect: Sleep Deprivation Affecting the Academic Performance of the Students

at Labrador National High School

HUMSS 12 Researchers:

Jeelyn C. Jacoba

Albert A. De Leon

Alyssa Joy D. Pascual

Arlene B. Jugo

Kharlyn E. Pancho

James Russel M. Fernandez

Ma.Lyn M. Paragas

Maria Adelaida Lugagay

Richie A. Magat

Presented to:

The Faculty of Labrador National High School

Senior High School Department

Labrador, Pangasinan

January 2022
 Region 1
SCHOOLS DIVISION OFFICE 1 PANGASINAN
Lingayen I
LABRADOR NATIONAL HIGH SCHOOL
SENIOR HIGH SHOOL
S.Y 2021-2022

APPROVAL SHEET

This research, titled “Cause and Effect: Sleep Deprivation Affecting the Academic

Performance of the Students at Labrador National High School”, prepared and submitted by

Jeelyn C. Jacoba, Albert A. De Leon, Alyssa Joy D. Pascual, Arlene B. Jugo, Kharlyn E.

Pancho, James M. Russel Fernandez, Ma.Lyn M. Paragas, Maria Adelaida Lugagay, and

Richie A. Magat in partial fulfillment of the requirements for the subject, Practical Research II

has been examined and is recommended for acceptance and approval.

MA. ANGELICA B. BAUTISTA, ECE RENATO V. DIZON

Research Adviser – SST – I Subject Group Head – MT – II

Accepted in partial fulfillment of the requirements for the subject Practical Research II.

JOCELYN A. DELA CRUZ

OIC, Office of the Asst. Principal II – P-L

MARISSA M. MAMARIL., EdD

School Head – P-IV

ii
 ACKNOWLEDGMENT

This success and outcome of this research were possible by the guidance and support

from many people. We incredibly privileged to have got all this along with the achievement of

our research. It required a lot effort from each individual involved in this research and we would

like to thank them.

First and foremost, we researchers are grateful to God Almighty for the good health,

patience, determination, knowledge and strengths given to us that led for the completion of this

study. All glory and adoration for Him.

We appreciate and thank Ms. Angelica Bautista for investing her time, sharing her

knowledge and ideas, for the guidance and comments, criticisms, suggestions, patience and

encouragement for the improvement of the outline and manuscript.

We are also grateful to those 40 Senior High students of Labrador National High School

who participated and helped us in our survey questionnaire to finish this research with accurate

findings.

To the Senior High School teachers, Mrs. Analiza E. Cerezo, Ms. Jasmin C. De Leon and

Mr. Ryan B. Andaya for serving as panel members, thank you for the comments, corrections and

suggestions for the improvement of the study.

Finally, to our parents, we thank you to your undying love, unending concern, moral

support, prayers and encouragement, we give our undying gratitude and love.

Thank you very much and God bless.

iii
 TABLE OF CONTENTS

Title Page ………………………………………………………………………… i

Approval Sheet ………………………………………………………………….. ii

Acknowledgment ………………………………………………………………... iii

Table of Contents ……………………………………………………………….. iv

List of Tables and Graphs ……………………………………………………… vi

Abstract …………………………………………………………………… …….. viii

CHAPTER I: INTRODUCTION

Background of the Study 1

Objectives of the Study 2

Statement of the Problem 3

Hyphotheses 3

Significance of the Study 3

Scope and Limitations of the Study 4

Conceptual Framework 5

Definition of Terms 6

CHAPTER II: REVIEW OF RELATED LITERATURE

Foreign Studies 7

Local Studies 14

CHAPTER III: METHODOLOGY

Research Design 21

Population of the Study 21

iv
 Sample of the Population 21

Sampling Technique 22

Source of Data 22

Research Instrument 22

Validation of Research Instrument 22

Data Gathering Procedure 23

Statistical Treatment of Data 23

CHAPTER IV: RESULTS, ANALYSIS AND INTERPRETATION OF THE DATA

Demographic Profile of the Respondent 25

Students Activities before going to Sleep 27

Hours of Sleep Typically Obtain at night 29

Effects of Lack of Sleep 33

CHAPTER V: SUMMARY, CONCLUSION AND RECOMMENDATIONS

Summary of Findings 35

Conclusion 36

Recommendation 36

Reference List 37

APPENDIX A: Letter of Permission to the Principal 41

APPENDIX B: Letter to the Respondents 42

APPENDIX C: Questionnaire 43

APPENDIX D: Curriculum Vitae 46

APPENDIX D: Documentations 55

v
 LIST OF TABLES AND GRAPHS

TABLES

Demographic Profile of the Respondents

Table 1: Age 25

Table 2: Gender 26

Table 3: Strand 26

Students activities before going to sleep

Table 4: Activities students

usually do just before going off to sleep 27

Hours of sleep typically obtain at night

Table 5: Hours of sleep get on a regular school night 29
Table 6: Hours of sleep get on weekends 30
Table 7: Hours spent doing schoolwork and activities 30

Table 8: Time to go to bed at night 31

Table 9: Morning classes starting time 32

Effects of Lack of Sleep

Table 10. Effects of lack of sleep

on academic performance of the student 33

Table 11: Sleep Deprivation Affecting the Academic Performance

of the Students at Labrador National High School 34

vi
GRAPHS

Demographic Profile of the Respondents

Figure 1: Age 25

Figure 2: Gender 26

Figure 3: Strand 27

Students activities before going to sleep

Figure 4: Activities students

usually do just before going off to sleep 28

Hours of sleep typically obtain at night

Figure 5: Hours of sleep get on a regular school night 29
Figure 6: Hours of sleep get on weekends 30
Figure 7: Hours spent doing schoolwork and activities 31

Figure 8: Time to go to bed at night 32

Figure 9: Morning classes starting time 32

vii
 ABSTRACT

Sleep deprivation is one of the common problems faced by many students. Sleep

deprivation is a general term to describe a state caused by inadequate quantity and quality of

sleep. Lack of sleep may influence students’ academic performance. The importance of this

study is to determine the cause and effect of sleep deprivation that affects the academic

performance of the students. The researchers used a descriptive design to describe the data

gathered from the forty (40) Senior High students from Science, Technology Engineering and

Mathematics (STEM) and Humanities and Social Sciences (HUMSS) using a survey

questionnaire distributed through Google Forms.

The study revealed the common activities that usually do of the students just before going

to sleep are browsing in any social media platforms, school works, late night socializing,

listening to music and eating snacks or drinking caffeine or energy drinks. Based on the

gathered, feeling exhausted throughout the day because of lack of sleep. The General Weighted

Mean, which is 3.64 tells that the respondents agreed that lack of sleep affects the academic

performance of every student.

Keywords: Sleep deprivation, Academic performance, Senior High students

viii
 1

CHAPTER I

Background of the Study

Introduction

Sleep deprivation is one of the problems faced by many students. There are many reasons

representing students lack sleep, however academic pressure occasioned by academic

responsibilities and pervasive weights were considered among the main considerations crediting

to students’ commitment in rest issue (Ginsberg and Gapen, 2008; Roane and Taylor, 2008;

Wolfson et al., 2006). The truth of the matter is that students probably won't be able to learn,

according to school, public or individual assumptions to some degree since they are excessively

worn out during the day, denied of rest around evening time, feeling tired or nodding off in class

the next day. As a basic human need, National Sleep Foundation (2006) expressed that at least 9

hours of sleep per night is fundamental for physical and mental development and it is required

for ideal performance during the day. It also revealed that after a nonstop season of attentiveness

or inadequate rest within 24 hours, students’ performance was observed to be weakened in a

general sense. According to Chiang (2013), sleep deprivation is a state of coming up short on the

essential measure of rest. The associations between sleep deprivation and performance have been

examined in numerous examples across various fields like human science, medication,

psychology, education, and business.

