RELATIONSHIP BETWEEN SLEEPING HABITS AND ACADEMIC

ACHIEVEMENT OF GRADE 12 HUMSS HONOR STUDENTS

A Research

Presented to the Faculty of the

Senior High School Department

SEPAKER EUGENIO PEREZ NATIONAL AGRICLTURAL SCHOOL

San Carlos City, Pangasinan

In Partial Fulfilment of the Requirements in

Inquiries, Investigations and Immersion

Soriano, Melvin F.

Reyes, Jhocel P.

Jarillo, Julie Anna

Palaganas, Marc F.

Mondares, Clarence P.

Lavarias, Crystal
 CHAPTER I

INTRODUCTION

Background of the study

Sleep is as essential to human health as food and water, but many of us are

sleep deprived. Inadequate sleep, Sleep deprivation or interruptions to the sleep-wake

cycle have an impact on how people perform during the day, causing tiredness,

dizziness, and weariness. HUMSS have a lot of different sleeping habits, students who

grow up in a culture that encourages them to be frugal sleep deprivation, academic

work, and social obligations pursuits. Poor sleep hygiene can be caused by a variety of

factors Caffeine, alcohol, stimulants, technology, and the use of social media

platforms, in particular, preventing pupils from getting enough sleep and quality. Poor

sleep, according to research, has an immediate negative impact exercise has a

detrimental impact on a person's hormones brain function and performance.

In addition to sleeping habits, of course, it has an impact on judgment and mental

sharpness, among other things numerous types of cognitive tasks Everyone, however,

is unique different. One person may be able to function with fewer resources. While

one person may require only 6 hours of sleep, another may require a whole 8 hours.

Getting enough sleep at night can be a challenge for many people, especially

students who find themselves unsatisfied with the rest they get. Sleep is defined as a

condition of body and mind such as that which typically recurs for several hours every

night, in which the nervous system is relatively inactive, the eyes closed, the postural
muscles relaxed, and consciousness practically suspended. The National Heart, Lung

and Blood Institute (NHLBI) have called the total loss of sleep as “Sleep Debt”.

Teenagers (aged 14-17) require at least 8-10 hours of sleep, and young adults (aged

18-25) require at least 7-9 hours at night as stated by the National Sleep Foundation

(NSF, 2015). In the same study, the NSF did not recommend less than 7 hours of

sleep for teenagers and less than 6 hours of sleep for young adults, respectively. Less

sleep at night also meant sleep loss adds up. Students often complained they do not

get enough sleep at night, which affected their day time activities. Not getting enough

sleep was a common issue among college students and high school students alike.

This lack of sleep may be linked to reduced academic performance. Students

were often subject to waking up early in the morning and sleeping later due to studies

for classes. University college students suffer from low sleep quality which affects

their academics. Due to irregular daytime routines, chronotype changes (changes in

sleep time), side jobs and exam periods (Schlarb, Friedrich & Claben, 2017). Staying

up late, combined with early mornings for school easily led to insufficient sleep and

sleep debt accumulation during the school week (Urrila et al., 2017).

The school was often linked to a lack of sleep and academic performance.

Students who slept for more hours on an average night tended to obtain slightly better

grade (Lowry, Dean & Manders 2019). Students had to comply with the demands

schools had in terms of waking up early and weekday schedules. There was evidence

of school and sleep having a relationship. According to Rose & Ramanan (2018),

sleep deprivation hurt students’ academic performance and cognitive functions like

memory, attention and concentration.

In the Philippines, poor sleeping habits were also prominent. The Healthy
Living Index Survey stated that Filipinos had one of the highest sleep deprivation

rates in Asia. The survey claimed that about forty-six percent (46%) do not get enough

sleep, while 32% report they sleep for less than six hours (2016). Technology may be

a factor in why good sleep patterns may be rigid for people to maintain. Tan (2018)

explained that technology had abolished the night with artificial light, and waking

hours are prolonged with television, phones and tablets, not just because of work and

play, but because they emit a blue light that induces more wakefulness. He explained

further that urbanization aggravates sleep problems, with greater population densities

that resulted in hearing neighbor’s karaoke, snoring or other things that go bump in

the night. Then there’s the urban sprawl and long commuting times that meant having

to wake up extra early to leave and getting home extra late. In the Philippines, long

commute times and the neighbor’s karaoke were bothersome to a student trying to

sleep. While students may control the time they want to sleep, other factors contribute

to why a good night’s sleep was difficult and beyond the student's control.

There were studies Filipino researchers had conducted with Filipino college

students. Sleep deprivation in Filipino college students took a toll on their

concentration. An investigation revealed that sleep restrictions had resulted in

impaired learning and memory performance. This study was supported by

undergraduate medical students, which showed that optimizing sleep leads to

improved learning ability that further enhanced their academic performance (Delos

Reyes, 2019). The results of this study reinforced the researcher’s suggestion that lack

of sleep could hinder a Filipino student’s performance in school. In another survey of

Filipino students by Batiller et al. (2019), they had stated that sleep patterns and stress

had a significant influence on learning, or in this case, academic behavior. When one
does not have enough sleep, they tend to have daytime drowsiness and cannot focus.

In this study, sleep deprivation impeded the student's ability to concentrate in their

class. This led to a decrease in academic performance.

Sleep is essential to students of all ages and grades. Schools do not promote

the importance of sleep for their students and do not have programs to educate them to

improve their sleep and how more sleep would aid in their academic performance. To

improve sleeping habits, students needed to be aware of getting better sleep at night

and having consistent sleep schedules. The researchers had an interest in conducting

this study because it was a problem that affects students worldwide.

