GROUP VENUS

(12-Argon)

Sleep Deprivation on Students' Metacognition and Academic Performance

Members:

Bernice Grace Rojo

Jee Marie Q. Batosin

Hannah Cheyne C. De Los Reyes

Sabrina Fairygel C. Silva

JV S. Patindol

Brian Nanalabe

Jonnel V. Rebalde

Christy Delobio*
 Chapter 1

INTRODUCTION

1.1 Background of the Study

Sleep, a fundamental component of human well-being, is of paramount importance,

particularly in the context of education. It is well-established that sleep deprivation exerts a

detrimental impact on academic performance of the students. However, the mechanisms

underlying this relationship are not fully understood. One potential mechanism is metacognition,

which refers to the ability to think about one's own thinking. Metacognition is important for

learning and academic achievement, and it may be particularly vulnerable to sleep deprivation.

A quantitative analysis of the relationship between sleep deprivation, metacognition, and

academic performance in Grade 12 STEM students in Julio Ledesma National High School

could provide valuable insights into the underlying mechanisms since the researchers have

observed that Grade 12 STEM students are subjected to have sleepless nights due to academic

work throughout the night. This analysis will involve collecting data on students' sleep habits,

metacognitive abilities, and academic performance. The data could then be analyzed using

statistical methods to determine whether there are significant relationships between the variables.

Relevant scholarly literature bolsters the importance of sleep quality in academic

achievement. A noteworthy contribution is the study conducted by Jalali, Khazaei, Paveh,

Hayrani, and Menati (2020), titled "The Effect of Sleep Quality on Students' Academic
Achievement," which underscores the profound implications of sleep quality on scholastic

success.

A study published by Espino, J. M., & Reyes, M. A. (2016), the Philippine Journal of

Psychology found that sleep deprivation impaired the metacognitive skills of Filipino university

students. The study found that sleep-deprived students were less likely to monitor their

understanding of the material to identify areas where they needed to improve, and develop

strategies for overcoming challenges.

This study does not merely address the issue of sleep in isolation but endeavors to

provide a comprehensive exploration of the interplay between sleep, metacognition, and

academic accomplishment. This will also explicate the complex relationship between sleep and

learning in a way that is helpful to both researchers and educators. Hence, the student-researchers

are motivated to conduct a further investigation that is needed to explore the specific effects of

sleep deprivation on students’ metacognition and its subsequent impact on academic

performance, considering potential mediating or moderating factors.

1.2 Statement of the Problem

Generally this study aims to determine the relationship between sleep deprivation,

metacognition, and academic performance in Grade 12 STEM students in Julio Ledesma

National High School.

Specifically, the study seeks to answer the following research questions;

1.2.1 How does sleep deprivation impact Grade 12 STEM students' metacognitive skills?
 1.2.2 Does metacognition mediate the relationship between sleep deprivation and

academic performance?

1.2.3 What factors influence the relationship between sleep deprivation, cognitive

abilities, and academic achievement of Grade 12 STEM students in Julio Ledesma

National High School?

1.3. Hypothesis

1.3.1. The following hypotheses were formulated to guide this study.

1.3.1.1. HO = There is no relationship between sleep deprivation, metacognition,

and academic performance.

1.3.1.2. HA = There is a relationship between sleep deprivation, metacognition, and

academic performance.

1.4. Theoretical Framework

1.4.1 The Cognitive Theory of Learning, emphasizes that learning is not a passive but an

active cognitive process. It asserts that learners are involved in acquiring, organizing,

and applying knowledge. Metacognition, as a key component of this theory, plays a

central role. Metacognition refers to an individual's awareness and control over their

own thought processes, enabling them to monitor, evaluate, and regulate their

cognitive activities. According to the Cognitive Theory of Learning, metacognitive

skills are essential for effective learning and, consequently, for achieving academic

success. In this study, we explore how metacognition might be affected by external

 factors, such as sleep deprivation, and how this might impact academic performance.

