Department of Education

Region X
Division of Bukidnon
District of Kalilangan
KALILANGAN NATIONAL HIGH SCHOOL
Ninoy Aquino, Kalilangan, Bukidnon

Sleep Quality and Student Stress Levels on Academic Performance of

Grade 12- HUMMS Learners in Kalilangan National High School

Balquedra, Jeric S.

Co, Angelo Lesian G.

Doblas, Jimuel L.

Ebale, Alexa Nicole L.

Velarde, Rhean Reyle B.

Researchers
 CHAPTER I

INTRODUCTION

Background of the Study

In the pursuit of academic excellence, Grade 12 learners in the Humanities and

Social Sciences (HUMMS) track face a multifaceted challenge that encompasses the

intricate relationship between sleep quality, student stress levels, and their impact on

academic performance. Key aspects of this problem include disrupted sleep due to

late-night study sessions, extracurricular commitments, digital device use, and

hormonal changes. These disruptions harm overall well-being. Additionally, academic

stress is notably high, with rigorous coursework and the pressure of college

applications intensifying stress levels. These factors collectively affect cognitive

function, impairing memory, problem-solving, and decision-making, hindering

academic performance.

Sleep quality is a critical component of overall well-being and plays a vital

role in the academic performance of high school students. Among the Grade 12

learners pursuing the Humanities and Social Sciences (HUMSS) track, sleep quality is

of particular importance due to the unique demands and stressors associated with their

academic journey. This introduction sets the stage for an exploration of the intricate

relationship between sleep quality and student stress levels, and how these factors

collectively impact the academic performance of Grade 12 HUMSS learners.

For Grade 12 HUMSS learners, the academic year is marked by a rigorous

curriculum that often includes complex subjects like literature, social sciences, and

the arts. As they navigate through a multitude of assignments, projects, and

examinations, the pressure to excel academically can be overwhelming. This pressure

can lead to increased stress levels, which, if not managed effectively, can harm

physical and mental health. Stress is an inherent part of the educational experience,

serving as both a motivator and a hindrance. When appropriately managed, stress can

stimulate productivity and resilience. However, excessive or poorly managed stress

can lead to adverse effects on cognitive function, emotional health, and physical well-

being, potentially hindering academic success.

Sleep quality is one critical yet often overlooked factor that can exacerbate or

alleviate this stress. Adolescents, in general, are known to experience changes in their

sleep patterns due to biological, social, and academic factors. Late-night study

sessions, extracurricular activities, and the ever-present allure of digital screens can

disrupt sleep schedules and result in inadequate or poor-quality sleep. Such sleep

disturbances can lead to fatigue, decreased cognitive function, and heightened stress

levels.

Understanding the connection between sleep quality and student stress levels

among Grade 12 HUMSS learners is essential for educators, parents, and healthcare

professionals. It provides insights into the factors influencing academic performance

and overall well-being in this group. By addressing sleep quality and implementing

strategies to manage stress effectively, it may be possible to enhance the academic

experience for these students, allowing them to achieve their full potential while

maintaining their physical and mental health.

In this study, we will delve into the research and insights surrounding sleep

quality and student stress levels among Grade 12 HUMSS learners. We will explore

the implications of poor sleep on cognitive function, stress-related issues, and the

overall academic performance of these students. In this research, we will collect

quantitative data to assess the impact of various interventions and strategies on Grade

12 HUMSS learners' sleep habits and stress levels, to advance their academic success

and overall well-being.

Statement of the Problem

This research is addressing the correlation between sleep quality and stress

level on academic performance of Grade 12 Humanities and Social Sciences

(HUMSS) strand in Kalilangan National High School.

This research aims to answer the following question:

1. What is the level of sleep quality of Grade 12- HUMSS learners in Kalilangan

National High School in terms of:

a. Age

b. Gender

2. What are the stress level of Grade 12- HUMSS learners in Kalilangan National

High School?

3. What are the level of academic performance of Grade 12- HUMSS learners in

Kalilangan National High School?

4. Is there a relationship between sleep quality and academic performance among

Grade 12 HUMSS in Kalilangan National High School?