These sleep issues may influence students studying, yet in addition make them inclined to

more serious sleep disorders, such as insomnia, cognitive problems, and even other physiological

problems. Moreover, since rest, which is seen as a functioning, tedious and reversible conduct
 2

serving a few unique capacities, like repair and development, is significant for physical,

intellectual, and enthusiastic well-being (Neinstein, Gordon, Katzaman, Rosen and Woods, 2008;

Curcio, Ferrara and De Gennaroa, 2006), its absence can bring about impairment on students’

daytime performance. Such as falling asleep in class, lacking energy and distractedness

(Smaldone, Honig and Byrne, 2007; Wolfson and Carskad on, 2003), and poor academic

performance in school (Wolfson and Carskadon, 2005; Curcioa, et al. 2006). It was also stated

that sleep deprivation would bring about impairment of words, mental and neurocognitive

functioning (Curcio et al. 2006). Based on the other study showed that sleep-deprived students

performed worse on attention, memory, and critical thinking tasks and this adversely influenced

their academic performance (Curcio, Ferrara and Gennaro, 2006).

Objectives of the Study

I. General Objective

● To determine the cause and effect of sleep deprivation affecting the academic

performance of the students of Labrador National High School.

II. Specific Objectives

● To determine the cause and effect of sleep deprivation

● To find out how it affects the academic performance of the students.

● To provide effective ways on how to prevent sleep deprivation experiencing by Senior

High School students.

 3

Statement of the Problem

This study will be conducted with the intent of finding answers to the following questions:

1. Demographic profile of therespondent in terms of:

a) Age

b) Gender

c) Strand

2. What are the activities students usually do just before going off to sleep?

3. How many hours of sleep do students typically obtain at night?

4. How does lack of sleep affect students’ academic performance?

Hypotheses

H0: There is no significant difference between sleep deprivation and the academic performance

of the Senior High School students at Labrador National High School.

Ha: There is a significant difference between sleep deprivation and the academic performance of

the Senior High School students at Labrador National High School.

Significance of the Study

Sleeplessness and other sleep orders can interfere with students achieving academic

excellence, as these students take on more responsibilities, such as internship or workload. This
 4

confirms the significance of research relating sleep and academic performance, particularly

among Senior High students of HUMSS and STEM strand.

Vital results of this research could be highly significant and beneficial, especially to the

following:

Students. The results of this study will provide some knowledge on affecting the

academic performance caused by sleep deprivation. At the end of this study, the students will

know how to provide effective ways to prevent sleep deprivation.

Parents. These studies encourage them to monitor their children’s health condition. This

will provide updated information about the cause and effect of sleep deprivation and how it

affects their academic performance.

Teachers. This research will provide information to teachers and will be updated on the

conditions of their students. And could also be a guide or reference on how to assist their

students to avoid sleep deprivation.

Future Researchers. This research may conserve as a guide for other researchers

conducting studies about sleep deprivation.

Scope and Limitation of the Study

This study focuses on determining the cause and effect of sleep deprivation affecting the

academic performance of the students at Labrador National High School. The data collection will

be conducted using forty (40) students who were from HUMSS AND STEM strand in

determining the general objective of this study.

 5

The main source of data will be a questionnaire which will be prepared by the research

and will statistically treat using descriptive such as frequency, percentage, means and graphical

analysis. The researchers will make use of questionnaires containing the same questions given to

each respondent.

Conceptual Framework

The conceptual framework of this study has the input in which the contents are the

demographic profile of the students and the statement of the problem; and it also has the process

which contain the process of collecting data using survey questionnaires form and lastly, it has

the outputs which contains the objectives and what will be the outcome of this study.

Input Process Output

1. Demographic profile of I. General Objective

the respondent in terms of:
●To determine the cause and
a. Age effect of sleep deprivation
affecting the academic
b. Gender performance of the students of
Labrador National High School.
c. Strand
II. Specific Objective
2. What are the activities
students usually do just
before go off to sleep? → Survey
→ ●To determine the cause and
effect of sleep deprivation.
questionnaire
3. How many hours of sleep
through Google ●To find out how it affects the
does students typically academic performance of the
Forms via
obtain at night? students.
messenger and
4. How does lack of sleep Facebook ●To provide effective ways on
affect students’ academic how to prevent sleep
performance? deprivation experiencing by
Senior High School student.

Figure 1: Paradigm of the Study

 6

Definition of Terms

For clarification, the important terms used in this study have been defined. The following

terms are:

Sleep deprivation. Less amount of sleep

Academic Performance. Grades of the students

Faced. Problems or issues that we encountered

Insufficient. Not enough

Debilitated. To make someone or something physically weak

Neurocognitive. Involving cognitive functioning

Means. Average of the given numbers of respondents.

Respondent. A person who gives a response or answer to a question.

Frequency. Measure of number of students responded to the questionnaire.

HUMSS. Humanity and Social Sciences Strand

STEM. Science, Technology, Engineering and Mathematics

 7

CHAPTER II

Review of Related Literature and Studies

This chapter includes the review of related literature and studies which the researchers

have perused to shed light on the topic under study.

Foreign Studies

Sleep deprivation is ubiquitous in modern life, yet its far-reaching consequences on

cognitive performance are only beginning to be recognized from a scientific perspective,

according to Killgore, W. D. (2010). While there is widespread agreement that lack of sleep

causes a general slowing of response speed and increased variability in performance, especially

for simple measures of alertness, attention, and vigilance, there is much less agreement on the

effects of sleep deprivation on many higher-level cognitive capacities, such as perception,

memory, and executive functions. The topic of whether sleep deprivation affects all cognitive

capacities has been at the center of this dispute. While many convergent and rule-based

reasoning, decision-making, and planning tasks are unaffected by sleep deprivation, more

creative, divergent, and inventive components of cognition tend to be harmed. Sleep deprivation

degrades some aspects of higher-level cognitive capacities, even when alertness and vigilance

are restored with stimulant countermeasures, suggesting that sleep loss may affect specific

cognitive systems in addition to the effects of global cognitive declines or impaired attentional

processes. Finally, in recent years, the importance of emotion as a crucial aspect of cognition has

gotten more attention, and emerging evidence suggests that sleep deprivation may have a

particularly negative impact on cognitive systems that rely on emotional data. The magnitude of

the global decline in general alertness and attention, the degree to which the specific cognitive
 8

function relies on emotion-processing networks, and the extent to which that cognitive process

can draw on associated cortical regions for compensatory support may all influence how much

sleep deprivation affects a particular cognitive process.

As stated in the article entitled “Consequences of sleep deprivation: International journal

of occupational medicine and environmental health” Orzeł-Gryglewska, J. (2010). The results of

current investigations on the consequences of sleep deprivation in animals and humans are

presented in this publication. Humans may tolerate many days of continuous sleep deprivation

before their well-being and effectiveness decrease; but a shorter drop-in sleep time can also

result in diminished performance. Sleep deprivation causes reduced perception, concentration

difficulties, vision abnormalities, slower reactions, and the emergence of microepisodes of sleep

during alertness, all of which lead to decreased task capacities and efficiency, as well as an

increase in the number of errors. Sleep deprivation causes impaired memory, schematic thinking,

which leads to erroneous decisions, and emotional problems such as decreased interpersonal

interactions and increased aggression. Hypometabolism of brain tissue is present, particularly in

the thalamus, prefrontal, frontal, and occipital cortex, as well as the motor speech centres. Sleep

deprivation increases muscular tonus and concomitant tremors, makes speech monotonous and

imprecise, and increases pain sensitivity. Changes in the immunological response and the rhythm

of hormonal release, particularly of the growth hormone, are also linked to sleeplessness. The

effects of chronic sleep deprivation or a shallow sleep pattern repeated for several days tend to

add up and approximate the effects of a few dozen hours of acute sleep loss. Such consequences

at work obstruct the proper performance of many important duties and in severe instances

(machine operation or vehicle driving), sleep loss can be dangerous to the person and his or her

surroundings become more likely. The impairment in performance caused by 20-25 hours of
 9

sleeplessness is comparable to that caused by ethanol intoxication at a blood alcohol

concentration of 0.10 percent.

On the testimony of Everson, C.A.(1998). Experiments in humans, where sleep

deprivation is often of short duration, and in laboratory rats, where sleep deprivation is sustained

to allow pathophysiological alterations to evolve, are summarized. Researchers can now begin to

recognize the physiological effects of sleep deprivation in humans and the role of sleep

deprivation in disease thanks to laboratory studies in rats that have delineated key areas

important to advancing our understanding of the scope and nature of the harmful effects of sleep

deprivation. The interconnected domains of brain and body metabolism, neuroendocrine

regulation, and immunity are important in determining the effects of sleep deprivation. These

systems are widespread, and defects in them could explain how sleep deprivation causes subtle

pathogenicity, as well as why pathogenic foci have yet to be discovered, despite sleep's vital role

in life and health.