Statement of the Problem

1. What are the student’ profile of the respondents in terms of:

a. Age

b. Sex

c. Section

2. To what extent does adequate sleep is affected by the following:

a. mobile devices

b. caffeinated beverages

c. schedule of sleep and waking up

d. school works

3. What is the significant relationship between the two variables (sleeping habits

and academic achievement of the Grade 12 HUMSS honor students of

SEPNAS.

4. What is the effects of sleeping habits in the academic performance of the

students in terms of:

 a. Written Work

b. Ptask

5. What are the proposed strategies and action plan in order to address this

concern

Significance of the study

The findings of this research will be valuable to the field. The

following will be significant to everyone. What is students' sleeping habits and how

does this relate to their academic achievement.

The students

The information gathered from this research will be useful in the future allow

kids to understand how sleeplessness affects them their academic performance is

influenced by their behavior this will raise awareness about the significance of sleep

and how to get enough of it how it affects their lives, particularly their children's lives

their education and health.

The Teachers:

This acts as a wake-up call for educators’ kids aren't aware of the magnitude

of their sleeping habits as well as the teachers. This will also assist them in achieving

their goals make conditions for them to remember how to teach their students. Sleep

is quite important. They will be able to grow and develop find out how to avoid sleep

deprivation.
The parents

Parents will profit from this as well, since they will see that their children are

learning. They should provide direction and discipline to their children. Parents will

become more aware as a result of this research. People are aware that their sleeping

habits can have an impact on their health youngsters, in particular their studies They

will have the ability to be aware that they must provide complete parental monitoring

to their offspring.

The future researchers

The study's findings will be used as a guide material as well as a roadmap for

future scholars conduct a similar study on the effects of self-reporting on HUMSS

students' sleeping habits and their relationship to their academic performance.

Scope and Delimitation

Our study was limited to only the Grade 12 Humanities and Social Science

Students of Speaker Eugenio Perez National Agricultural School, which disqualifies

students from other schools. Having respondents of just one school did significantly

shorten the sample size. This also eliminated the junior high school students, and other

academic and vocational strands that attends SEPNAS.

 Chapter II

CONCEPTUAL FRAMEWORK & REVIEW OF RELATED LITEATURE

Theoretical Framework

Self-Care Theory

This theory focuses on the performance or practice of activities that individuals

initiate and perform on their own behalf to maintain life, health, and well-being.

Self-Care Requisites

Self-care Requisites or requirements can be defined as actions directed toward the

provision of self-care. It is presented in three categories:

Universal Self-Care Requisites

Universal self-care requisites are associated with life processes and the maintenance

of the human structure and functioning integrity.

• The maintenance of a sufficient intake of air

• The maintenance of a sufficient intake of water

• The maintenance of a sufficient intake of food

• The provision of care associated with the elimination process and

excrements

• The maintenance of a balance between activity and rest

 • The maintenance of a balance between solitude and social interaction
• The prevention of hazards to human life, human functioning, and

human well-being

• The promotion of human functioning and development within social

groups in accord with human potential, known human limitations, and

the human desire to be normal

Normalcy is used in the sense of that which is essentially human and that which is in

accord with the genetic and constitutional characteristics and individuals’ talents.

Developmental self-care requisites

Developmental self-care requisites are “either specialized expressions of universal

self-care requisites that have been particularized for developmental processes or they

are new requisites derived from a condition or associated with an event.”

Health deviation self-care requisites

Health deviation self-care requisites are required in conditions of illness, injury, or

disease or may result from medical measures required to diagnose and correct the

condition.

• Seeking and securing appropriate medical assistance.

• Being aware of and attending to the effects and results of pathologic

conditions and states

• Effectively carrying out medically prescribed diagnostic, therapeutic,

and rehabilitative measures.

 • Being aware of and attending to or regulating the discomforting or

deleterious effects of prescribed medical measures

• Modifying the self-concept (and self-image) in accepting oneself as

being in a particular state of health and in need of specific forms of

health care

• Learning to live with the effects of pathologic conditions and states and

the effects of medical diagnostic and treatment measures in a lifestyle

that promotes continued personal development

The Self-Care Theory by Dorothea Orem focused on each individual’s ability

to perform self-care, defined as the practice of activities that individuals initiate and

perform on their own behalf in maintaining life, health, and well-being. This theory

was composed of three theories: the theory of self-care, the self-care deficit theory and

the theory of nursing systems. For the theory of self-care, we had emphasized the

maintenance of a balance between activity and rest. This was a part of the universal

self-care requisites, which suggests an individual must recognize when they were not

maintaining a balance of exercise and rest. For a senior high school student, it can

prove to be challenging to choose rest overactivity. Whether it be school work or

studying, they must sacrifice their rest to participate in these activities. This balance

between exercise and rest also includes a balance between solitude and social

interaction. For a student, these tasks may prove difficult because some students

cannot properly balance these aspects. Many students claim they don’t have enough

sleep at night and they participate in activities. Activities may include social

interaction with their classmates or friends, which can get in the way of adequately
resting. Solitude could also result in no balance between rest and activity, as a student

could be studying alone and not forming study groups or getting proper rest.

This theory perfectly discussed how students, especially the high school

achievers can deprive themselves of the basic self-care needs such as drinking enough

water, eating on time, and sleeping adequately.

We had selected this theory because academic pressure to the achiever

students tend to affect their sleeping routine. Most students are aware that depriving

themselves from sleep is a form of self-care deficit and that they are willing to

sacrifice the balance between rest and academics just to produce quality works to

attain their goal in terms of academic performance and achievement.

