THE EFFECTS OF SLEEP DEPREVATION TO THE ACADEMIC

PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENT OF HOLY CROSS OF

HAGONOY INC.

A Research Proposal

Presented to the Senior High School Department

Holy Cross of Hagonoy Inc.

Hagonoy

By:

CABAL, CHRISTIAN

GILLADO, HANNAH

JACKSON, KHARL JESTER

MEDEQUILLO, KYLA JANE

MORALES, MICO JADE

SILVERO, GLYZEL

SINON, RASHEL

TOGONON, DARYL
 CHAPTER I

BACKGROUND OF THE STUDY

The academic performance study of students, due to its relevance and complexity, is

one of the issues of major controversy in the educational research, and it has been given

special attention in the last decades. Many researchers conducted detailed studies about the

factors contributing student performance at different study levels. A study written by Wu &

Xin (2019) entitled “Investigation and Study on the Causes of College Students' Poor

Academic Performances and Intervention Mechanism Taking College Students in Xi'an as an

Example” showed that students with poor academic performance have five significant

characteristics: low enthusiasm for learning, lack of motivation for learning, lack of interest

in learning, weak willingness to learn, and poor learning mentality. Students' academic gain

and learning performance is affected by numerous factors. Due to some inability factors,

many students never excelled in class.

It is important to understand that people of all ages, especially students who have

limited time for sleep, are at risk of becoming sleep deprived. According to Abraham and

Isac (2020) in their study entitled “Daytime sleepiness among Omani Nursing Students:

Estimate of its Determinants and Impact on Perceived Stress”, there is a high prevalence of

daytime sleepiness among students. There is a need for awareness programs to address

daytime sleepiness. Activation of universal preventive programs on sleep hygiene, and

healthy sleeping habits students is to be initiated. Their study aimed to estimate the

prevalence of daytime sleepiness among students; determine statistical linking between the

personal, academic and sleep related variables of the Omani nursing students and their

daytime sleepiness scores; and appraise the correlation between the Omani nursing students’

daytime sleepiness scores and perceived stress scores.

 INTRODUCTION

Poor sleep quality not only impacts on academic performance but also puts students at

heightened risk of various medical conditions. Sleep has strong influence on the maintenance

of homeostasis, by which the human body keeps internal stability to compensate for

physiological changes or outside factors. Batool et al (2018) claim above mentioned

demonstrate an interconnection between optimal health, general well-being and sufficient

sleep.

A cross-sectional research design was employed in their study. The Bachelor of

Science nursing students, with an active registration status from a renowned university in

Oman were included in the study. The Epworth Sleepiness Scale (ESS) and Perceived Stress

Scale (PSS) were used to assess daytime sleepiness and stress index, respectively. The

independent ‘t’ test, and ANOVA were used to summarize the data. The results of their study

showed that the prevalence of daytime sleepiness was 57.4% (ESS > 10). Severe excessive

daytime sleepiness (ESS > 16) was estimated at 12%. The nursing students’ ESS scores were

significantly associated with use of stimulants, program study track, cohort, previous

semester GPA, and sleep hours on the day before examination. A weak positive correlation

was found between ESS scores and PSS scores. The researchers concluded that there is a high

prevalence of daytime sleepiness among students.

An online article written by Curcio, G., Ferrara, M., & Gennaro, L.D. in 2006 entitled

Sleep Loss, Learning Capacity and Academic Performance presented that at a time when

several studies have highlighted the relationship between sleep, learning and memory

processes, an in-depth analysis of the effects of sleep deprivation on student learning ability

and academic performance would appear to be essential.

 Most studies have been naturalistic correlative investigations, where sleep schedules

were correlated with school and academic achievement. Some authors were able to actively

manipulate sleep in order to observe neurocognitive and behavioral consequences, such as

learning, memory capacity and school performance. The study of Sygaco, K. (2021) entitled

“The Correlation of Sleep and Academic Performance” presented that the top three outcomes

of sleep deprivation are exhaustion, fatigue, and pessimism and succeeded by health risks, as

well as a decline in thinking. Thus, to minimize having debt in sleep is to have time

management, establish a comfortable sleeping environment, and less time on social media.

The study concludes that there is no correlation between sleep and academic performance.