5. Is there a relationship between stress level and academic performance among Grade

12 HUMSS in Kalilangan National High School?

Objectives of the Study

The main objective of this study is to assess and analyze the relationship

between Sleep Quality, Stress Level, and Academic Performance of Grade 12

HUMSS (Humanities and Social Sciences) learners at Kalilangan National High

School. To achieve this, the following specific objectives will be pursued:

1. To determine the level of sleep quality among Grade 12 HUMSS learners in

Kalilangan National High School and to investigate if there are variations in sleep

quality based on:

a. Age

b. Gender

2. To assess the stress levels experienced by Grade 12 HUMSS learners at Kalilangan

National High School.

3. To evaluate the academic performance of Grade 12 HUMSS learners at Kalilangan

National High School.

4. To examine the existence of a potential relationship between sleep quality and

academic performance among Grade 12 HUMSS learners in Kalilangan National

High School.

5. To investigate whether there is a correlation between stress levels and academic

performance among Grade 12 HUMSS learners in Kalilangan National High School.

Significance of the Study

The significance of a study examining the relationship between sleep quality,

stress levels, and academic performance in Grade 12 HUMSS (Humanities and Social

Sciences) students is multifaceted and has several important implications:

Academic Success - Understanding how sleep quality and stress impact

academic performance can provide insights into strategies that can help students excel

in their studies. This knowledge can be used to develop interventions and support

systems for students who may be struggling academically.

Health and Well-being - High levels of stress and poor sleep quality are not

only detrimental to academic performance but also have serious implications for

students' physical and mental health. This study can shed light on the importance of

addressing these issues to promote overall well-being among students.

Educational Policy and Practice - The findings of this study can inform

educational policies and practices. Schools and educational institutions may consider

implementing measures to promote better sleep habits and stress management

techniques to enhance the overall learning environment.

Parental and Teacher Awareness - Parents and teachers play a crucial role in

students' lives. Understanding the relationship between sleep, stress, and academic

performance can help parents and teachers identify signs of stress or sleep problems

in students and provide appropriate support and guidance.

Future Researchers - This study can serve as a foundation for future research

in the field of education and psychology. Researchers can build upon the findings to
explore additional factors that may influence academic performance and well-being

among students.

College and Career Preparedness - High school graduation is often a critical

step in a student's journey toward higher education or entering the workforce. A better

understanding of how sleep and stress affect academic performance in Grade 12 can

help students prepare for these important transitions.

Societal Implications - The study can also have broader societal implications.

High academic performance is often seen as a pathway to success and understanding

the factors that contribute to it can be valuable for individuals and society as a whole.

The significance of the study lies in its potential to improve the educational

experience and well-being of Grade 12 HUMSS students, inform policies and

practices, and contribute to the body of knowledge on the relationship between sleep

quality, stress levels, and academic performance. It has the potential to positively

impact not only the academic outcomes of these students but also their overall quality

of life.

Scope and Delimitation

The study focuses on the stress levels and sleep quality with academic

performance of Grade 12 HUMSS students in Kalilangan National High School. The

study primarily examines stress levels related to academic factors, such as exams,

coursework, and assignments, and how these stressors affect academic performance.

This study is a Correlational design and the instruments used are Perceived Stress

Scale (PSS) and Sleep Quality Scale (SQS).

The study is conducted in Kalilangan National High School and will involve

Grade 12 HUMSS learners in Kalilangan National High School. The subjects of this
study will be the 387 Grade 12 Humanities and Social Sciences students of

Kalilangan National High School for the academic year 2023-2024. This study will be

conducted in the month of August-February.

Definition of Terms

Sleep Quality- Sleep quality in this study is defined as the evaluation in six main

domains in sleep quality, which included difficulty waking, problems initiating and

maintaining sleep, daytime symptoms, sleep satisfaction, and restoration after sleep,

which were measured by Sleep Quality Scale (SQS).

Stress- Stress in this study is defined as the perception of self-reported stress of an

individual in the past month, measured by Perceived Stress Scale (PSS). It is used to

measure the respondents’ thoughts and feelings about the incidents that happened last

month to measure their current stress levels.

Academic Performance- In this study, academic performance is defined by using the

Cumulative Grade Point Average (CGPA). It is calculated by averaging the Grade

Point

Average (GPA) for all completed semesters. The scale is between 1.0 and 4.0, which

higher

CGPA indicates greater academic performance.

 CHAPTER II

THEORITICAL FRAMEWORK

In chapter two, the researchers will discuss the previous literature that studied

mainly on the three variables. To be more specific, the researchers will first discuss

sleep quality, next stress, and then only the associations between sleeping quality,

stress, and academic achievements. After that, the researchers will explain the

conceptual framework and theoretical framework. In the literature review part, the

researchers chose to study research that ranged within ten years, and some of the

studies were most up to date. The purpose of using recent studies is to enhance current

research to be useful for other researchers in the future.