Conceptual Framework

Figure 1 presented the conceptual paradigm of the study. In the presentation of

the research paradigm, the input-process-output-model was utilized. The inputs were

the respondent's demographics, their understanding of getting adequate sleep for

overall health and satisfactory academic performance. The process of gathering data

about sleep habits by the students of the Speaker Eugenio Perez National Agricultural

School with selective sampling technique is in survey questionnaires through google

forms. The proposed guidelines for the increased understanding of the importance of

getting adequate sleep would be the output.

 Input Process Output

 Students profiles Recommendations to

of the respondents in increase the level of
terms of the understanding the
importance of getting
following: adequate sleep in
Senior High School
A. Age HUMSS Students.
B. Sex
C. Section
 To understand the
importance
of getting
adequate sleep
for overall
health and good
academic
performance in
terms of the

following:
A. Avoiding mobile
devices before
sleep
B. Avoiding
caffeinated
beverages

C. Creating and
following a set of
sleep and
wake up
schedules. D.
Finding a
relationship
between school
work and stress.
Hypothesis

Null Hypothesis

The hypothesis was tested in its null form at 0.05 confidence that the sleeping habits

of the grade 12 HUMSS honor students of SEPNAS will in all ways affect their

academic achievement.

Definition of Terms

Sleep- is a period of rest.

Consciousness- refers to your individual awareness of your unique thoughts,

memories, feelings, sensations, and environments. Essentially, your consciousness is

your awareness of yourself and the world around you.

Mental State- a mental condition in which the qualities of a state are relatively

constant even though the state itself may be dynamic

Imunological system- The immune system protects your body from outside invaders.

These include germs such as bacteria, viruses, and fungi, and toxins (chemicals made

by microbes). The immune system is made up of different organs, cells, and proteins

that work together.

Neurological System- is the major controlling, regulatory, and communicating

system in the body. It is the center of all mental activity including thought, learning,

and memory.

Sleep Debt- Sleep debt is when you sleep fewer hours than your body needs. It’s

cumulative, meaning that if you regularly get less sleep than you should, you’re going

to have more sleep debt.

Sleep Deprived/ Deprivation- refers to getting less than the needed amount of sleep,

which, for adults, ranges from seven to nine hours2 of sleep per night.

Inadequate Sleep- such as not sleeping long enough overall or having poor quality

sleep—affects both how we feel and how we function.

Sleep Wake Cycle- refers to the pattern of time we spend awake and asleep every 24

hours. For humans, the 24-hour clock is divided between approximately eight hours of

sleep and 16 hours of wakefulness. The most significant role of the sleep-wake cycle

is to consolidate sleep2 during the night, helping you stay awake during the day.

Detrimental Impact- something that is detrimental to something else has a harmful

or damaging effect on it.

Energy- energy as the ability to do work. Modern civilization is possible because

people have learned how to change energy from one form to another and then use it to

do work.

Awareness- knowledge that something exists, or understanding of

a situation or subject at the present time based on information or experience:

Circadian Rhythm- are physical, mental, and behavioral rhythms that are around 24

hours in duration, are intrinsic to the individual, and respond to light and dark. Your

body essentially has a 24-hour internal clock. This clock controls a number of

processes, including sleep-wake cycles.

Diminish- to reduce or be reduced in size or importance:

Psychological function- is the ability to achieve his or her goals within him or herself

and the external environment. It includes an individual's behavior, emotion, social

skills, and overall mental health.

Physical Health- refer to a person's physical activity level, diet, nutrition, sleep cycle,

and level of consumption of alcohol or drugs.

Anxiety/ Depression- Anxiety and depression are two of the most common mental

health concerns in our society. They are often experienced as a complex set of

emotional and functional challenges.

Hypersomnia- is a condition in which you feel extreme daytime sleepiness despite

getting sleep that should be adequate (or more than adequate).

Concentration- the ability to think carefully about something you are doing and

nothing else

Exhaustion- the feeling of extreme tiredness.

Body Clock- refers to what keeps body processes running according to a schedule.

Lack of Focus- disorders may cause memory and concentration problems in adults or

lack of focus in children. Sleep improves us, rejuvenates our body and mind.

Therefore, when we are sleepless, we feel unable to focus at work or to concentrate on

any task at school.

Review of Related Literature and Studies

Foreign

Most students probably know that depriving themselves of sleep was bad, but they

were willing to sacrifice sleep and as a consequence, health, telling themselves it was

just for a short time and they can soon start sleeping 12-hours a day once the semester

drew to a close (Segaren, 2018). This information highlights that student are aware

that getting more sleep was better for them, but they prioritized their studies instead.
Students who care for their academic performance tend to do it because they want

good grades. Sleeping for a long time can also negatively affect the student, as it can

force their bodies to adjust to an inconsistent sleeping pattern and circadian rhythm.

Going from sleeping for a short amount of time, a longer period wasn’t the

only way the circadian rhythm could be altered. Using mobile phones meant the

exposure of blue light may be considered contributing to circadian issues. Using

mobile phones at night could diminish the quality of sleep quality, resulting in fatigue

and impairing the psychological function (Kawada, 2017). In the current year of 2020,

students were often seen clinging to their cellphones. Their phones held an assortment

of essential applications that store their notes and documents and social and leisure

applications such as Facebook and games. When a student or individual has difficulty

sleeping at night or wishes to relax at the end of the day, they tend to turn to their

phones for aid. This proved to be detrimental to their sleep schedule, as time can “fly”

when using a phone during the night. However, this can also cause a distraction,

which affected a student’s academic performance and contributed to a student being

tired during the day.