1.4.2. The Two-Process Model of Sleep Regulation, proposed by Borbély in 1982. This

model explains the physiological and homeostatic aspects of sleep regulation. It

suggests that two main processes govern sleep: the circadian process, which regulates

the timing of sleep, and the homeostatic process, which relates to the accumulation of

sleep pressure. The latter process becomes particularly relevant in the context of this

study. Sleep deprivation, whether due to academic demands or other factors, can

disrupt the delicate balance of the homeostatic process, leading to cognitive and

behavioral changes. This, in turn, can affect an individual's metacognitive abilities. By

incorporating the Two-Process Model of Sleep Regulation into our study, we aim to

understand how changes in metacognition, induced by sleep deprivation, might be

related to academic performance. The goal is to make informed predictions about the

relationships between sleep, metacognition, and academic success at Julio Ledesma

National High School.

1.5. Conceptual Framework

1.5.1. Schematic Diagram

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Students’ Metacognition and

Sleep Deprivation
Academic Performance
 Figure 1. The schematic diagram of the Independent and Dependent Variables of “Sleep
Deprivation on Students' Metacognition and Academic Performance”

1.5.2. Sleep deprivation refers to a condition where individuals do not get enough sleep,

which can lead to various negative outcomes. The dependent variable, in this case, is "Students'

Sleep deprivation refers to a condition where individuals do not get enough sleep, which can

lead to Metacognition and Academic Performance." These are the outcomes or measures that

researchers are interested in understanding how they are influenced by sleep deprivation.

Metacognition refers to the awareness and control individuals have over their cognitive

processes, such as thinking, learning, and problem-solving. Academic performance is a

measure of how well students are doing in their educational activities, typically assessed

through grades, test scores, or other academic indicators. The research aims to explore how

sleep deprivation affects students' thinking skills (metacognition) and their academic

performance.

1.6. Significance of the Study

1.6.1. The findings of this research will prove useful to the following entities:

1.6.1.1. Students

Students can benefit from this research by learning about the importance of sleep

for their academic success. This study will help the students by addressing the

common problem of all the students, which is not getting a good amount of sleep.

They can also learn strategies for getting a good night's sleep and for managing
 their time effectively so that they can get enough sleep, which results in a great

improvement in their metacognitive skills and excellent academic performance.

1.6.1.2. Teachers

Educators can benefit from this research by designing instruction that is

appropriate for students' sleep-wake cycles and by refining their teaching methods

to enhance student performance and help to develop metacognitive skills and to

create a positive learning environment that supports student sleep.

This which may lead to increased job satisfaction and motivation among teachers,

and offer opportunities for professional growth in the field.

1.6.1.3. Parents

Parents can benefit from this research by learning about the importance of sleep

for their children's academic success and by helping their children to develop

good sleep habits. They can utilize the study's insights to provide more effective

guidance and support for their children's education, potentially alleviating

concerns and anxiety regarding their children's academic performance.

1.7. Scope and Limitation of the Study

1.7.1. This research attempts to address the research gap related to the impact of

sleep deprivation on students' metacognition and academic performance. The primary

focus of this research is on Julio Ledesma National High School Grade 12 STEM
 (Science, Technology, Engineering, and Mathematics) students. This particular focus was

chosen because it allows for an in-depth study in this particular group of students.

The scope limitation has to do with the understanding that Grade 12 STEM students at

Julio Ledesma National High School face particular academic responsibilities as well as

possible trouble sleeping. By focusing on this specific group, the research can provide

insights that are directly applicable to their educational setting, as well as factors that

mediate or moderate the relationship between sleep deprivation, metacognition, and

academic performance, as articulated in the research gap.

1.7.2. This study focused solely on STEM students in Grade 12 at Julio Ledesma

National High School. By focusing on this particular population, the research could give

an in-depth, thorough look into the specific challenges and possible solutions within this

environment. Conducting research at different institutions or across different student

populations can be time-consuming and logistically challenging. Grade 12 STEM

students often struggle with high academic expectations and are more prone to sleep

deprivation, making them an appropriate and significant subject for this study. The

sample's standardization, which included only Grade 12 STEM students, led to a more

precise study into the relationship between sleep deprivation and academic performance

in this particular educational environment.

1.8. Definition of Terms

1.8.1. Conceptual Definition

 1.8.1.1.

Sleep deprivation is insufficient sleep, which harms both the quantity and quality

of rest.

Metacognition is about thinking, problem-solving, and self-awareness in thought

processes.

Academic performance is achieving educational goals through grades and tests.

1.8.1.2.

Sleep deprivation also known as sleep insufficiency or sleeplessness.