Respectively, there’s a worsening and an improvement in neurocognitive and

academic performance. These results may be related to the specific involvement of the

prefrontal cortex (PFC) in vulnerability to sleep loss. According to a book entitled “Sleep”

written by Littlehales, N. in 2018, sleep plays a crucial role in cognitive and emotional

functioning, especially during the period of adolescence when the biological sleep-wake

cycle changes rapidly. The findings strongly suggest that students of different education are

chronically sleep deprived or suffer from poor sleep quality and consequent daytime

sleepiness; sleep quality and quantity are closely related to student learning capacity and

academic performance; sleep loss is frequently associated with poor declarative and

procedural learning in students; studies in which sleep was actively restricted or optimized

showed.

Lifestyle changes during adolescence also may be accompanied by profound alterations in the

timing and duration of sleep. These days, many adolescents do not get enough sleep and may

suffer adverse effects of insufficient sleep. The academic performance of adolescents is

important for their psychosocial development and to prepare them for adulthood. The

learning capacity and academic performance of adolescents may be affected by sleep quality
or quantity because sleep plays important roles in attention and memory. Several studies have

reported an association between academic performance and sleep duration in adolescence.

However, others have found no significant association between academic

performances and sleep duration in adolescents or in medical college students. This

discrepancy may be explained by the fact that sleep duration cannot exactly represent the

unmet sleep need for each individual. A study entitled “The Correlation of Sleep and

Academic Performance” concluded that there is no correlation between sleep and academic

performance. The study presented that the top three outcomes of sleep deprivation are

exhaustion, fatigue, and pessimism and succeeded by health risks, as well as a decline in

thinking. Thus, to minimize having debt in sleep is to have time management, establish a

comfortable sleeping environment, and less time on social media.

A book written by Kushida, C.A. (2019) entitled Sleep Deprivation: Basic Science,

Physiology, and Behavior states that although many students have a nocturnal preference, this

preference can progress to delayed sleep-phase disorder (DSPD), a circadian rhythm disorder

characterized by sleep-onset insomnia and difficulty waking at the desired time.

A study which tackles effects of irregular sleeping patterns entitled The Effects of

Sleep on Academic Performance and Job Performance, written by authors Arendt, S.W.;

Chiang, Y.C.; Kathy A. & Zheng, T.H. states that students sleeping eight or nine hours do

worse than those getting nine to eleven hours of sleep. Lack of sleep and other bad habits

negatively affect more general communication, methodological and cross-curricular skills.

With regard to more specific skills related to cognitive aspects such as memory, learning and

motivation, effects are less noticeable and alterations are caused mainly by irregular sleep

patterns.
 As kids get older, sleepiness leads to slipping grades. For example, in a study of

roughly 1,000 children and preadolescents, researchers measured kids' sleep and school

performance and found that poor sleepers were significantly more likely to have school

achievement difficulties. In fact, one of the best predictors of school failure in the study was

children's fatigue. In another study of 3,000 high school students in New England, those who

reported higher grades had significantly more sleep time and earlier bedtimes on school

nights than those with lower grades.

Students reporting with better grades got 17-33 minutes more sleep on school nights

and went to bed 10-50 minutes earlier than students with lesser numerical grades. Students

with lower grades also went to bed on average 2.3 hours later on the weekends than on school

nights, compared to students with better, who went to bed 1.8 hours later on the weekends.

The same relationship has held true for college and high school students as well.

The book written by the author Richards, K. in 2012 entitled “Stop Losing Sleep:

Establish Healthy Sleep Patterns to Improve Your Health and Energy” states that some

behaviors or activities are detrimental to normal sleep have been suggested. These

"inadequate sleep hygiene" behaviors include irregular sleep schedules, frequent or prolonged

daytime naps, and staying on one's bed for non-sleep-related activities. Adequate sleep

hygiene is considered to be an important adjuvant for treating patients with insomnia or other

sleep disturbances. Having an irregular sleep pattern causes detrimental effects to the human

body such as fatigue, which in turn causes daily activities to be performed sluggishly.

The aim of their study was to analyze how sleep patterns can affect students' academic

performance. The students; academic performance was measured in terms of mean grade -in

common subjects and at global level- of a group of Secondary School students. Meanwhile,

those who sleep between six and ten hours, a regular and adequate sleep, got significantly
better scores, as compared to those with a short, around six hours or less, or long, more than 9

hours per night, patterned sleep. Moreover, this difference is more prominent in physical

education.