Daytime sleepiness was also a struggle many students face, and to get rid of

this, the favored drug was caffeine. Caffeine was used by more than 80% of the

world’s population and was commonly found in coffee, tea, caffeinated soft drinks,

energy drinks, and chocolates (AlSharif et al., 2018). It was no secret that the favorite

caffeinated beverage of the world was coffee. In the 2018 study made by the National

Coffee Association (NCA), 52.4% of students used coffee as a “pick-me-up”

beverage. While this was a decent temporary solution, there would inevitably be a

crash in with the individual experiences once the effects of caffeine wear off. If this
happened in the middle of the day, one could always take a short nap to catch up on

their sleep. However, a student was still in school during the day and had to choose to

stay awake and focused during their class or have another coffee cup—this action of

drinking multiple cups of coffee throughout the day as a consequence. During the

evening, caffeine could still be in their system, and they struggled to sleep at night

until there was no effect from the coffee. The student then slept late and waked up

early to start the cycle over again. If the student also had a test to study beforehand,

they used coffee to stay awake and study as much as before their exam. In

undergraduate students, those consuming caffeine received significantly fewer hours

of sleep per night compared to students reporting no caffeine intake, especially

between non-caffeine consumers versus those consuming high levels of caffeine. The

GPA of non-caffeine consumers was significantly higher than that of caffeine

consumers (Gabrish, 2017). Students are turning to caffeine face consequences if they

consumed during the day or at night. In the long run, students would negatively

impact their academic performance if they use caffeine as a replacement for sleep or

to compensate for lack of sleep. The findings of this study can be used to educate

students on what caffeine consumption would eventually do to them and emphasise

the importance of sleep.

Local

The Philippines ranked 4th spot among other countries experiencing sleep

deprivation, based on a recent study by Sleep Cycle. They claimed that the lack of

sleep or sleep deprivation might sabotage one’s mental and physical health at risk

causing short-term and long-term memory problems, mood swings, anxiety and

depression, inability to focus, weight gain, and others (The Filipino Times, 2019). For
senior high school students having short-term and long-term memory problems

inhibited their ability to learn properly. Since the study was recent, it means that

people are not getting enough sleep at night still. Coupled with the inability to focus, it

can further prevent students from paying attention in class or doing their school work.

Lack of sleep contributes to a student’s anxiety, which can be worsened by

having unsatisfactory grades.

Consistent delay in the circadian rhythm or the sleep-wake cycle caused the

students to perform better later than in the early morning. Medical or health-related

students with late evening class schedule and an early morning duty rotation have

lesser sleeping time. This pattern may result in sleep problems, such as insomnia,

increased daytime sleepiness or hypersomnia during the weekends (Basa et al., 2017).

Students with class schedules that keep them at school longer and get them up earlier

in the morning had taken a toll on how much sleep they get. Students had to sacrifice

their own sleep time to prepare for the next day, whether they have duty in the

morning or just another early class. This sacrifice of sleep would eventually build up

their sleep debt as they continually put off sleep for responsibilities to themselves or to

their academics.

Ateneo de Manila University claimed why sleep-deprived students need a

break to regain their energy, and the ideal nap was 10-20 minutes (2019). In this same

article, they mentioned having a room called the “blue snooze”. This room was

specifically for students who just want to take a nap. This idea of giving students a

place to sleep was a great way to catch up on sleep debt. It was hard to find a quiet

position on campus to rest and have a small break during the day. Implementing a

room would benefit the student’s energy for the rest of their day and encourage
students to sleep when they have time to. It could also help fight against daytime

sleepiness, so they had more concentration in class.

A student’s workload can get in the way of their sleep as well. It was revealed

that workload, as represented by the number of units, enrolled increases the likelihood

of experiencing exhaustion (Velasco 2019). The study claimed the average teams

registered were 17.64, which affected their levels of fatigue. It further stated that

students' exhaustion impacted their sleep and consequently impaired their

concentration in class.
 Chapter III

 METHODOLOGY

Research Design

The study had utilized a quantitative, descriptive correlational research design.

Quantitative research was defined as a structured collection of data and could be

represented numerically (Matthews & Ross, 2020). In this study, the researchers had

collected data on Grade 12 HUMSS students’ sleeping habits and academic

performance. Descriptive research hypothesized that problems can be solved and

practices improved through observation, analysis, and description (Koh & Owen,

2020). The researchers intended to describe how sleeping habits can affect academic

performance and other contributing factors. According to Lillykutty & Samson

(2018), correlational research measures two or more pertinent variables in the same

sample and assesses a relationship between them. The study was correlational because

it compared two variables: Grade 12 HUMSS students’ sleeping habits and their

academic performance. The participants of the study were Grade 12 HUMSS students

of the Speaker Eugenio Perez National Agricultural School.

This study used data that evaluated the relationship of Grade 12 HUMSS

students’ sleep habits and their academic performance and the significant finding with

a quantitative approach, the research was able to used statistical tools such as a

questionnaire. The tools aided to analyze and compute the data and its results.

The study was conducted in Speaker Eugenio Perez National Agricultural

School
Senior High School in the Municipality of San Carlos City, Pangasinan in Roxas

Boulevard, during the second semester of School year 2021-2022. It involves 7

sections in Grade 12 namely HUMSS A, HUMSS B, HUMSS C, HUMSS D, HUMSS

E, HUMSS F and HUMSS G, filling the survey questionnaire that researchers gave to

them through google forms. The study was concerned with relationship between

sleeping habits and academic performance of HUMSS students.