Study says that 16 males who are healthy right-handed (aged 21–27 years) took a daytime

clinical diagnostic and psychological test, according to Vein, A. M., Dallakyan, I. G., Levin, Y.

I., and Skakun, K. É. (1983). During the second night, the polygram of nocturnal sleep was

recorded (after 1 night of adaptation). The third night was set aside for sleep deprivation (SD),

during which the S was watched but not physically or mentally strained. The psychological

examination was repeated the next day after the SD, followed by the nocturnal polygraph

recording (recovery). The daytime psychological test was made up of a series of unique

measures aimed at detecting real and personality changes caused by SD. The results reveal that

SD was tolerated well, with the subject being awake for 36 hours without exerting any effort.

The night of recovery was marked by increased sleep duration, a higher percentage of deep, calm
 10

sleep, decreased motor activity, and other qualitative changes. Various psychological tests

revealed evidence of a change in interhemispheric interactions following SD-activation of the

right hemisphere.

Based on the study of Gabriel Natan Pires, Andreia Gomes Bezerra, Sergio Tufik, and

Monica Levy Andersen (2016) in Sleep Medicine's article Effects of acute sleep deprivation on

state anxiety levels: a comprehensive review and meta-analysis. One of the most serious

repercussions of sleep loss has long been recognized: increased anxiety. Despite this general

agreement, there are still certain parts of this relationship that are unknown, such as the degree of

anxiogenic potential and the specific impacts of several types of sleep deprivation. They

conducted a systematic review and meta-analysis of the effects of sleep loss on state anxiety

because no extensive evaluation had been conducted to investigate this link. They identified 756

articles using their search approach, which included two databases: PubMed/Medline and

Scopus. Following the screening procedure, their final sample consisted of 18 articles comprising

34 experiments. Their findings shows that sleep deprivation, whether total or partial, increases

state anxiety levels significantly, whereas sleep restriction does not. There were no significant

results when it came to the influence of the length of the sleep deprivation period, although there

was a noticeable propensity for anxiety to rise with longer sleep deprivations. The State-Trait

Anxiety Inventory (STAI) appears to be the most effective tool for measuring sleep-induced

anxiogenesis, while the Profile of Mood States (POMS) yielded mixed results. To summarize,

sleep deprivation causes an increase in anxiety, with related results also in the event of total sleep

deprivation; nevertheless, results in more specific experimental settings are not conclusive.
 11

To statistically quantify the impacts of sleep deprivation, Pilcher, J. J., and Huffcutt, A. I.

(1996) used meta-analysis, a technique new to the sleep research area, to mathematically

summarize data from 19 original research investigations. The findings of their analysis of 143

study coefficients and a total sample size of 1,932 people reveal that sleep deprivation have a

significant impact on human performance. Furthermore, we discovered that sleep deprivation

had a greater impact on mood than on cognitive or motor performance, and that partial sleep

deprivation has a greater impact on functioning than either long-term or short-term sleep

deprivation. In general, these findings suggest that some narrative reviews, particularly those

focusing on the consequences of partial sleep loss, may underestimate the effects of sleep

deprivation.

As specified by Nadia Lopez, Fred H. Previc, Joseph Fischer, Richard P. Heitz, Randall

W. Engle (2012) Effects of sleep deprivation on cognitive performance, the effects of 35 hours

of continuous sleep deprivation on performance in several cognitive activities as well as

simulated flight were investigated in this study. During a 35-hour sleep deprivation period, ten

US Air Force pilots completed the Multi-Attribute Task Battery (MATB), Psychomotor

Vigilance Task (PVT), and Operation Span Task (OSPAN), as well as simulated flight at 3-hour

intervals. After around 18–20 hours of continuous sleep deprivation, performance on all tests

deteriorated, albeit the degree of deterioration varied. PVT and OSPAN predicted performance

on the simulated flight well during the second half of the sleep deprivation period, while the

MATB did not. Both PVT and OSPAN predicted deviation from optimal flight performance, but

each measure added incremental validity to the forecast. In the second half of the sleep

deprivation phase, the two variables collectively accounted for 58 percent of the variance in

flight performance.
 12

As per Wilkinson (1966), his study focused on consequences of sleep deprivation in

humans, with a focus on research of the biochemical, physiological, and psychological

alterations that resulted. More than one of these variables has been used in the same study on rare

occasions, but no attempt has been made to link them. This is unfortunate for the theorist,

because many of these pages make the point that such measures have limited value when taken

separately: the biochemical and physiological changes that occur in response to sleep deprivation

may vary significantly depending on what the subject is doing at the time they are taken;

correspondingly, performance may be difficult to interpret without knowledge of the bodily

changes that accompany it. However, for the time being, the situation is more fortunate in that it

allows for the presentation of most of the evidence under three distinct headings: first,

biochemical changes caused by sleep deprivation; second, physiological changes; and third,

changes in performance and behaviour.

Pettitt A.N. , Horne J.A. (1985). On three separate occasions, three matched groups of

five subjects were tested: sleep deprived with incentive (I), sleep deprived without incentive

(NI), and no sleep deprivation, no incentive control (C). Following a baseline non-incentive day,

all were subjected to 12 hours of auditory vigilance performance three times per 24 hours.

During the deprivation, group I was rewarded handsomely for "hits" and "fined" for false alarms

and misses. To counterbalance the increasing weariness effects, the stakes were raised for each

subsequent day of deprivation. After the deprivation period ended, groups I and NI were given 8

hours of recovery sleep before being evaluated again, with no incentive for group I. It was

discovered that incentive may keep performance (hits and d′) at baseline for up to 36 hours after

deprivation. After that, while the performance dropped, it remained much superior to NI for one

more day. On the third day, despite substantial prizes, the incentive was useless. Performance
 13

restored to normal after the recovery nap. Although there were no significant time-of-day

impacts in performance during normal waking hours, it was clear that the primary drop happened

during the night, with a levelling off throughout the day.

A. Wirz-Justice and R. H. Van den Hoofdakker, (1999). In 60 percent of all diagnostic

subgroups of affective disorders, manipulations of the sleep-wake cycle, whether in terms of

duration (total or partial sleep deprivation [SD]) or timing (partial SD, phase advance), have

dramatic and quick impacts on sad mood. When patients are on medicine, relapse after recovery

sleep is less likely; it can be prevented by co-administration of lithium, pindolol, serotonergic

antidepressants, intense light, or a phase advance technique. Short-term reaction to SD and long-

term response to antidepressant medication treatment are both predicted by diurnal and day-to-

day mood fluctuation. The "two-process model of mood regulation", based on the well-

established model for sleep regulation, the interaction of circadian and homeostatic processes can

be used to explain these mood patterns. Changes in disrupted circadian- and sleep-wake-

dependent phase connections, as well as a simultaneous increase in slow-wave-sleep pressure,

are thought to be responsible for SD's therapeutic effect; additionally, SD-induced sleepiness

may counterbalance the hyper arousal state in depression. This approach has the advantage of

offering a full theoretical framework as well as severe methods to isolate certain disturbances

("continuous routine, "forced desynchrony"). Many elements of SD activity are consistent with

existing serotonergic receptor ideas. A medication that induces euthymia in severely depressed

people within hours has matured to the point that it may be used in clinical practice.
 14

Local Study

Based on the study of Delos Reyes, R.C., Ababao, A.M.L., Cabatay, A.G.A., Fernandez,

S.M.D., Homoroc Z.C.V., & Luna S.M.A. (2019) , there is no important relationship between

sleep and GPA, there are some literary studies say that a person should sleep at least seven hours

to work optimally. Type of learner who are exposed to social media and being pressured to study

for almost whole night are some of the factors recognized by the students who participated in

their academic performance. Students also recognized that the ability to focus on school

activities is lower when sleep is denied. Daytime sleep also occurs when they do not have

enough time in sleep-heads to hinder their participation in school. Majority of the respondents

agree that the number of hours of sleep affected the academic performance of the individual,

while the rest stated that the number of hours of sleep alone did not affect their academic

performance owing to other factors to be considered, such as the schedule of grades, subjects,

professors and regular activities.