In the journal entitled “Sleep Medicine”, Cynthia, L. (2017) reported that "sleep

efficiency" is associated with higher academic performance in those key subjects. Sleep

efficiency is a gauge of sleep quality that compares the amount of actual sleep time with the

total time spent in bed. According to Cynthia, L. the study finds a link between a good night's

sleep for school age kids and better performance in math and languages-subjects that are

powerful predictors of later learning and academic success. While other studies have pointed

to links between sleep and general academic performance, the scientists examined the impact

of sleep quality on report-card grades in specific subjects. With greater sleep efficiency,

results show that the children did better in mathematics and languages.

However, to the researchers’ knowledge, the data regarding sleep patterns and habits in Asian

countries is limited. It is necessary to investigate this issue within the Asian population

because sleep habits are affected by ethnicity, social factors, and culture. The researchers’

aim was to investigate sleep quality and associated daytime effects in Chinese undergraduate

students. The researchers were particularly interested in determining how bedtime schedule

relates to sleep quality and daytime functioning.

Specifically researchers found a link between academic performance and something

called sleep efficiency, which is more or less how well you sleep at night. According to an

article in Time Magazine entitled Let your Kids Sleep more for Better Grades written by

Locker, M. states that a new study shows that a good night’s sleep can translate to improved

academic performance. Researchers at McGill University and the Douglas Mental Health
University Institute in Montreal found that children who had a better quality sleep performed

better in math and languages.

“Sleep efficiency is the proportion of the amount of time you slept to the amount of

time you were in bed,” says clinical psychologist Reut Gruber, lead author of the study.

Simply put, you go to bed, you lie down and spend time in bed, but if you’re not able to sleep

through the time in bed, that’s not efficient sleep. Meanwhile, those who sleep between six

and ten hours, a regular and adequate sleep, got significantly better scores, as compared to

those with a short, around six hours or less, or long, more than 9 hours per night, patterned

sleep. Moreover, this difference is more prominent in physical education.

It is known that the essence of sleep is to keep life in balance, ensuring that energy used

during day time will also be replenished by resting at night. However, when sleep is

interrupted and unable to achieve a blissful rest, it may compromise the health and unfolding

tasks that teenagers need to accomplish. The study of Keanu Paul B. Sycago in February

2021 entitled “The Correlation of Sleep and Academic Performance” presented that sleep

deprivation affects academic performance. The study obtains 95% confidence that

respondents show a mean between 6.85 hours and 7.40 hours 6. This indicates that the

respondents may occasionally lack 1 to 2 hours of sleep from the required average of 8 to 10

hours of rest. Also, it illustrates no linear correlation between the number of hours of sleep

and the general average. This further demonstrates that students can sacrifice a portion of

their sleep to have their desired grades and be accustomed to the lack of sleep and difficult

academic tasks.

The study was only focused on sleep deprivation in relation to an individual’s physiological

and developmental aspects. It is important to have further understanding on the impact of

sleep deprivation on the academic performance of Junior High School Students of Holy Cross
of Hagonoy Inc. Although numerous survey studies have reported connections between sleep

and cognitive function, there remains a lack of quantitative data using objective measures to

directly assess the association between sleep deprivation and academic performance.

Nonetheless, to be clarified, the researchers will conduct this study to know the effects of

sleep deprivation in the academic performance of selected Junior High School student in

Holy Cross of Hagonoy Inc. In order to find answers and identify the truth behind the said

speculations.

Statement of the Problem

1. What is the level of sleep deprivation of the Junior High School students in terms

of…

1.1 Effects;

1.2 Coping Mechanism;

1.3 After Effects/

2. What is the level of academic performance of the Junior High School students?

3. Is there a significant relationship between sleep deprivation and academic

performance of the Junior High School students?

Research Objectives

At the end of the study, the researcher will be able:

1. To determine the effect of sleep deprivation on the academic performance of the

Junior High School students.

2. To gather data regarding the factors that can cause sleep deprivation on students,
 3. To find out the relationship between sleep deprivation and academic performances of

the Junior High School students.