The study was limited only for Honor students of Grade 12 Humanities and Social

Sciences students around Speaker Eugenio Perez National Agricultural School.

Population and Participants

The sources of data that will be used are the students of Speaker Eugenio

Perez National Agricultural School. Specifically, the Grade 12 Humanities and Social

Science Students Honor Students with an average of 90% and above for the first

semester of school year 2021-2022.

The researchers will be using purposive non-random sampling. Purposive sampling,

also known as judgmental, selective, or subjective sampling, is a type of

nonprobability sampling in which researchers choose people from the public to

participate in their surveys based on their own opinion. The total population

enumeration was 50 honor students from sections A, B, C, D, E, F, G. The researchers

will send the link of the survey via google forms to the participants who are available

to take part for the data collection of the study.

Materials and Procedures

This study aimed to provide and gather information needed; researchers

utilized questionnaires that compiled questions the researchers created in combination

with existing questionnaires relevant to this study. This questionnaire was used as the

main data-gathering for this study to determine and describe the other contributing

factors encountered by the Grade 12 HUMSS Students that affect their sleeping

pattern and describe its relationship to their academic performance. The tools used by

the researchers which are divided into three parts are discussed.

Part I consisted of the items which gather information on participants’

demographic profiles such as course, year, age and sex.

Part II research instrument was intended to gather data regarding the extent of

effects inadequate sleep for overall health and their exemplary academic performance

in terms of the following mobile devices, caffeinated beverages, wake-up schedule,

school work, or stress related to school.

Part III aimed to assess the relationship between the sleeping habits and

academic performance of the honor students of SEPNAS.

Tools for Data Analysis

To analyze the problems in regards to the demographic profile, the researchers

used the following formulas:

Percentage and Frequency

Where:

F= Frequency counts

n = Number of participants

Weighted Mean:

𝑊. 𝑀. = ∑𝑓𝑥/𝑛
Where:

W.M. = Weighted Mean f = Frequency

x = Number of participants to the

rating n = Number of respondents

To analyze the effects of adequate sleep and good academic performance, the

researchers used the Pearson correlation coefficient (Pearson’s R). The formula was:

Where:

N = Number of respondents

∑𝑥 = Sum of the hours of sleep

∑𝑦 = Sum of the participants negatively affected by sleep

∑𝑥𝑦 = Sum of the products of hours of sleep and negatively affected by sleep

∑𝑥2 = Sum of squared hours of sleep

∑𝑦2 = Sum of squared negatively affected by sleep

CHAPTER IV
 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents analyses and interprets the following data: respondents’

demographic profiles, mobile devices, caffeine consumption, school work or stress

related to school, and strategies to overcome or manage sleep problems.

Table 4.1. Student Profile

Section Frequency Percentage

HUMSS A 16 32

HUMSS B 12 24

HUMSS C 9 18

HUMSS D 2 4

HUMSS E 3 6

HUMSS F 1 2

HUMSS G 7 14

50 100%

Age Frequency Percentage

17 15 30

18 31 62

19 4 8

50 100%

Sex Frequency Percentage

Male 39 78%

Female 11 22%

50 100%
 General Weighted Average Frequency Percentage

90 22 44

91 12 24

92 3 6

93 5 5

94 7 14

95 1 2

50 100%

Table 1 represents the sociodemographic profiles of the respondents. These include

the section, age, gender, and general weighted average of the respondents.

Section refers to the division or group of class in an institution. The researchers have

asked the advisers of the HUMSS Department for the copy of outstanding students in

their class. The highest population was the HUMSS A with (32%) of the respondents,

followed by HUMSS B with (24%), HUMSS C with

(18%), HUMSS G with (14%) respondents, HUMSS E with (6%), followed by

HUMSS D with (4%) and lastly, the HUMSS F with (2%).

The respondents' age was taken to make sure they were within the

demographic the researchers needed to fulfill the targeted age group (aged 17-20)

which are the ages that usually are in senior high school. The table indicated that age

18 has the highest respondent rate (62%) followed by ages 17 and 19 (30% and 8%).
 Sex refers to which sex the respondents identify as. The table shows

that majority of the respondents are female with (78%) respondents while male has

(22%). According to the survey conducted by the Organization for Economic

Cooperation, girls are tend to be more achiever that boys at school.

GWA or General Weighted Average is used to evaluate student’s overall

scholastic standing. This is used to evaluate who the respondents will be. Among all

the respondents, (44%) has 90 GWA, followed by 91, 94, 93,92,95 (24%, 14%, 10%,

6%, and 2%).

Table 4.2. Time of Sleep

Time of Sleep Frequency Percentage

8-9pm 5 10

10-11pm 17 34

12-01am 17 34

02-03am 5 10

Later than 3 am 6 12

50 100%

Wake up hour Frequency Percentage

4am 2 4

5-6am 11 22

7-8am 22 44

9-10am 11 22

Later than 10 am 4 8
 50 100%

Hours of Sleep Frequency Percentage

3hrs 0 0

4hrs 8 16

5hrs 10 20

6hrs 23 46

7hrs 9 18

50 100%

Time of Sleep is the period of the day when an individual goes to bed and

sleep. The ideal timeline is 8:00PM to 3:00AM since some of the students are staying

late at night accomplishing their school works. The highest period responded was

1011PM and 12-01AM with both (34%) responses. That is followed by later than

3AM which garnered (12%) response rate. Next, 8-9PM and 02-03 am with both

(10%) responses.