As mentioned by R. Tan (2018), we worked at least 8 hours, some work as jobs a day,

consuming the largest amount of energy we can mobilize every day of our lives. With full

knowledge of how we work, we are also expected to get the most effective and qualitative sleep

we can get the energy we spent the day. So, we invest in sleep, and sleep deprivation can lead to

a significant reduction in the quality of the public life of the individual, and while the poor

night's sleep is sometimes not a fundamental problem, continued sleep deprivation can be. There

is no alternative restorative sleep, studies have confirmed that good sleep leads to improved

learning, problem-solving skills, creativity, focus and concentrations, and the opposite frequently

causes anxiety, poor concentration, loss of focus and depression.

 15

As per C. Ordinario (2020), Pinoys are inactive, obese despite of being aware of the need

to be healthy, almost 50% of Filipinos remain genuinely inactive, an as third are considered

overweight and smoke cigarettes, as indicated by the most recent wellbeing review results from

Manulife Philippines. The overview additionally showed that Filipinos also ranked 4 in the world

on being sleep deprived, timing normal of just 6.5 hours versus the suggested at least seven hours

for grown-ups. However, since the Covid-19 pandemic, Filipino respondents have recognized the

importance of prevention through various heat-related activities, who intend to retain three of the

five health customs established in the next 18 months (about 1 and a half years).

According to S. I. Embang(,2021), his study estimated rest and circadian rhythms just as

the relationship to scholastic execution among students. The exploration additionally found that

students who had more ordinary rest designs would do well to average school grades. This infers

that without appropriate rest, the mind's capacity like the capacity to think, store information, and

other intellectual exercises will be hampered or potentially incapacitated. The concentrate

additionally discovered that unpredictable examples of rest also, alertness corresponded with

lower GPA. Furthermore, researchers suggested that students should esteem the substance of

rest. Besides, they should figure out how to focus on things and equilibrium their scholarly

exercises just as their rest. Time the board ought to be seen consistently.

The embodiment of rest is to keep life in balance, guaranteeing that energy utilized

during daytime will likewise be renewed by resting around evening time. In any case, when rest

is hindered and unfit to accomplish a merry rest, it might think twice about wellbeing and

unfurling errands that youngsters need to achieve. Based on the study of Sygaco (2021), that is

95% certain that the mean of the respondent's rest is between 6.85 hours and 7.40 hours when

both genders are taken into consideration. It demonstrated that the populace may incidentally
 16

need 1 to 2 hours of rest from the necessary normal of 8 to 10 hours of rest. At the point when

consolidated, the outcomes respect that they are restless. In the interim, there is no direct

relationship between's the quantity of long stretches of rest and the overall normal among the

respondents. Presently based on the review, in each example size of 50 respondents, just 34% are

not restless. It is joined with 70% of respondents having fractional lack of sleep where the

greater part of their time is doing school projects, making ventures, and utilizing online media on

workdays. While the elements influencing their grades and rest at ends of the week incorporates

utilizing web-based media, making ventures, and playing video gaming. The main three results

of lack of sleep in the study are depletion, exhaustion, and cynicism and prevailed by wellbeing

hazards, just as decrease in reasoning. Consequently, to limit having obligation in rest is to have

using time effectively, set up a happy with dozing climate, and doing less of online media.

Based on the study about the relationship of sleeping habits, classroom behavior, and

academic performance of the students revealed that there was a significant negative relationship

between how many hours of night sleep is obtained and classroom behavior. It proposed that the

smaller number of hours of sleep is correlated to high negative classroom behavior which is

categorized as a negative sleepiness behavior. On the other hand, the high number of hours of

night sleep has a positive impact on academic performance. Furthermore, classroom behavior

and academic performance has a negative impact where this implied that high event of negative

classroom behavior is related to low academic performance. The study found that less than

stellar scores at school are connected to drowsiness and lack of sleep. At the point when a

student does not get enough rest eight to nine hours out of each night, readiness and school

execution become debilitated. As indicated by the review, those students who did not prevail at
 17

school, and the individuals who had low school pleasure and numerous absences, slept less, and

had undeniable degrees of daytime drowsiness.

Additionally, the study claimed that the three reasons why the students sleep late at night

were: using social media, playing online games, assignments, and homework, (Paul Junrey A.

Toyong and Marino E. Toyong, 2020).

As indicated by Bill Velasco (2015), sleep deprivation is one of the major phenomena

that have been gradually deteriorating the health of the Philippines. From the effects of

insufferable action to the impact of the trade handle re-appropriating industry to the

mathematical ascent of Internet use the nation over, an enormous number of Filipinos are

deciding to rest less and less, with risky effect. We seem to believe that excess alarm to wrap up

work is the lesser beastly. It may be a peril we have to be addressing soon. Aside from allowing

the body to rest, satisfactory, nature of rest allows our psyches to restore, and empowers the

trading of present moment to long haul memory. Legitimate rest has been shown to help

understudy perform better in school the next day, particularly in confounded tasks. Settling on

choice and energetic consistent quality is in addition impacted by the perfect measure of

incredible rest.

As stated in the study Sleep deprivation accelerated Alzheimer's brain damage by

Philippine News Agency (2019). Sleep deprivation increases levels of the key Alzheimer's

protein tau, and sleeplessness accelerates the spread of toxic clumps of tau through the brain, a

harbinger of brain damage and a decisive step along the path to dementia, according to

researchers at Washington University School of Medicine in St. Louis. The researchers measured

tau levels in the fluid surrounding brain cells in mice with normal and disrupted sleep to see if
 18

lack of sleep was directly forcing tau levels upward. They have discovered that tau levels in the

fluid surrounding brain cells were about twice as high at night, when the animals were more

awake and active, than during the day, when the mice dozed off more frequently. Researchers

found that a sleepless night caused tau levels to rise by about 50% in cerebrospinal fluid obtained

from eight people after a normal night of sleep and again after they were kept awake all night.

The researchers created genetically modified mice that could be kept awake for hours at a time

by injecting them with a harmless compound to rule out the possibility that stress or behavioural

changes were responsible for the changes in tau levels. When the chemical wears off, the mice

resume their usual sleep-wake cycle, showing no signs of stress or need for additional sleep. The

researchers discovered that staying awake for a long time increases tau levels to grow in these

mice. Overall, the data indicate that tau is released during waking hours because of regular

thinking and doing, and that this release is reduced during sleep, allowing tau to be cleaned

away. Sleep deprivation breaks this cycle, allowing tau to accumulate up and increasing the

likelihood of the protein forming dangerous tangles. Tau tangles appear in memory-related areas

of the brain, such as the hippocampus and entorhinal cortex, in persons with Alzheimer's disease,

and subsequently spread to other parts of the brain. Disrupted sleep also increased the release of

syncline protein, a hallmark of Parkinson's disease, according to the researchers. People with

Parkinson's disease, like those with Alzheimer's disease, frequently suffer sleep issues.

As said by Preciosa S. Soliven (2016), while resting our mind stays occupied with

managing a wide assortment of organic support that keeps your body running in top condition,

setting you up for the day ahead. Without enough extended periods of therapeutic rest, you will

not have the option to work, learn, make, and convey at a level really near your actual potential.

Routinely hold back on "administration" and you are set out toward a significant mental and
 19

actual breakdown. It is currently accepted that the "nature of our rest straightforwardly

influences the nature of our cognizant existence, including our usefulness, passionate

equilibrium, innovativeness, actual imperativeness, and surprisingly our weight." Sleep is

accordingly a fundamental human need, not an extravagance, since it is in this condition of rest

that our cerebrum regulates the incredible work of organic upkeep to keep our bodies running in

prime condition. Mild lack of sleep does not cause genuine disability, however constant hardship

does. The scope of debilitation fluctuates from feeling lethargic and touchy to having migraines,

feeling unmotivated, enduring body a throbbing painfulness, and inclination "worried." Chronic

rest misfortune influences our cardiovascular wellbeing, our energy balance, and our capacity to

battle diseases.

In accordance with J.B. Wahayana (2010), there are a few hints to further develop our

rest propensity. Sleep hygiene is one of the parts of social treatment for sleep deprivation. A few

straightforward advances can be made to further develop a patient's rest quality and amount.

These means include sleep, however much you need to feel rested, do not oversleep. Exercise

consistently somewhere around 20 minutes day by day, preferably 4-5 hours before bedtime.