Theoretical Framework

This study is based on social cognitive theory propounded by Albert Bandura. Social

cognitive theory strongly lays emphasis on one’s cognition. It suggests that the mind is an

active force that constructs one’s reality selectively, encodes information, performs behavior

on the basis of values and expectations and impose structure on its own actions. It is through

an understanding of the processes involved in one’s construction of reality that enables

human behaviour to be understood, predicted and changed. In view of the theory, the

student’s academic achievement is a product of interaction of his personality and

consequently, study behaviour he develops basing on his expectations of the outcome of his

actions.

Conceptual Framework

Fig. 1 Conceptual Framework showing the variables of the Study

Independent Variable Dependent Variable

Academic Performance
Sleep Deprivation
classroom performance
student’s grades

Figure 1 shows the conceptual framework of this study. The independent variable of

this study is the Sleep Quality which includes the good and poor Sleep Quality of students.

The dependent variable of this study is the students’ academic performance which includes

classroom performance and student’s grades. Both variables are essential in finding out the
The effects between Sleep Quality and academic performance of Junior High School students

in Holy Cross of Hagonoy Inc.

Null Hypothesis

This study will test the following hypothesis above and below 0.05 level of

significance:

Ha: There is a significant relationship between sleep deprivation and academic performance

of Junior High School Students in Holy Cross of Hagonoy Inc.

Ho: There is no significant relationship between sleep deprivation and academic performance

of Junior High School Students in Holy Cross of Hagonoy Inc.

Significance of the Study

The results of the study entitled "The Effects of Sleep Deprivation to the Academic

Performance of Junior High School Students in Holy Cross of Hagonoy Inc” will be a great

benefit to the following:

Students. This study will give awareness to students, especially the Junior High School

students, on the effect of sleep deprivation in their academic performance. The study will

help them open their minds that being sleep deprived affects their academic performance and

can motive them to perform well in class.

Parents. Parent involvement is one factor that has been consistently related to a child's

increased academic performance. This study will also help parents understand the

consequences of sleep deprivation on their son/daughter.

Teachers. The study could help the teachers to understand the effects of sleep deprivation in

the academic performance of their students and may serve as an eye opener on how they will
handle them. Being engaged with the teacher will promote a stronger and more positive

student-teacher relationship.

School Administration. This study could help the school to find out what is needed to

improve the school schedule.

Researchers. The findings of the study will help to develop their cognitive, affective, and

psychomotor domain in terms of conducting research.

Future Researchers - The results of this study will be beneficial to them because it will

serve as their future reference in conducting a research which is related in this study.

Definition of Terms

The following terms have been operationally defined for clearer understanding of the study.

• Academic performance – refers to how students perform in their class.

• Sleep deprivation – condition of having not enough sleep.

• Classroom performance- Meeting the performance indicators for instructional planning

and assessment, instructional interaction and learning environment.

 REVIEW OF RELATED LITERATURE

The primary objective of their study is to find out the incidence of sleep deprivation,

its quality and relation with academic performance of undergraduate students in Karachi. The

proponents conducted a cross-sectional survey. Sleep deprivation was measured by using

Groninger sleep quality scale and self-made questions. Data analysis was done by using SPSS

16.0. As a result, day sleepiness was found to be present in the majority of students which is

an independent factor. 412 students were found to have poor sleep quality. 44 students were

found to have difficulty falling asleep. Majority of students had GPA in between 2.5 and 3.0.

Many students were found to be sleep deprived. Comparison analysis revealed the inverse

relation between sleep duration and academic. The link between students' GPA and number

of hours of sleep before the exam was found.

It is important to understand that people of all ages, especially students who have

limited time for sleep, are at risk of becoming sleep deprived. According to Abraham and

Isac (2020) in their study entitled “Daytime sleepiness among Omani Nursing Students:

Estimate of its Determinants and Impact on Perceived Stress”, there is a high prevalence of

daytime sleepiness among students. There is a need for awareness programs to address

daytime sleepiness. Activation of universal preventive programs on sleep hygiene, and

healthy sleeping habits students is to be initiated. Their study aimed to estimate the
prevalence of daytime sleepiness among students; determine statistical linking between the

personal, academic and sleep related variables of the Omani nursing students and their

daytime sleepiness scores; and appraise the correlation between the Omani nursing students’

daytime sleepiness scores and perceived stress scores.