REVIEW OF RELATED LITERATURE

Sleep Quality

According to Kline (2013), sleep quality refers to an individual's subjective

perception of their sleep experience. This encompasses their satisfaction with various

aspects of sleep, including the duration of sleep, sleep maintenance, ease of falling

asleep, and how refreshed they feel upon waking. In contrast, Ohayon et al. (2017)

found no consistent guidelines for defining regular or optimal, healthy sleep or better

sleep quality. However, they identified several continuous sleep-related variables,

such as sleep latency, sleep efficiency, awakenings after falling asleep, and the

number of wakeups lasting more than five minutes, as suitable indicators of good
sleep quality. There was little consensus on sleep architecture or nap-related variables

as components of good sleep quality.

Lai and Say (2013) reported that 1118 undergraduates at Universiti Tunku

Abdul Rahman (UTAR) were experiencing sleep deprivation issues, with UTAR

students sleeping an average of approximately 7.31 hours per night. Among these

students, 32.9% were classified as poor-quality sleepers, and 30.6% experienced

daytime sleepiness. Araújo et al. (2013) also found evidence of poor sleep quality

among undergraduates, with 54% of 701 participants reporting poor sleep quality in

the previous month. Only 18.6% of students managed to sleep more than seven hours

in the previous month. Maheshwari and Shaukat (2019) emphasized the importance of

sufficient sleep and good sleep efficiency for learning and memory, as poor sleep

quality was associated with lower exam scores.

Araújo et al. (2013) reported that participants did not have significant issues

with sleep latency, as only 9% of the 701 participants took longer than 30 minutes to

fall asleep. However, Schlarb et al. (2017) found that around two-thirds of

undergraduate participants experienced difficulties falling and staying asleep, with

51.9% reporting early awakenings.

Stress

Anuradha et al. (2017) discovered that academic stressors, such as the

overwhelming nature of academic courses and concerns about poor academic

performance, were the primary contributors to increased stress levels among medical

students. Othman et al. (2013) found that students perceived their stress as often being

related to academic requirements. Other significant psychosocial stressors among

undergraduate students included family problems and loneliness, while living away

from home was the environmental stressor most predictive of stress levels.

Radeef et al. (2014) identified components associated with feelings of

incapacity, the difficulty level of class assignments, and a lack of inspiration to learn

as root stressors among undergraduate students. Talib and Zia-ur-Rehman (2012)

found that sleep-related issues, course workload, and social activities were primary

sources of stress. However, there was no significant difference in stress levels

between male and female students.

Sleep Quality and Academic Performance

Rose and Romanan (2018) found that inadequate sleep was associated with

lower GPAs among college students, highlighting the importance of sufficient sleep

for academic success. However, Nihayah et al. (2011) found no association between

sleep duration and academic achievements, while Jalali et al. (2020) reported no

significant relationship between sleep quality and academic performance among

medical undergraduates.

Frenda and Fenn (2016) suggested that sleep deprivation can negatively affect

cognitive function, leading to lower academic performance. Diekelmann and Born

(2020) supported this idea by emphasizing the role of sleep-in memory consolidation.

Siraj et al. (2014) found that sleep deprivation led to daytime sleepiness and reduced

attention levels, affecting academic performance.

Elagra et al. (2016) reported a negative correlation between sleep quality and

academic performance among dental students, with poor sleep quality affecting

attention, memory, and decision-making abilities. Recent studies by El Hangouche et

al. (2018) and Khan and Shamama-Tus-Sabah (2020) also found a significant
relationship between poor sleep quality and lower academic performance. Mirghani et

al. (2015) showed that good sleep quality was strongly associated with high academic

achievements, as poor sleep quality led to a lack of concentration and daytime

dysfunction.

Stress and Academic Performance

Elias et al. (2011) found a weak but significant negative relationship between

stress levels and academic performance, with academic stress being a major source of

stress among students. Talib and Zia-ur-Rehman (2012) reported a significant

negative correlation between perceived stress and academic performance. Similarly,

Melaku et al. (2015) and Sohail (2013) discovered moderate negative relationships

between stress levels and academic achievements, with academics being a significant

stressor for students.