Avoid driving yourself to sleep. Keep a standard rest and arousing plan. Try not to drink

stimulated refreshments prior to heading to sleep (tea, espresso, sodas and so on). Keep away

from "night caps"(alcoholic drinks before going to bed). Try not to smoke, particularly in the

evening. Do not go to bed if you are hungry. Adjusting room environments (lights, temperature,

noise, and so on). Try not to sleep with your worries; attempt to determine how to solve them

before going to bed. Relaxation treatment includes measures, for example, contemplation and

muscle unwinding or then again darkening the lights and mitigating music before going to bed.

Stimulus control treatment likewise comprises of a couple of basic advances that might assist
 20

patients with persistent sleeping disorder. Go to bed when you feel sluggish. Your bed ought to

be utilized distinctly for rest and sexual activity. If you do not nod off 30 minutes in the wake of

hitting the hay, get moving to another room and resume your unwinding methods. Set your

morning timer to get up at a specific time every morning, even at ends of the week. Avoid

oversleep and do not lay down for extended rests in the daytime.

Confining your time in bed to rest might work on nature of rest. This treatment is called

rest limitation. It is accomplished by average the time in bed that the patient spends dozing.

Inflexible sleep time and rise time are set, and patients are compelled to get up regardless of

whether they feel tired. This might help the patient rest better the following night because of lack

of sleep for the earlier evening. Rest limitations have been useful in some cases. Other basic

estimates that can be useful to treat sleep deprivation are as per the following: Avoid huge

dinners and unreasonable liquids before sleep time. Controlling your current circumstances,

light, noise, and raised room temperature can upset rest.

 21

CHAPTER III

Research Methodology

This chapter presents and discusses the research design, the population and sampling,

data gathering instrument, validity and reliability of instrument, data gathering procedures and

statistical treatment and analysis.

Research Design

The researchers used descriptive design for this study. It describes the primary signs and

symptoms of sleep deprivation, including excessive daytime sleepiness and daytime impairment such as

reduced concentration, slower thinking, and mood changes.

This research investigates the cause and effect of sleep deprivation and how it affects the

academic performance of the students.

Population of the Study

The target population for this study is defined to include Senior High students in

Labrador National High School, who were from STEM AND HUMSS strand in determining the

general objective of this study.

Sample of the Population

The sample of the population for this study is forty (40) respondents of HUMSS and

STEM Senior High students in Labrador National High School.

 22

Sampling Technique

A stratified sampling method turned into used for deciding on the participants on this

study. The approach is hired to make sure that each subgroup of interest is represented. This is

acquired through the desire and availability of the respondents. Thus, the researchers permit

them to be had pattern from on hand populace to reply to the questionnaire till the required wide

variety of respondents is obtained.

Source of Data

The primary source of data of this study is the responses of the students from Labrador

National High School. Using the survey questionnaire that will distribute to the respondents.

Research Instrument

This study will use a survey-questionnaire. A questionnaire will be used to collect the

data needed in this study.

The research instrument consists of four (4) parts. Part I, the researchers will determine

the demographic profile of the respondents in terms of, age, gender, and strand. Part II, checkbox

is the tool that the researchers used to determine the activities that students usually do just before

going off to sleep and how many hours of sleep does students typically obtain at night. Part III,

the researchers used a matrix tool to find out how does lack of sleep affects students’ academic

performance.

Validation of Research Instrument

The initial form of the survey questionnaire is tested to Senior High students from STEM

and HUMSS strand. Students were approached to respond to survey items. The survey
 23

questionnaire is also tested and checked by the subject teacher and commented regarding the

questionnaire's validity.

Data Gathering Procedure

The researcher made a letter for approval to conduct the study at Labrador National High

School. After given permission, the researchers will conduct a survey of the selected

respondents. The researchers will explain the purpose corresponds to their predefined criteria.

The researchers collected the data by means of survey questionnaires that comprise there, age,

gender, and year level. The second part of the survey questionnaire presented to the respondents

will determine the problems they are experiencing. After the respondents have completed and

answered the survey, the researchers will check, tally, analyze, and assess the results.

Statistical Treatment of Data

To analyze and interpret the data, the researchers employed the following:

1. Frequency, percentage, and weighted mean

This will help the researchers to easily tally the data they have gathered. The percentage

and ranking will be an immense help to the researchers to analysis the data. Average weighted

mean will be used to provide the answer to the questions.

2. Charts and Graphs

The researchers will make use of charts and graphs to present the data that they have

gathered. This will include the socio-demographic of the respondents that have been asked in the

survey questionnaire namely: age, gender, and strand.

 24

AWM = 5(f) + 4(f) + 3(f) + 2(f) + 1(f)

N
Percentage (%) = f X 100
N
After the respondents answer the survey questionnaire, their responses will be tested, and

the total will be taken. The results will be used in the following formulas to demonstrate the

percentage and weighted means of those selected respondents.

Where:

AWM = Average Weighted Mean

N = total number of respondents

f = Frequency

% = Percentage

Scale

1.00-1.79 - Strongly Disagree

1.80-2.49 - Disagree

2.50-3.19 - Neutral

3.20-3.99 - Agree

4.00-4.99 - Strongly Agree

 25

CHAPTER IV

Results, Analysis, and Interpretation of Data

This chapter presents the findings of the study, its analysis and interpretation of data

gathered.

Demographic Profile of the Respondent

The demographic profile of the respondent presents the general profile of the 40

respondents which includes age, gender and their strand.

Table 1: Age

Age Frequency Percentage

14 – 15 0 0%
16 – 17 34 85%
18 Above 6 15%

As shown in Table 1, it is clearly that an age ranges from 16-17 got the highest frequency

with 34 or 85%: followed by 18 years old above which is 6 or 15% while 14-15 got 0. The

results show that most of the respondents are 16-17.

Age

AGE 85%

0% 20% 40% 60% 80% 100%

18 above 16-17 14-15

Figure 1. Age
 26

Table 2: Gender

Gender Frequency Percentage

Male 16 40%
Female 24 60%

Table 2 shows the gender of the respondents. Majority (60%) of the respondent are

female, while almost half (40%) are male. The results implies that majority of the respondents

are female.

Gender

0% 50% 100% 150% 200% 250%

Female Male

Figure 2.Gender

Table 3: Strand

Strand Frequency Percentage

STEM 20 50%
HUMSS 20 50%

Based on the result for the strand of the respondents, Table 3 shows that half of the

respondent was Science, Technology Engineering and Mathematics (STEM) with 50%, while

Humanities and Social Sciences (HUMSS) got the same result which is 50%.
 27

Strand

0% 10% 20% 30% 40% 50%

HUMSS STEM

Figure 3.Strand

Students activities before going to sleep

Table 4. Activities students usually do just before going off to sleep

Activities Frequency Percentage

School works 37 92.5%

Playing online games 14 35%
Late night socializing (friends,family,
partner, etc.) 29 72.5%
Reading books 13 32.5%
Browsing in any social media platforms
(Facebook, Instagram, Twitter, Tiktok, etc.) 39 97%
Eating snacks or drinking caffeine and
energy drinks 18 45%
Watching Korean dramas and movies 15 37%
Meditating 4 10%
Listening to music 26 65%
Skin Care 5 12%
 28

Table 4 shows the activities that students usually do just before going to sleep. Browsing

in any social media platforms (Facebook, Instagram, Twitter, Tiktok, etc.), it is followed by

school works with 92.5%, while 72% for late night socializing (friends, family, partner, etc.),

65% listening to music, 45% eating snacks or drinking caffeine and energy drinks, 37.5%

watching Korean dramas or movies, 35% are playing online games, 32.5% are reading books,

12.5% for skin care and 10% for meditating. The result indicates that browsing in any social

media platforms, schoolwork, late night socializing, listening to music and eating snacks or

drinking caffeine and energy drinks are the activities that the respondents usually do just before

going to sleep.

Listening to music Skin Care

(26) (5)
Meditating School works
(4) (37)

Playing online games

Watching Korean
dramas and movies (14)
(15)

Eating snacks or
drinking caffeine
and energy drinks
(18) Late night socializing
(friends, family,
partner, etc.)
(29)

Reading books
Browsing in any social
(13)
media platforms
(39)

Figure 4.Activities students usually do just before going off to sleep

 29

Hours of sleep typically obtain at night

Table 3 presents how many hours of sleep does students typically obtain at night from

regular school night to weekends. It also shows the result of hours in doing schoolwork and

activities; what time they go to bed and what time their morning classes start.