Wake up time is the time students wakes up every morning. Among all the

timeslots in the morning, 7-8AM has the highest response rate with (44%) responses.

The second to that was the 5-6AM and 9-10AM with (22%), later than 10AM with

(8%) and lastly, 4AM with (4%).

Hours of sleep is the amount of sleep the respondents report. This is important

because young adults (aged 18-25) require at least 7-9 hours at night, as stated by the

National Sleep Foundation (NSF, 2015). Most respondents get 6 hours of sleep
(46%). This is followed by 4 hours (20%).The 7 hours sleep got (18%) responses and

(16%) reported having only 4 hours of sleep. Most of the respondents also reported

staying up late to accomplish tasks.

Table 4.3. Mobile Phones Usage

Mobile Phones Usage Frequency Percentage

Always 35 70

Almost Always 11 22

Often 2 4

Sometimes 2 4

Never 0 0

50 100%

Using mobile phones before sleeping is a common habit to young generation. They

play games, scroll their social media feeds, and watch videos to entertain themselves.

Unsurprisingly, (70%) of the respondents reported “always” using mobile phones

before going to bed. (22%) responded “almost always”, (4%) answered often, same

goes with “sometimes” and (0%) responded “never”.

Table 4.4. Caffeine intake

Caffeine intake Frequency Percentage

Always 14 28

Almost Always 5 10

Often 6 12
 Sometimes 13 26

Never 11 22

50 100%

Table 3 represents how many respondents do drink coffee or consume caffeine. The

respondents who report not to consume any kind of caffeine were 11%, followed by

those who do consume some kind of caffeine sometimes with an accumulative

percentage of 13%, and this meant that over half of the respondents drink some form

of caffeine. 28%, which is the highest response rate said they “always” consume

caffeine. A study by the NCA (2018), 52.4% of college students used coffee as a

“pick-me-up” beverage. The reason to drink coffee during the day is to stay awake,

and the purpose is because of inadequate sleep. College students are often given a

heavy workload and have to operate during early hours in the morning, and coffee is a

good source of temporary energy.

Table 4.5. Sleeping habits

Staying late at night to accomplish modules Frequency Percentage

Always 20 40

Almost Always 17 34

Often 3 6

Sometimes 9 18

Never 1 2
 50 100%

Sleepiness during class Frequency Percentage

Always 14 28

Almost Always 9 18

Often 9 18

Sometimes 17 34

Never 1 2

50 100%

Lazy answering modules Frequency Percentage

Always 17 34

Almost Always 11 22

Often 14 28

Sometimes 4 8

Never 4 8

50 100%

Lacky of energy due to lack of sleep Frequency Percentage

Always 9 18

Almost Always 12 24

Often 8 16

Sometimes 7 14

Never 4 8

50 100%
Table 4.5 shows the sleeping habits of the Grade 12 HUMSS honor students. Lack of

adequate sleep can be a result of numerous tasks given to the students and/or lack of

time management. 40% of the respondents reported “always” staying late at night

accomplishing their modules. This is followed by 34% who reported “almost always”,

“sometimes” (18%) “often” (9%) and lastly, “never” with (2%).

Sleepiness during class hours is when students feel tardy during class hours. This

may be a result of lack of adequate sleep. The majority of our respondents reported

that they sometimes feel sleepy during class hours (34%), (28%) of them said they

always experience this, (18%) says they almost always and often do, while (2%) said

they never feel sleepy during class hours.

Students can sometimes feel lazy doing their assigned work. This can be a result of

lack of proper sleep and rest. The highest response rate was “always” which means

many of the respondents experience this (34%) while (28%) said they often do

experience it. On the other hand, (22%) responded always, and both “sometimes” and

“never got (8%) response rate.

Due to lack of enough sleep, students may lack of energy to go through their day.

Majority of the repondents responded “almost always” (24%) which means they

experience the energy gap more often. That is followed by “always” which garnered

(18%) response rate, (16%) responded “often” while (14%) responded sometimes and

lastly, (8%) responded “never”.

 Table 4.6. Sleeping habits affects productivity.

Sleeping habits affects academic performance Frequency Percentage

Always 21 42

Almost Always 9 18

Often 10 20

Sometimes 8 16

Never 2 4

50 100%

Effect of sleep on academic performance Frequency Percentage

Highly Positive 2 4

Moderately Positive 20 40

Neutral 21 42

Moderately Negative 6 12

Highly Negative 1 2

50 100%

Excellence of written work and sleepiness Frequency Percentage

Always 18 36

Almost Always 11 22

Often 8 16

Sometimes 11 22

Never 2 4

50 100%
 Performance task and sleepiness Frequency Percentage

Always 16 32

Almost Always 8 16

Often 9 18

Sometimes 11 22

Never 6 12

50 100%

Academic performance is the measurement of a student academic

achievement in different subjects. This is important most specially to the honoraiming

students who are most likely to be academically conscious. Majority of our

respondents (42%) reported that their sleeping habits affects their academic

performance in school. This is followed by “often” responses which received (20%)

rate, (18%) for “almost always, while (16%) believe it do affect it sometimes and

(4%) responded “never. However, majority of the respondents are “neutral” about

whether their academic performance is positively or negatively affected. (40%)

believe it is moderately positively affected, (12%) moderately negative, (4%) highly

positive and finally, (2%) for highly negative.

When it comes to excellence, most honor students believe that they are most

productive and doing excellent job on their assigned written tasks when they aren’t

sleepy (36%). However, both “almost always” and “sometimes” garnered (22%),

(16%) says often, and finally, (4%) for “never”. When it comes to performance tasks,

majority believe that they always are excellent on their performance tasks when they
get enough sleep (32%), (22%) reported “sometimes”, (18%) for often, (16%) almost

always and finally, (12%) for never.