A cross-sectional research design was employed in their study. The Bachelor of

Science nursing students, with an active registration status from a renowned university in

Oman were included in the study. The Epworth Sleepiness Scale (ESS) and Perceived Stress

Scale (PSS) were used to assess daytime sleepiness and stress index, respectively. The

independent ‘t’ test, and ANOVA were used to summarize the data. The results of their study

showed that the prevalence of daytime sleepiness was 57.4% (ESS > 10). Severe excessive

daytime sleepiness (ESS > 16) was estimated at 12%. The nursing students’ ESS scores were

significantly associated with use of stimulants, program study track, cohort, previous

semester GPA, and sleep hours on the day before examination. A weak positive correlation

was found between ESS scores and PSS scores. The researchers concluded that there is a high

prevalence of daytime sleepiness among students.

An online article written by Curcio, G., Ferrara, M., & Gennaro, L.D. in 2006 entitled

Sleep Loss, Learning Capacity and Academic Performance presented that at a time when

several studies have highlighted the relationship between sleep, learning and memory

processes, an in-depth analysis of the effects of sleep deprivation on student learning ability

and academic performance would appear to be essential.

Most studies have been naturalistic correlative investigations, where sleep schedules

were correlated with school and academic achievement. Some authors were able to actively

manipulate sleep in order to observe neurocognitive and behavioral consequences, such as

learning, memory capacity and school performance. The study of Sygaco, K. (2021) entitled
“The Correlation of Sleep and Academic Performance” presented that the top three outcomes

of sleep deprivation are exhaustion, fatigue, and pessimism and succeeded by health risks, as

well as a decline in thinking. Thus, to minimize having debt in sleep is to have time

management, establish a comfortable sleeping environment, and less time on social media.

The study concludes that there is no correlation between sleep and academic performance.

Respectively, there’s a worsening and an improvement in neurocognitive and

academic performance. These results may be related to the specific involvement of the

prefrontal cortex (PFC) in vulnerability to sleep loss. According to a book entitled “Sleep”

written by Littlehales, N. in 2018, sleep plays a crucial role in cognitive and emotional

functioning, especially during the period of adolescence when the biological sleep-wake

cycle changes rapidly. The findings strongly suggest that students of different education are

chronically sleep deprived or suffer from poor sleep quality and consequent daytime

sleepiness; sleep quality and quantity are closely related to student learning capacity and

academic performance; sleep loss is frequently associated with poor declarative and

procedural learning in students; studies in which sleep was actively restricted or optimized

showed.

Lifestyle changes during adolescence also may be accompanied by profound

alterations in the timing and duration of sleep. These days, many adolescents do not get

enough sleep and may suffer adverse effects of insufficient sleep. The academic performance

of adolescents is important for their psychosocial development and to prepare them for

adulthood. The learning capacity and academic performance of adolescents may be affected

by sleep quality or quantity because sleep plays important roles in attention and memory.

Several studies have reported an association between academic performance and sleep

duration in adolescence.
 However, others have found no significant association between academic

performances and sleep duration in adolescents or in medical college students. This

discrepancy may be explained by the fact that sleep duration cannot exactly represent the

unmet sleep need for each individual. A study entitled “The Correlation of Sleep and

Academic Performance” concluded that there is no correlation between sleep and academic

performance. The study presented that the top three outcomes of sleep deprivation are

exhaustion, fatigue, and pessimism and succeeded by health risks, as well as a decline in

thinking. Thus, to minimize having debt in sleep is to have time management, establish a

comfortable sleeping environment, and less time on social media.

A book written by Kushida, C.A. (2019) entitled Sleep Deprivation: Basic Science,

Physiology, and Behavior states that although many students have a nocturnal preference, this

preference can progress to delayed sleep-phase disorder (DSPD), a circadian rhythm disorder

characterized by sleep-onset insomnia and difficulty waking at the desired time.

A study which tackles effects of irregular sleeping patterns entitled The Effects of

Sleep on Academic Performance and Job Performance, written by authors Arendt, S.W.;

Chiang, Y.C.; Kathy A. & Zheng, T.H. states that students sleeping eight or nine hours do

worse than those getting nine to eleven hours of sleep. Lack of sleep and other bad habits

negatively affect more general communication, methodological and cross-curricular skills.

With regard to more specific skills related to cognitive aspects such as memory, learning and

motivation, effects are less noticeable and alterations are caused mainly by irregular sleep

patterns.