Table 5: Hours of sleep get on a regular school night

Hours Frequency Percentage

0-2 hours 0 0%
3-4 hours 6 15%
5-6 hours 26 65%
7-8 hours 8 20%

Table 5 reveals that out of 40 respondents, 65% get 5-6 hours of sleep on a regular school

night, 20% for 7-8 hours, 15% for 3-4 hours and 0 for 0-2 hours.

Hours of sleep of every student get

on a regular night

20%
65%
15%
0%

0% 20% 40% 60% 80%

7-8 hours 5-6 hours 3-4 hours 0-2 hours

Figure 5.Hours of sleep get on a regular school night

 30

Table 6: Hours of sleep get on weekends

Hours Frequency Percentage

0-2 hours 1 2.5%

3-4 hours 3 75%
5-6 hours 13 32.5%
7-9 hours 23 57.5%

The result is shown in table 6 the hours of sleep get on weekends by the respondents.

Almost half (57.5%) of the respondents get 7-9 hours of sleep on weekends. Some (32%) get 5-6

hours, few get 3-4 hours (7.5%) and only 2.5% get 0-2 hours of sleep.

Hours of sleep get on weekends

0.00% 20.00% 40.00% 60.00% 80.00%

7-9 hours 5-6 hours 3-4 hours 0-2 hours

Figure 6.Hours of sleep get on weekends

Table 7: Hours spent doing schoolwork and activities

Hours Frequency Percentage

Less than 1 hour 0 0%

1-3 hours 23 57.5%
4-6 hours 6 15%
More than 6 hours 11 27.5%
 31

Table 7 reveals that the respondents spend hours doing schoolwork and activities. Almost

half (57.5%) of the respondents spend 1-3 hours, some (27.5%) spends more than 6 hours, few

spend 4-6 hours (15%) in doing schoolwork and activities. The results show that almost half of

the respondents spend 1-3 hours doing schoolwork and activities.

Hours spent doing schoolwork and

activities

0% 10% 20% 30% 40% 50% 60%

More than 6 hours 4-6 hours 1-3 hours Less than 1 hour

Figure 7.Hours spent doing schoolwork and activities

Table 8:Time to go to bed at night

Time Frequency Percentage

7:00-9:00 P.M 2 5%
9:00-11:00 P.M 18 45%
11:00-1:00 A.M 14 35%
Later than 1:00 A.M 6 15%

Based on the table 8, the result shows that out of 40 respondents, 45% go to bed at night

at around 9:00- 11:00 P.M, while 35% go to bed at 11:00-1:00 A.M, some (15%) go to bed later

than 1:00 A.M and 5% go to bed at 7:00-9:00 P.M.

 32

Time to go to bed at night

0% 10% 20% 30% 40% 50%

Later than 1:00 A.M 11:00-1:00 A.M 9:00-11:00 P.M 7:00-9:00 P.M

Figure 8.Time of students to go to bed at night

Table 9: Morning classes starting time

Time Frequency Percentage

6:00-6:30 A.M 2 5%
7:00-7:30 A.M 18 45%
8:00-8:30 A.M 14 35%
9:00 A.M 6 15%

The table 9 shown us clearly that 80% of the respondents start around 7:00-&:30 A.M.,

17.5% start 8:00-8:30 A.M., while 2.5% starts at 9:00 A.M. The results tell us that most of the

respondents start their morning classes around 7:00-7:30 A.M.

Morning classes starting time

0% 10% 20% 30% 40% 50%

9:00 A.M 8:00-8:30 A.M 7:00-7:30 A.M 6:00-6:30 A.M

Figure 9.Morning classes starting time

 33

Effects of Lack of Sleep

Table 10. Effects of lack of sleep on academic performance of the student

Effects of Lack of Sleep SA A N D SD WM

1. Loss of concentration that leads 4 26 9 1 0 3.85

to memory impairment.
2. Lower scores in exams and quizzes. 1 13 20 3 3 3.15
4. Feeling exhausted throughout 15 19 5 1 0 4.2
the day.
5. Ability to respond to the 3 17 17 3 0 3.5
happening in the environment.
6. Losing interest in any activity due to 11 19 7 2 1 3.93
sudden change of mood and emotion.
7. Difficulty in finishing school tasks 9 17 7 7 0 3.7
8. Getting poor learning capacity skills. 6 13 16 5 0 3.5

LEGEND: GWM: 3.64

SA – Strongly Agree D – Disagree

A – Agree SD – Strongly Agree

N - Neutral

Table 10 shows the effects of lack of sleep that can affect the respondents’ academic

performance. According to the highest weighted mean of different effects of lack of sleep, the

respondents strongly agree that lack of sleep make the respondent feel exhausted throughout the

day (wm=4.2).
 34

Table 11: Sleep Deprivation Affecting the Academic Performance of the Students at Labrador

National High School

Variable Mean

Effects of lack of sleep on academic 3.64

performance of the student

Table 11 shows the average weighted mean of Effects of lack of sleep to academic

performance of the student which has 3.64 mean. This means that the respondents agreed that

lack of sleep affects the academic performance of every student.

As a result, the null hypothesis which stated that there is no significant difference

between sleep deprivation and the academic performance of the students of Labrador National

High Schoolwas rejected.

 35

CHAPTER V

Summary of Findings, Conclusion, and Recommendations

This chapter contains summary of findings, or the research work undertaken, the

conclusions and the recommendations made as an outgrowth of this study.

Summary of Findings

This study discloses that in terms of gender and age, majority of the respondents are

female and age range is 16-17 years old. As to strand, 50 % are HUMSS, same as in STEM

students who answered the questionnaire. The researchers required the respondents to pick five

(5) activities which they usually do before going to sleep. The highest picked activity was

browsing in any social media platforms which have a total percentage of 97.5%. In the matter of

number of hours of sleep each student typically obtain at night, 26 of them get 5-6 hours of sleep

on a regular school night while 23 of them get 7-9 hours of sleep during weekends and spend 1-3

hours doing their school works.18 of the respondents go to bed at night round 9:00-11:00 P.M

others said they start their morning classes at 7:00-7:30 A.M. Based on the data gathered by the

researchers, the highest weighted mean is 4.2 which is the respondents are feeling exhausted

throughout the day because of lack of sleep.

The General Weighted Mean, which is 3.64 tells that the respondents agreed that lack of

sleep affects the academic performance of every student.

 36

Conclusion

Based on the findings, the study concludes that the most common activities that students

usually do before going to sleep are browsing in any social media platforms, school works, late

night socializing, listening to music and eating snacks or drinking caffeine or energy drinks.

Feeling exhausted throughout the day because of lack of sleep proved that there is a significant

difference between sleep deprivation and the academic performance of the students. Sleep

associated with academic performance in school. Feeling of exhaustion can cause them to fall

asleep while in class, loss focused on discussion and memory impairment; this means that it

might affect your academic performance.

Recommendations

Based on the result of the study and conclusions made, the researchers recommend that

students should limit the use of electronics 1 hour before going to sleep since the light emitted

from devices is proven to disrupt body clock. Make sure to avoid surfing the web excessively.

Create a time budget by determining how much time you spend on activities and household

chores. Practice doing meditation, this is suitable for all levels to improve focus, mindfulness,

relieve anxiety and reduces stress. Parents must help and assist their children to keep a consistent

bed times routine to maintain sleeps and wake schedules even on the weekends. Limit their

children in eating snacks and drinking caffeine or energy drinks before going to sleep. For the

future researchers, this may serve as a guide to their research regarding sleep deprivation. Strive

to expand our research in order to deepen their knowledge about the possible causes and effects

of sleep deprivation.
 37

REFERENCE LIST

Chiang, Y.C. (2013). The effects of sleep on performance of undergraduate students

working in the hospitality industry as compared to those who are not working in the industry. An

M.Sc. thesis submitted to the graduate faculty, Iowa State University, Ames, Iowa.

https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.674.2111&rep=rep1&type=pdf

Curcio, G., Ferrara, M., & Dennaro, L.D. (2006). Sleep loss, learning capacity and

academic performance. Sleep Medicine, 10, 323-337. doi:10.1016/j.smrv.2005.11.001.

https://www.researchgate.net/publication/7215445_Sleep_loss_Learning_capacity_and_academi

c_performance

Delos Reyes, R.C., Ababao, A.M.L., Cabatay, A.G.A., Fernandez, S.M.D., Homoroc

Z.C.V., & Luna S.M.A. (2019). School and Sleep Participation of University Students. vol. 2

issue 2. https://medwinpublishers.com/APhOT/APhOT16000131.pdf

Embang, S. I. (2021). The Effects Of Sleep Deprivation Towards The Academic

Performance Of UstpOroquieta Students. Turkish Journal of Computer and Mathematics

Education Vol.12 No.10(2021), 412-419.