Table 4.7 Strategies to manage or overcome sleep problems

What are the ways you cope with having trouble
sleeping or trying to go back to sleep at night?
Frequency Percentage

Read 7 14

Browse Internet/Use Phone 21 42

Meditate/Relax 3 6

Listen to music 10 20

Drink Something 3 6

Do nothing 6 12

TOTAL: 50 100%

Sleeping strategies was the only genuinely open-ended question in which the 50

respondents had 50 different ways to cope with sleeping strategies.

Meditate/Relax, which included deep breathing exercises or trying to empty

their mind (6%) People also thought about happy thoughts or positive memories as

well as took this moment to pray.

Use Phone to help cope with sleeping issues. This included watching movies

or videos on their phone or using Facebook/looking at websites (48%). However, this

is stimulating the mind and the person is exposed to blue light, which can disrupt their
sleep and continue to add to sleeping problems. As mentioned before, blue light from

phones can contribute to circadian issues.

Do nothing (12%), the filled-in answers were usually just laying in bed and

thinking about nothing or shutting their eyes until they slept.

Listen to music was the most answered basic strategy (10%). They would

listen to relaxing music until they felt drowsy.

Drink Something such as milk or water (6%) claimed it made them feel

sleepy afterwards.

Read some said they would read a book or Wattpad story to get sleepy (14%).

These strategies, such as doing nothing or relaxing actually promote good

sleeping habits. NSF claims that one should stick to a regular sleep and wake

schedule, avoid caffeine and alcohol, exercise daily, and relax before bed with a hot

bath or a good book instead of electronics (2020). The use of phones to browse the

internet, watch movies, or even read an online book prevents sleep rather than

promoting it.

Correlation using Pearson’s r coefficient

The following data was found with the Pearson r test of correlation, examining

degrees of correlation between hours of sleep and sleep hours of students, r(48) = .10,

p = .480, which means that there is no significant relationship between the two

variables, leading to the rejection of the hypothesis that sleeping habits is correlated to
the academic achievement of honor students. Table 4. 8 below shows the result of the

data analysis using SPSS.

Correlations
GPA Sleep_hours

GPA Pearson Correlation 1 -.102

Sig. (2-tailed) .480

N 50 50

Sleep_hours Pearson Correlation -.102 1

Sig. (2-tailed) .480

N 50 50

Decision rule for assessing is the test is significant (for α = .05)

If p ≤ .05, the test is significant (there is a significant relationship between sleep hours

and student GPA)

If p >, the test is not significant (there is no significant relationship between sleep

hours and student GPA)

CHAPTER V
 SUMMARY, CONCLUSION, & RECOMMENDATION

This chapter contains the summary of the study, findings and conclusions and the

recommendations made in the study.

Summary

This entitled “Relationship Between Sleeping Habits and Academic Achievement of

Grade 12 HUMSS Honor Students of SEPNAS” aims to understand how Grade 12

HUMSS honor students' sleeping patterns can affect their academic performances.

This was a quantitative descriptive correlational study which compared the two

variables of sleeping habits and academic achievement. The respondents were from

Speaker Euegenio Perez National Agricultural School, specifically Grade 12 HUMSS

honor students. The data-gathering technique utilized by the research was a survey

questionnaire.

In the sociodemographic of the study, the majority of students belonged to the

HUMSS A (32%), followed by HUMSS B (24%), and HUMSS C (18%).These three

sections has the highest count of students who got 90+ general average and qualified

the criteria of selecting participants of the study.

The participants claimed to use their phones before bed and help them sleep

(70%). However, this could be detrimental because of the effects of blue light. Also,

(28%) of respondents consume caffeine to get them through the day. This is a

temporary solution and could result in more drowsiness afterward. Most respondents

slept at 10-11pm (34%), got 6 hours of sleep (20%) and woke up at 7am-8am (44%).
According to NSF, most are getting enough hours of sleep, which is 7-9 hours for

young adults.

Conclusion

For the relationship assessment, the researchers found out that there is no

significant relationship between sleeping habits and academic achievement of the

honor students of HUMSS Department of SEPNAS with significance level of .48.

The researchers also concluded the following:

Normal sleep and wake-up routines, as well as enough sleep hours, were

reported by the students. They have reported having trouble staying awake in class

and feeling weary in the morning, despite having acceptable sleep habits. This might

be because they use their phones in bed, which disrupts their circadian cycle. They use

coffee or take naps during the day to assist overcome daytime drowsiness when they

are sleepy in the morning. They stated that their homework interfered with their

resting patterns, and that their sleeping patterns harmed their academic performance.

While the most of their techniques are sound, things like using their phones in bed do

not produce the optimal sleeping environment. The tactics employed are ideal for the

majority of responders, although individuals experiencing daytime drowsiness can

make use of mobile phones. Schoolwork has no bearing on students' sleeping patterns,

but their sleeping patterns do have an impact on their academic achievement.

Recommendations

With the established findings and conclusion, the researchers would like to

recommend the following:

1.) Student researchers may conduct a similar study in other schools using a

higher number of sample populations to confirm if this study's results can be proven

for its external validity.

2.) Encourage the students to get strategies to create and maintain a healthy

balance between life, school, and sleep.

3.) Senior students should be informed about the study in which in case as it may

be added as a reference that would serve as a platform for them to learn about those

students who get a good night’s sleep perform better academically.