As kids get older, sleepiness leads to slipping grades. For example, in a study of

roughly 1,000 children and preadolescents, researchers measured kids' sleep and school

performance and found that poor sleepers were significantly more likely to have school
achievement difficulties. In fact, one of the best predictors of school failure in the study was

children's fatigue. In another study of 3,000 high school students in New England, those who

reported higher grades had significantly more sleep time and earlier bedtimes on school

nights than those with lower grades.

Students reporting with better grades got 17-33 minutes more sleep on school nights

and went to bed 10-50 minutes earlier than students with lesser numerical grades. Students

with lower grades also went to bed on average 2.3 hours later on the weekends than on school

nights, compared to students with better, who went to bed 1.8 hours later on the weekends.

The same relationship has held true for college and high school students as well.

The book written by the author Richards, K. in 2012 entitled “Stop Losing Sleep:

Establish Healthy Sleep Patterns to Improve Your Health and Energy” states that some

behaviors or activities are detrimental to normal sleep have been suggested. These

"inadequate sleep hygiene" behaviors include irregular sleep schedules, frequent or prolonged

daytime naps, and staying on one's bed for non-sleep-related activities. Adequate sleep

hygiene is considered to be an important adjuvant for treating patients with insomnia or other

sleep disturbances. Having an irregular sleep pattern causes detrimental effects to the human

body such as fatigue, which in turn causes daily activities to be performed sluggishly.

The aim of their study was to analyze how sleep patterns can affect students' academic

performance. The students; academic performance was measured in terms of mean grade -in

common subjects and at global level- of a group of Secondary School students. Meanwhile,

those who sleep between six and ten hours, a regular and adequate sleep, got significantly

better scores, as compared to those with a short, around six hours or less, or long, more than 9

hours per night, patterned sleep. Moreover, this difference is more prominent in physical

education.
 In the journal entitled “Sleep Medicine”, Cynthia, L. (2017) reported that "sleep

efficiency" is associated with higher academic performance in those key subjects. Sleep

efficiency is a gauge of sleep quality that compares the amount of actual sleep time with the

total time spent in bed. According to Cynthia, L. the study finds a link between a good night's

sleep for school age kids and better performance in math and languages-subjects that are

powerful predictors of later learning and academic success. While other studies have pointed

to links between sleep and general academic performance, the scientists examined the impact

of sleep quality on report-card grades in specific subjects. With greater sleep efficiency,

results show that the children did better in mathematics and languages.

However, to the researchers’ knowledge, the data regarding sleep patterns and habits in Asian

countries is limited. It is necessary to investigate this issue within the Asian population

because sleep habits are affected by ethnicity, social factors, and culture. The researchers’

aim was to investigate sleep quality and associated daytime effects in Chinese undergraduate

students. The researchers were particularly interested in determining how bedtime schedule

relates to sleep quality and daytime functioning.

Specifically researchers found a link between academic performance and something

called sleep efficiency, which is more or less how well you sleep at night. According to an

article in Time Magazine entitled Let your Kids Sleep more for Better Grades written by

Locker, M. states that a new study shows that a good night’s sleep can translate to improved

academic performance. Researchers at McGill University and the Douglas Mental Health

University Institute in Montreal found that children who had a better quality sleep performed

better in math and languages.

“Sleep efficiency is the proportion of the amount of time you slept to the amount of

time you were in bed,” says clinical psychologist Reut Gruber, lead author of the study.
Simply put, you go to bed, you lie down and spend time in bed, but if you’re not able to sleep

through the time in bed, that’s not efficient sleep. Meanwhile, those who sleep between six

and ten hours, a regular and adequate sleep, got significantly better scores, as compared to

those with a short, around six hours or less, or long, more than 9 hours per night, patterned

sleep. Moreover, this difference is more prominent in physical education.