Everson, C. A. (1998). Physiological consequences of sleep deprivation. Journal of

Musculoskeletal Pain, 6(3), 93–101. https://doi.org/10.1300/J094v06n03_17

Gabriel Natan Pires, Andreia Gomes Bezerra, Sergio Tufik, Monica Levy Andersen

(2016). Effects of acute sleep deprivation on state anxiety levels: a systematic review and meta-

analysis,Sleep Medicine, 24,109-118. https://doi.org/10.1016/j.sleep.2016.07.019

 38

Ginsberg, J., & Gapen, M. (2008). Academic worry as a predictor of sleep disturbance in

college students. Journal of Young Investment, 14. Retrieved from http://www.jyi.org

/research/re.php?id5708 on October 4, 2009.

Horne, J.A., Pettitt, A.N. (1985) High incentive effects on vigilance performance during

72 hours of total sleep deprivation,Acta Psychologica,58 (2),123-139.

https://doi.org/10.1016/0001-6918(85)90003-4.

Killgore, W. D. (2010). Effects of sleep deprivation on cognition. Progress in brain

research, 185, 105-129.

https://www.sciencedirect.com/science/article/pii/B9780444537027000075

Nadia Lopez, Fred H. Previc, Joseph Fischer, Richard P. Heitz, Randall W. Engle (2012)

Effects of sleep deprivation on cognitive performance by United States Air Force pilots, Journal

of Applied Research in Memory and Cognition,1 (1),27-33.

https://doi.org/10.1016/j.jarmac.2011.10.002

National Sleep Foundation. (2006). Sleep in America Poll. Retrieved from

http://www.sleepfoundation.org/atf/cf/%7BF6BF2668-A1B4-4FE88D1AA5D3934

0D9CB%7D/2006_summary_of_findings.pdf.

Neinstein, L.S, Gordon, C.M., Katzaman, D.K., Rosen, D.S. & Woods, E.R. (2008).

Adolescent Health Care: A Practical Guide. Fifth Edition. USA:Lippincott Williams & Wilkins.

Nollet, M., Wisden, W., & Franks, N. P. (2020). Sleep deprivation and stress: a reciprocal

relationship. Interface focus, 10(3), 20190092.

https://royalsocietypublishing.org/doi/full/10.1098/rsfs.2019.0092
 39

Ordinario, C. (2020). Pinoys are inactive, obese, lack of sleep, survey shows.

https://businessmirror.com.ph/2020/09/30/pinoys-are-inactive-obese-lack-sleep-survey-shows/

Orzeł-Gryglewska, J. (2010). Consequences of sleep deprivation. International journal of

occupational medicine and environmental health.Consequences of sleep deprivation. - PsycNET

(apa.org)

Pilcher, J. J., & Huffcutt, A. I. (1996). Effects of sleep deprivation on performance: a

meta-analysis. Sleep, 19(4), 318-326.https://doi.org/10.1093/sleep/19.4.318

Philippine News Agency (2019). Sleep deprivation accelerated Alzheimer’s brain dmage:

study. https://www.pna.gov.ph/articles/1060333

Soliven, P. S.(2016). Sleepless sleep. https://www.philstar.com/other-sections/education-

and-home/2016/05/26/1587063/sleepless-sleep

Smaldone, A., Honig, J.C., & Byrne, M.W. (2007). Sleepless in America: inadequate

sleep and relationships to health and well-being of our nation’s children. Pediatrics, 119

(Suppl.1),S29-37.

https://www.researchgate.net/publication/6531243_Sleepless_in_America_Inadequate_Sleep_an

d_Relationships_to_Health_and_Well-being_of_Our_Nation's_Children

Sygaco, K. P. B. (2021). The Correlation of Sleep and Academic Performance. Asian

Journal of Interdisciplinary Research, 47-57.

https://journals.asianresassoc.org/index.php/ajir/article/view/562

Tan, R. (2018). The Importance of Sleep.

https://www.albertafilipinojournal.com/2018/07/19/the-importance-of-sleep/
 40

Toyong, P.J. A., & Toyong, M. E (2020). Sleeping Habits, Clasroom Behavior and

Academic Performance of Senior High

Students.https://www.researchgate.net/publication/338738138_Sleeping_Habits_Classroom_Beh

avior_and_Academic_Performance_of_SHS_Students

Vein, A. M., Dallakyan, I. G., Levin, Y. I., & Skakun, K. É. (1983). Physiological and

psychological consequences of single sleep deprivation. Human Physiology, 8(6), 392–396.

Physiological and psychological consequences of single sleep deprivation. - PsycNET (apa.org)

Velasco, B. The Philippines Star (2015). The sleep-deprived nation.

https://www.philstar.com/opinion/2015/09/25/1504100/sleep-deprived-nation

Wahayana, J. B. (2010). Study: Lack of sleep linked to early death.

https://warwick.ac.uk/fac/sci/med/staff/cappuccio/research_impact/northern_philippine_times__s

tudy__lack_of_sleep_linked_to_early_death.pdf

Wilkinson, R. T. (1966). Sleep deprivation (No. APU-576/66).SLEEP DEPRIVATION

(trb.org)

Wirz-Justice, A., & Van den Hoofdakker, R. H. (1999). Sleep deprivation in depression:

what do we know, where do we go?. Biological psychiatry, 46(4), 445-453.

https://www.sciencedirect.com/science/article/pii/S0006322399001250

Wolfson, A.R. & Carskadon, A.M. (2005). A Survey of Factors Influencing High School

StartTimes. NASSP Bulletin, 89(642), 47-66.

http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.588.8397&rep=rep1&type=pdf
 41

APPENDIX A
Region 1
SCHOOLS DIVISION OFFICE 1 PANGASINAN
Lingayen I
LABRADOR NATIONAL HIGH SCHOOL
SENIOR HIGH SHOOL
LETTER OF PERMISSION TO THE PRINCIPAL
November 23, 2021

Dr. Marissa M. Mamaril

Principal IV – Office of the Principal
Labrador National High School

Ma’am:

Good day! In partial fulfillment of our requirements for our subject Practical Research II,
we the researchers of HUMSS 12-B (Group 1) would like to ask for permission to conduct a
research entitled, “Cause and Effect: Sleep Deprivation Affecting the Academic
Performance of the Students of Labrador National High School”. In this regard, we would
like to distribute a survey-questionnaire to the forty (40) STEM and HUMSS student. This will
take place through Google Forms so as to give more attention and value to the safety of everyone
caused by the ongoing threat of COVID-19. Rest assured that the data gathered will remain
absolutely confidential and to be used in academic purpose only. Thank you and we look forward
to your favorable support.
Researchers;
Checked by: Jeelyn C. Jacoba
MA. ANGELICA B. BAUTISTA Alyssa Joy D. Pascual
Research Adviser – SST – I Kharlyn E. Pancho
Approved by: Richie A. Magat
RENATO V. DIZON Arlene B. Jugo
Subject Group Head – MT – II Ma.Lyn M. Paragas
JOCELYN A. DELA CRUZ Maria Adelaida Lugagay
OIC, Office of the Asst. Principal II – P – I Albert A. De Leon
James Russel Fernandez
Noted:

MARISSA M. MAMARIL, EdD

School Head – P – IV
 42

APPENDIX B
Region 1
SCHOOLS DIVISION OFFICE 1 PANGASINAN
Lingayen I
LABRADOR NATIONAL HIGH SCHOOL
SENIOR HIGH SHOOL

LETTER TO THE RESPONDENTS

October 22, 2021
Dear Respondents,
We are the researchers of Grade 12 Humanities and Social Sciences (HUMSS) from
Labrador National High School are inviting you to participate on our research study entitled
“Cause and Effect: Sleep Deprivation Affecting the Academic Performance of the Students
of Labrador National High School”.
In this regard, we are asking for your time and effort to answer the questions in the
questionnaire. Your response in this study will surely helpful for us to achieve our goals in this
study. Participation in this survey is entirely voluntary and there are no known or anticipated risk
in this study. All the information provided will be kept in outmost confidentially and would be
used for academic purpose only. The researchers will only be the one to know your response on
this questionnaire.
We believed that you are with us in our enthusiasm to finish this requirement as
compliance on the subject and to develop our well-being. We hope for your positive response on
this humble matter.
Researchers;
Jeelyn C. Jacoba
Alyssa Joy Pascual
Richie Magat
Arlene Jugo
Kharlyn Pancho
Ma.Lyn M. Paragas
Maria Adelaida Lugagay
Albert De Leon
James Russel Fernandez
 43

APPENDIX C
Region 1
SCHOOLS DIVISION OFFICE 1 PANGASINAN
Lingayen I
LABRADOR NATIONAL HIGH SCHOOL
SENIOR HIGH SHOOL

Questionnaire

Name (Optional): ______________________________________

Age : 14-15 16-17 18 above

Gender : L Male Female

Strand : STEM HUMSS

I. Fill in with check the following question that matches your answer.

1. What are the activities you usually do just before go off to sleep? (Pick at least 5)

School works

Playing Online Games

Late night socializing (friends, family, partner, etc.)

Reading books

Browsing in any social media platforms (FaceBook,Instagram,Twitter,TikTok,etc)

Eating Snacks or drinking caffeine and energy drinks

Watching Korean dramas and movies

Medatating

Listening to music

Skin Care
 44

II. How many hours do you typically obtain at night?

1. How many hours of sleep do you get on a regular school night?

0-2 hours
2-4 hours
4-6 hours
6-8 hours

2. How many hours of sleep do you get on weekends?

0-2 hours
2-4 hours
4-6 hours
6-8 hours

3. How many hours do you spend in doing schoolworks and activities?

Less than 1 hour
1-2 hours
2-4 hours
4-6 hours

4. What time do you go to bed at night?

7-9 P.M.
9-11 P.M.
11-1 A.M.
Later than 1 A.M.

5. What time does your morning classes starts at?

3-4 A.M.
4-5A.M.
5-6 A.M.
6-7 A.M.
 45

III. Please provide your response to the following statements

1. How does lack of sleep affects your Academic Performance?

Strongly Agree Neutral Disagree Strongly

Agree Disagree

1. Loss of concentration
that leads to memory
impairment.
2. Lower scores in exam
and quizzes.

3. Falling asleep while in a

class.

4. Feeling exhausted
throughout the day.

5. Ability to respond to the

happenings in the
environment.
6. Moods and emotions

7. Difficulty in finishing
school tasks.

8. Getting poor learning

capacity skills.
 46

APPENDIX D
Curriculum Vitae

JEELYN C. JACOBA
#426 Laois, Labrador Pangasinan
09060929389
jcjacoba061499@gmail.com

PERSONAL DETAILS

Age: 22
Citizenship: Filipino
Birthdate: June 14, 1999
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Parents Name:
1. Agosto M.. Jacoba
2.Luzviminda C. Jacoba

EDUCATIONAL INFORMATION

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2020-2022
JUNIOR HIGH SCHOOL
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2011-2015
PRIMARY
- LAOIS ELEMNTARY SCHOOL
- S.Y. 2005-2011
 47

ALBERT A. DE LEON
Bongalon, Labrador Pangasinan
09092345798
albertdeleon044@gmail.com

PERSONAL DETAILS

Age: 18
Citizenship: Filipino
Birthdate: October 8, 2003
Sex: Male
Civil Status: Single
Religion: Roman Catholic
Parents Name:
1. Arturo R. De Leon
2. Elizabeth A. De Leon

EDUCATIONAL INFORMATION

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2020-2022
JUNIOR HIGH SCHOOL
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2016-2020
PRIMARY
- BONGALON ELEMNTARY SCHOOL
- S.Y. 2011-2016
 48

ALYSSA JOY D. PASCUAL

#387 Sitio Suanci Bolo, Labrador Pangasinan
09661509844
Pascualalyssa9@gmail.com

PERSONAL DETAILS

Age: 17
Citizenship: Filipino
Birthdate: April 1, 2004
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Parents Name:
1. Alejandro Pascual
2. Elsa Pascual

EDUCATIONAL INFORMATION

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2020-2022
JUNIOR HIGH SCHOOL
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2016-2020
PRIMARY
- KADAMPAT ELEMNTARY SCHOOL
- S.Y. 2011-2016
 49

ARLENE B. JUGO
#394 Bolo, Labrador Pangasinan
09174026046
arlenejugo3@gmail.com

PERSONAL DETAILS

Age: 18
Citizenship: Filipino
Birthdate: December 15, 2003
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Parents Name:
1. Jorge V. Jugo
2. Coralie B. Jugo

EDUCATIONAL INFORMATION

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2020-2022
JUNIOR HIGH SCHOOL
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2016-2021
PRIMARY
- KADAMPAT ELEMNTARY SCHOOL
- S.Y. 2010-2012
- BOLO ELEMENTARY SCHOOL
- S.Y 2012-2016
-
 50

KHARLYN E. PANCHO
#206 Greenfields St. Dulig, Labrador Pangasinan
09510598129
panchokharlyn@gmail.com

PERSONAL DETAILS

Age: 17
Citizenship: Filipino
Birthdate: February 1, 2004
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Parents Name:
1. Renante E. Pancho
2. Evelyn E. Elcamel

EDUCATIONAL INFORMATION

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2020-2022
JUNIOR HIGH SCHOOL
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2016-2021
PRIMARY
- KADAMPAT ELEMNTARY SCHOOL
- S.Y. 2011-2016
 51

JAMES RUSSEL M. FERNANDEZ

#398 Dulig, Labrador Pangasinan
09208598758
jamesfernandez1811@gmail.com

PERSONAL DETAILS

Age: 17
Citizenship: Filipino
Birthdate: December 21, 2004
Sex: Male
Civil Status: Single
Religion: Roman Catholic
Parents Name:
1. Jackielou M. Fernandez
2. +

EDUCATIONAL INFORMATION

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2020-2022
JUNIOR HIGH SCHOOL
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2016-2021
PRIMARY
- DULIG ELEMNTARY SCHOOL
- S.Y. 2011-2016
 52

MA.LYN M. PARAGAS
#153 Bolo, Labrador Pangasinan
09458061489
paragasma.lyn16@gmail.com

PERSONAL DETAILS

Age: 17
Citizenship: Filipino
Birthdate: June 21, 2004
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Parents Name:
1. Benjie Paragas
2. Marilyn Molina

EDUCATIONAL INFORMATION

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2020-2022
JUNIOR HIGH SCHOOL
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2016-2021
PRIMARY
- BOLO ELEMNTARY SCHOOL
- S.Y. 2011-2016
 53

MARIA ADELAIDA LUGAGAY

Bongalon, Labrador Pangasinan
09557017223
lugagayadelaida@gmail.com

PERSONAL DETAILS

Age: 18
Citizenship: Filipino
Birthdate: November 1, 2003
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Parents Name:
1. Michael M. Castillo
2. Maria Charrina Lugagay

EDUCATIONAL INFORMATION

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2020-2022
JUNIOR HIGH SCHOOL
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2016-2021
PRIMARY
- BONGALON ELEMNTARY SCHOOL
- S.Y. 2011-2016
 54

RICHIE A. MAGAT
Sitio Kadampat, Bolo, Labrador Pangasinan
09510516165
magatrichie1@gmail.com

PERSONAL DETAILS

Age: 17
Citizenship: Filipino
Birthdate: July 27, 2004
Sex: Female
Civil Status: Single
Religion: Roman Catholic
Parents Name:
1. Ricardo U. Magat
2. Jessie A. Magat

EDUCATIONAL INFORMATION

SENIOR HIGH
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2020-2022
JUNIOR HIGH SCHOOL
- LABRADOR NATIONAL HIGH SCHOOL
- S.Y. 2016-2021
PRIMARY
- KADAMPAT ELEMNTARY SCHOOL
- S.Y. 2011-2016
 55

APPENDIX E
Documentation
56