Metacognitive is also commonly known as self knowledge or awareness, while

educational progress is another term for academic performance

1.8.1.3.

The state in which students do not get the recommended amount of sleep is

defined as sleep deprivation, and this definition serves as a guide for measurement

and observation in related research. Typically, this results in decreased cognitive

awareness, altered metacognitive functioning, and a potential decline in academic

performance

1.8.2. Operational Definition

1.8.2.1.
Sleep Deprivation:

Survey questionnaires can serve as a valuable tool for measuring the sleep quality

of senior high school students. These questionnaires are designed to capture a

broad spectrum of information related to sleep patterns and quality, making them

a practical and non-intrusive method. By asking students about their bedtime

routines, sleep duration, frequency of nighttime awakenings, and overall sleep

satisfaction, researchers can gain insight into the various facets of sleep quality.

Moreover, survey questionnaires can be administered to a large number of

students simultaneously, allowing for the efficient collection of data across a

diverse population. This method not only facilitates the identification of potential

sleep issues but also paves the way for targeted interventions to improve the sleep

health of senior high school students, ultimately enhancing their overall well-

being and academic performance.

Metacognition:

Using a metacognitive questionnaire is a valuable and insightful method for

assessing the metacognition of senior high school students. Metacognition, the

awareness and control of one's cognitive processes, plays a pivotal role in

academic success, and understanding its nuances is crucial for educators and

students alike. By administering a metacognitive questionnaire, educators and

researchers can gain valuable insights into the students' metacognitive knowledge

and strategies. These questionnaires often include items that prompt students to

reflect on their learning habits, problem-solving approaches, and self-assessment

 skills. The responses provide a snapshot of students' awareness of their cognitive

processes and their ability to plan, monitor, and evaluate their learning. Such data

can be instrumental in tailoring instructional approaches and interventions to

enhance metacognition, ultimately supporting senior high school students in

becoming more effective, self-regulated learners.

Academic Performance:

In the context of understanding the influence of sleep quality on academic

performance among senior high school students, it is essential for advisers to be

actively involved. Advisers can play a pivotal role by advocating for the

collection and examination of students' academic performance data. By securely

providing copies of senior high school students' academic records, advisers can

help researchers and educators assess the correlation between sleep quality and

scholastic achievement. This initiative will shed light on the impact of sleep

patterns on students' cognitive abilities and their capacity to excel academically.

By facilitating this collaboration between students, parents, and researchers,

advisers contribute to a more comprehensive understanding of the factors that

influence educational outcomes, ultimately supporting students in their pursuit of

academic success.

1.8.2.2.

Sleep Deprivation:

Survey questionnaires can serve as a valuable tool for measuring the sleep quality

of senior high school students. These questionnaires are designed to capture a

broad spectrum of information related to sleep patterns and quality, making them

a practical and non-intrusive method. By asking students about their bedtime

routines, sleep duration, frequency of nighttime awakenings, and overall sleep

satisfaction, researchers can gain insight into the various facets of sleep quality.

Moreover, survey questionnaires can be administered to a large number of

students simultaneously, allowing for the efficient collection of data across a

diverse population. This method not only facilitates the identification of potential

sleep issues but also paves the way for targeted interventions to improve the sleep

health of senior high school students, ultimately enhancing their overall well-

being and academic performance.

Metacognition:

Using a metacognitive questionnaire is a valuable and insightful method for

assessing the metacognition of senior high school students. Metacognition, the

awareness and control of one's cognitive processes, plays a pivotal role in

academic success, and understanding its nuances is crucial for educators and

students alike. By administering a metacognitive questionnaire, educators and

researchers can gain valuable insights into the students' metacognitive knowledge

and strategies. These questionnaires often include items that prompt students to

reflect on their learning habits, problem-solving approaches, and self-assessment

skills. The responses provide a snapshot of students' awareness of their cognitive

processes and their ability to plan, monitor, and evaluate their learning. Such data

can be instrumental in tailoring instructional approaches and interventions to

enhance metacognition, ultimately supporting senior high school students in

 becoming more effective, self-regulated learners.