Gustems-Carnicer et al. (2019) found that stress levels negatively correlated

with academic performance, with avoidance coping strategies often used to cope with

stress. Siraj et al. (2020) reported that students with severe stress levels obtained

higher academic results, contradicting the findings of previous studies.

Relationship between Sleep Quality, Stress, and Academic Performance

Ahrberg et al. (2012) found that during the exam preparation period, academic

success was related to both stress levels and sleep quality. However, no significant

relationships were found during the semester and after the exam. Taylor et al. (2013)

discovered that both sleep quality and stress were significant predictors of academic

performance among undergraduate students. The association between these factors

and academic performance appeared to be complex and was not indicative of a causal

relationship.

Stress and poor sleep quality are prevalent and significant concerns among university

students, which can have adverse impacts on their academic performance.

International students may face additional challenges compared to their domestic

peers because they must also navigate the complexities of adapting to a new culture.

The primary objective of this study is to explore the connections between stress (both

perceived and acculturative), sleep quality, and academic performance while

comparing these factors between international and domestic students. The findings

reveal a negative correlation between perceived stress and sleep quality. However, no

notable associations were observed between acculturative stress and sleep quality,

sleep quality and academic performance, or stress (both perceived and acculturative)

and academic performance. The study did identify differences in perceived stress and

sleep quality between international and domestic students. Notably, perceived stress

emerged as a critical factor, underscoring the need for universities to prioritize

effective stress management programs aimed at improving sleep quality. Yun,

Corinne Tan pei (2022)

Conceptual Framework

Theories

The repair and restoration theory proposes that the primary purpose of sleep is

to mend and rejuvenate both the brain and body (Dokie, n.d.). This theory has been

significantly influenced by two key theorists. Oswald (1980) initially contributed to

this concept, while Horne (1988) later expanded upon Oswald's ideas (Dokie, n.d.).

Oswald suggests that different types of sleep serve distinct roles in repairing and
rejuvenating various biological functions. According to Oswald, the rejuvenation of

the brain occurs during Rapid Eye Movement (REM) sleep, which is essential for

brain development, repair, and cognitive function. Slow Wave Sleep (SWS) also plays

a crucial role in the body's growth and repair, as it facilitates protein synthesis through

the release of growth hormones (Dokie, n.d.).

Furthermore, Horne proposes a division of sleep into "core sleep" and

"optional sleep." Core sleep encompasses both Rapid Eye Movement (REM) and

Slow Wave Sleep (SWS), and, according to Horne, brain repair primarily occurs

during core sleep, while body restoration is linked to optional sleep and can also take

place at other times (Dokie, n.d.). It's important to note that Oswald believes that both

brain and body restoration happen during core sleep (REM and SWS), while Horne

contends that body restoration is associated with optional sleep.

William James (1890) introduced the Brain Plasticity Theory, which asserts

that sleep is linked to changes in the brain's organization and structure. This theory

suggests that the brain remains active during sleep, reviewing and organizing the day's

activities and information into long-term memory (Ergoflex, 2016). Therefore,

inadequate sleep can hinder one's ability to encode information. For instance, this

theory explains why infants require longer periods of sleep, as they are constantly

learning about the world and need deep sleep to process this information and convert

it into long-term memory.

The Biopsychosocial Models of Stress (BPS) theory, contributed by Bernald and

Krupat (1994), posits that stress comprises three elements: the internal component, the

external component, and the interaction between the two. The internal component

involves neurological and physiological responses to stress, while the external

component encompasses environmental factors that trigger stress responses. The

relationship between these internal and external components revolves around

individual and environmental factors and incorporates cognitive processes. An

individual's perception of an event plays a crucial role in assessing the extent of their

stress response and determines the coping mechanisms they employ (Cordon, 1997).

Research Paradigm

The independent variable, "Sleep Quality and Stress," influences the dependent

variable, "Academic Performance," through a direct relationship.

Sleep Quality

Repair and Restoration theory

(Owwald, 1980; Horme,

1988)

Brain Plasticity theory

(William James, 1890)

Academic Performance

Stress

Biopsychosocial Model of

Stress theory (Bernard &

Krupat, 1994)
Hypotheses of the Study

Based upon the statements of the problem, the following hypotheses are formulated.

Ho1 : There is no significant difference between the stress level on the academic

performance of Grade 12 Humanities and Social Sciences learners of Kalilangan

National High School.

Ho2 : There is no significant difference between the sleep quality on the academic

performance of Grade 12 Humanities and Social Sciences learners of Kalilangan

National High School.