It is known that the essence of sleep is to keep life in balance, ensuring that energy

used during day time will also be replenished by resting at night. However, when sleep is

interrupted and unable to achieve a blissful rest, it may compromise the health and unfolding

tasks that teenagers need to accomplish. The study of Keanu Paul B. Sycago in February

2021 entitled “The Correlation of Sleep and Academic Performance” presented that sleep

deprivation affects academic performance. The study obtains 95% confidence that

respondents show a mean between 6.85 hours and 7.40 hours 6. This indicates that the

respondents may occasionally lack 1 to 2 hours of sleep from the required average of 8 to 10

hours of rest. Also, it illustrates no linear correlation between the number of hours of sleep

and the general average. This further demonstrates that students can sacrifice a portion of

their sleep to have their desired grades and be accustomed to the lack of sleep and difficult

academic tasks.
 CHAPTER 2

METHODOLOGY

The method that will be utilized for this study will be stratified random sampling to the Junior

high school students with the total population of 174 students, with the sample size of 164

respondents. In solving the sample size, the researchers used the Slovins Formula where;

174
N=
1+ 174 ¿ ¿

174
N¿
1+ 174 ¿ ¿

174
N=
1+O .435

174
N=
1.435

N=122
 Put the total population which is 174 with the margin of error of 0.05 multiply

0.05 by itself which resulted to 0.0025. Then, copy the sample size which is 174 then

multiply 174 by 0.0025 with the quotient of 0.435. After getting the quotient, add (1+0.435)

then it will result to 1.435. Lastly, divide 174 by 1.435, having the outcome of 122(sample

size). After the solving the slovins formula, researchers used the stratified random sampling

where the total population (174) is divided by two equals to 87. To evenly divide the sample

size with the two sub-groups of respondents, the sample size is divided into two resulting into

61 respondents per gender.

Stratified random Sampling formula:

87/174x122=61

87/174x122=61

122(sample size)

To gather the data that we will need, we will use survey rating’s that will be

distributed to the majority of Grade nine (9) and ten (10) junior high school student in Holy

Cross of Hagonoy, Inc. Respondents in this study will be assured that their information

identity will be maintained confidentially along with their shared information regarding their

study habits. They will only share their name, gender, sex, age, strand, grade and the

responses they will share to the said survey. Respondents will also be informed that the data

collected will only be used for research purposes only.

Research Design

The research design used was a descriptive research method. Descriptive research used to

describe the characteristics of the situation as it existed at the time of the study and the

phenomenon being studied. The research study describes The Effects of Sleep Deprivation to
the Academic Performance of Grade nine (9) and ten (10) Junior High School Students of

Holy Cross of Haganoy Inc. The sampling technique that will be utilized for this study is the

Purposive sampling to the Grade nine (09) and ten (10) Junior High School Students of Holy

Cross of Haganoy Inc. with the total population of 174students.

Research Locale

This study was conducted in the Province of Hagonoy specifically in the school of Holy

Cross of Hagonoy, Inc.

Respondents of the Study

The respondents of the study is 174 students of the Grade nine (9) and ten (10) of

Holy Cross of Hagonoy, Inc. using purposive sampling.

Researcher made Instrument

In gathering the data, a survey questionnaire was given to the respondents in order to

obtain the data that we needed to complete this study.

Data Gathering Procedure

The researchers send a letter of permission to the head of the High School Department

allowing them to conduct a research study at the school of Holy Cross of Hagonoy, Inc.

specifically the Grade nine (9) and ten (10) students, after the letter was approved, another

permission letter was given to respondents to inform them about the privacy allowing the

researchers to conduct a survey on the respondents. After the respondents agreed, another

letter was then sent to the High School Registrar informing them about the needed data for

the study specifically the grades of the Respondents. The Survey questionnaires were
distributed and retrieved immediately. The data gathered were tabulated, analyzed and

interpreted using the statistical tools.

Statistical Treatment

After the data gathered, they were tabulated and analyzed using the following statistical tools.

Frequency distribution, percentage weight, weighted mean, t-test, the standard deviation.

Statistical Tools

The following statistical tools are used in gathering data.

 Frequency- is used to determine the number of occurrence of observation.

 Percentage- is used to determine the proposition of samples from the total

population

 Means- is a set of numbers allows the researchers to track changes over time

and set acceptable rages and variance.

 T-test- is the comparison that will provide a statistic for evaluating whether

the difference between two means is statistically significant

 Weighted mean- the weighted average formula is used to calculate the

average value of a particular set of numbers with different levels of weight.

Xw = weighted mean

Wi= weighted of ith item X

Xi= Value of the .0th item X

Formula: Ef = N

E = sum of

F = Frequency

N = Sample Size

Percentage Formula

P=Fx100 P= Percentage

N F= Frequency

N= Number of Respondents