Academic Performance:

In the context of understanding the influence of sleep quality on academic

performance among senior high school students, it is essential for advisers to be

actively involved. Advisers can play a pivotal role by advocating for the

collection and examination of students' academic performance data. By securely

providing copies of senior high school students' academic records, advisers can

help researchers and educators assess the correlation between sleep quality and

scholastic achievement. This initiative will shed light on the impact of sleep

patterns on students' cognitive abilities and their capacity to excel academically.

By facilitating this collaboration between students, parents, and researchers,

advisers contribute to a more comprehensive understanding of the factors that

influence educational outcomes, ultimately supporting students in their pursuit of

academic success.

1.8.2.3.

The researchers developed a research construct to understand the metacognitive

condition of a Grade 12 STEM student in Julio Ledesma National High School.

Some common constructs include:

Metacognitive Knowledge: This component focuses on students' awareness of

their cognitive strengths and weaknesses, as well as their understanding of

different learning strategies and when to apply them.

Metacognitive Control: Metacognitive control relates to students' ability to plan,

organize, and manage their cognitive processes, such as setting goals, selecting

appropriate strategies, and regulating their study efforts.

Metacognitive Monitoring: This component involves the active supervision and

evaluation of one's learning progress. It includes recognizing when

comprehension is lacking, identifying errors, and making adjustments to enhance

learning outcomes.

Self-Reflection: Self-reflection captures the introspective aspect of metacognition,

assessing students' ability to critically review their learning experiences and

consider their strategies' effectiveness in achieving their goals.

 Chapter 2

REVIEW OF RELATED LITERATURE

2. Review of Related Literature

2.1.

A review of the literature on this subject can be incredibly valuable for educators,

parents, and researchers. It provides insights that can inform practices and policies while

deepening our understanding of the intricate connection between sleep, metacognition,

and academic performance.

Apart from these objectives, a literature review on this topic also serves other

purposes, including identifying both the strengths and weaknesses of existing research in

this field, pointing out areas that require further investigation, generating perspectives on

how sleep deprivation impacts metacognition and academic performance, and guiding the

development of interventions to promote adequate sleep among students and enhance

their metacognitive abilities.

Overall, conducting a literature review on the impact of sleep deprivation on students

metacognition and academic performance is an invaluable tool for expanding our

knowledge in this crucial area and ultimately improving students’ academic outcomes.
 2.2.

This study is designed to provide important literature and research relevant to the

concerns and problems being addressed. The researchers thoroughly examined the work

of experts and conducted research on topics only related to the subject matter to gain a

stronger approach to the correlation between how sleep deprivation affects metacognition

and the academic performance of students. This review will focus only on the related

literature, studies, readings and the synthesis of the resarch.

2.3. Present the organization of the review’s content.

2.3.1 Related literatures

2.3.1.1. They are composed of discussions of facts and principles to which the

present study is related.

2.3.1.2. The materials are usually printed and found in books, encyclopedias,

professional journals, magazines, newspapers, and other publications.

2.3.2. Related studies

2.3.2.1. They are about reviewing or studying existing works carried out in your

project/research field.

2.3.2.2. For PhD candidates’ related works, they are important constraints since

they pave path to entire research process.

 2.3.3. Related readings

2.3.3.1. They include a set of 2-6 informational texts that extend and deepen

students’ understandings of the content.

2.3.3.2. They also provide opportunities to practice important reading

comprehension skills such as making inferences, identifying main idea and details, and

comparing and contrasting.

2.3.4. Synthesis

2.3.4.1. Previous studies have mainly focused on how sleep deprivation affects

general cognitive functioning, but not on how it relates to metacognitive processes and

academic outcomes in students. This leaves a significant research gap that needs to be

addressed.

2.3.4.2. This study aims to fill this gap by exploring the direct correlation between

sleep quality, metacognition, and academic performance in students. We will examine how

different aspects of metacognition, such as self-monitoring, self-regulation, and reflection,

are influenced by sleep deprivation and how they affect academic success. This will

contribute to the field of educational psychology with new insights and practical

implications for educators, policymakers, and students.

 2.3.4.3. To achieve these objectives and answer these research questions, our study

builds on the findings and limitations of previous research, enhancing our understanding of

this important topic. The literature review that we conducted for this study is directly aligned

with our specific research objectives and questions, providing the background for the current

knowledge on sleep deprivation and its consequences, highlighting the gaps in the existing

research and justifying the need for a more focused investigation into the link between sleep

quality, metacognitive skills, and academic achievements.