4.) Educators can use this study as basis to teach the students to learn more about

the effects of sleep deprivation to their academic performance.

Survey Questionnaire

I. Student’s Profile
1. Age
 16-17
 18-19
 10-21
 Others:____
2. Sex
 Male
 Female
3. Section
 HUMSS A
 HUMSS B
 HUMSS C
 HUMSS D
 HUMSS E 
HUMSS F
 HUMSS G
4. General Weighted Average
 90-94 (With Honors)
 95-97 (With High Honors)
 98-100 (With Highest Honors)
II. Sleeping Habits
1. What time do you usually go to bed?
 8-9 PM
 10-11 PM
 12-01 AM
 02-03 AM  Later than 3
AM 2. What time do you usually wake
up?
 Before 4:00AM
 5-6 AM
 7-8 AM 
8-9 Am
 10-11 AM
  LATER THAN 11:00AM
3. How many hours do you get every day?
 Less than 3 hours
 4-5 hours
 6-7 hours
 8-9 hours
 More than 9 hours
4. Do you use mobile devices (e.g. smartphones, tablets, computers) before
going to bed?
 Almost Always
 Always
 Often
 Sometimes
 Never
5. Do you consume coffee or any caffeinated beverage to stay awake?
 Almost Always
 Always
 Often
 Sometimes
 Never
6. Do you stay awake late at night to accomplish your modules and school
activities?
 Almost Always
 Always
 Often
 Sometimes
 Never
7. Do you experience sleepiness during class hours?
 Almost Always
 Always
 Often
 Sometimes
 Never
8. If so, how often do you experience this?
 Almost Always
 Always
 Often
  Sometimes
 Never
9. Do you think your sleeping habits affects your academic performance?
 Almost Always
 Always
 Often
 Sometimes
 Never
10. If so, has your performance affected positively or negatively?
 Highly Positive
 Moderately Positive
 Neutral
 Moderately Negative
 Highly Negative
11. Do you feel sleepy while doing your written school works during the day?
 Almost Always
 Always
 Often
 Sometimes
 Never
12. Do you feel that you don’t have the energy to do your assigned performance
tasks when you didn’t get enough sleep at night?
 Almost Always
 Always
 Often
 Sometimes
 Never
13. Do you feel that you don’t accomplish your written works excellently when
you feel sleepy?
 Almost Always
 Always
 Often
 Sometimes
 Never
14. Do you think that you don’t do your best on your performance tasks when
you feel sleepy?
 Almost Always
 Always
  Often
 Sometimes
 Never
15. What strategies do you use to maintain a healthy sleeping habits and
excellent academic performance?
 CURRICULUM VITAE

A.Personal Data

Name: Melvin Soriano

Sex: Male

Date of birth: May 14, 2002

Civil status: Single

Nationality: Filipino

Religion: Agnostic

Parents: Mr. & Mrs. Marlon Soriano

Home Address: Bacnar San Carlos City Pangasinan

Mobile phone: 09705793991

Email Address: iammelvintop1@gmail.com

B. Educational Background

Secondary: St Therese College Foundation, Speaker Eugenio Perez

National
Agricultural School

Primary: Bacnar Elementary School

 CURRICULUM VITAE

A.Personal Data

Name: Jhocel P. Reyes

Sex: Female

Date of birth: September 19,2003

Civil status: Single

Nationality:Filipino

Religion: Roman Catholic

Parents: Susana Reyes

Leonardo Reyes

Home Address: Brgy. Gamata SCCP

Mobile phone: 09460627743

Email Address: jhocelreyes19@gmail.com

B. Educational Background

Secondary: SEPNAS

Primary: Gamata Elementary Schoo

 CURRICULUM VITAE

A.Personal Data

Name: Marc F. Palaganas

Sex: Male

Date of birth: March 15, 2003

Civil status: Single

Nationality: Filipino

Religion:Roman Catholic

Parents: Ariel Palaganas

Amelia Palaganas

Home Address: Brgy. Lilimasan SCCP

Mobile phone: 09451238447

Email Address: palaganasmarc24@gmail.com

B. Educational Background

Secondary: SEPNAS

Primary: Lilimasan Elementary School

 CURRICULUM VITAE
A.Personal Data

Name: Clarence P. Mondares

Sex: Male

Date of birth: October 22,2004

Civil status: Single

Nationality: Filipino

Religion:Roman Catholic

Parents: Perla Prado

Home Address: Brgy. Gamata SCCP

Mobile phone: 09770681886

Email Address: clarencemondares44@gmail.com

B. Educational Background

Secondary: SEPNAS

Primary: Manaog Elementary School

 CURRICULUM VITAE

A.Personal Data

Name: Julie Anna Jarillo

Sex: Female

Date of birth: April 21, 2003

Civil status: Single

Nationality: Filipino

Religion: Iglesia ng Dios

Parents: Editha Jarillo

Gerardo Jarillo

Home Address: Brgy.Pangpang SCCP

Mobile phone: 09511309870

Email Address: jarillojulieanna2@gmail.com

B. Educational Background

Secondary: SEPNAS

Primary: Pangpang Elementary

A.Personal Data

Name: Crystal Mae Lavarias

Sex: Female

Date of birth: June 9, 2003

Civil status: Single

Nationality:Filipino

Religion: Catholic
 CURRICULUM VITAE
Parents: Cristie Lavarias

Emundo Lavarias

Home Address: Brgy. Mamarlao SCCP

Mobile phone: 09663379603

Email Address: talalavarias@gmail.com

B. Educational Background

Secondary: SEPNAS

Primary: Central 2 Elementary School

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