SLEEP DURATION AND ACADEMIC PERFORMANCE OF GRADE 11

STUDENTS IN HOLY CROSS ACADEMY INC.

A Quantitative Research
Presented to the Faculty of Holy
Cross Academy Incorporated
Digos City

In Partial Fulfillment
of the Requirements for the Subject
Practical Research 2 Quantitative Research

Abykuen G. Indanan
Alyzah Marie M. Sibya
Arby V. Suaner
Ashtrud Lim
Bianca Marie D. Eltagonde
Jalen Rose A. Tapuroc

November 2023
SLEEP DURATION AND ACADEMIC PERFORMANCE OF GRADE 11
STUDENTS IN HOLY CROSS ACADEMY INC.

___________________________

A Quantitative Research
Presented to the Faculty of Holy
Cross Academy Incorporated
Digos City

___________________________

In Partial Fulfillment
of the Requirements for the Subject
Practical Research 2 Quantitative Research
Subject Teacher: Ms. Iljeanne Tortal

___________________________

Abykuen G. Indanan
Alyzah Marie M. Sibya
Arby V. Suaner
Ashtrud Lim
Bianca Marie D. Eltagonde
Jalen Rose A. Tapuroc

November 2023
 ACKNOWLEDGEMENT

The researchers would like to extend their sincere gratitude to the

following, who made the study possible:

The researchers wish to express gratitude to the Almighty God for His

enduring grace, guidance, and protection throughout this research project. His

divine mercy made all of this possible.

To Ms. Razel Suarez, LPT, our research adviser, and grammar

expert. Ms. Suarez consistently supports the researchers with her patience,

motivation, vast knowledge, and proofreading skills, guiding them throughout

their research.

To the panel members and questionnaire validators, who generously

dedicate their time to help the researchers carry out and finish their study.

To our respondents who took the time to complete the researchers'

survey. Their participation played a crucial role in promptly completing this

study.
 DEDICATION

TO THE ALMIGHTY FATHER

For giving he wisdom, strength and knowledge in exploring things, for the

guidance in helping surprass all the trials that we encountered and for giving

determination to persue our study, and to make this study possible.

To our Family

Who have been our source of inspiration and strength throughout this

research. Their continuous moral, spiritual, emotional and financial support to

helped us finish this research

To our Friends

Who helped us, who encouraged us, and whose friendship motivated us to

work harder.

We thank you so much!

The researchers

Eltagonde,Bianca Marie D.
Indanan,Abykuen G.
Lim,Ashtrud
Sibya,Alyzah Marie M.
Suaner,Arby V.
Tapuroc,Jalen Rose A.
TABLE OF CONTENTS

PAGE
 LIST OF TABLES

TABLE PAGE
 Chapter I

The Problem and Its Settings

INTRODUCTION

Sleep is a fundamental aspect of human physiology, playing a crucial role in

cognitive functioning and overall well-being. This research aims to investigate

the potential correlation between sleep duration and academic performance

among students. Understanding this relationship can provide valuable insights

into the factors influencing students’ academic success.

Sleep duration is the amount of time spent sleeping. It can be measured for a

single sleep episode or over a 24-hour period. Sleep is essential in our daily

life as it enables us to recharge, preserve our general health and mental well-

being. It is important for students to have a well-rested sleep at night as it

affects their performance in academics and allows their cognitive abilities to

function properly. However, when sleep is interrupted and unable to achieve

a good rest, it may compromise the health and unfolding tasks that teenagers

need to accomplish (Sygaco, 2020). Studies have suggested that insufficient

sleep, increased frequency of short-term sleep, and going to sleep late and

getting up early affect the learning capacity, academic performance and

neurobehavioral functions.

The National Sleep Foundation advises 8-10 hours of sleep for adolescents,

yet studies show that adolescents usually fall short of this recommendation.
Inadequate sleep causes more than just exhaustion; it causes a variety of

cognitive problems and academic underperformance (Gruber et al, 2016).

Several researchers have investigated this relationship, using a variety of

approaches such as self-reported sleep records, autography, and objective

measurements of academic ability.

While some studies have found a direct correlation between longer sleep

duration and better academic performance, others have discovered a complex

interplay of factors such as sleep quality, bedtime consistency, and the impact

of sleep debt on academic performance (Smith et al,2020). Understanding the

intricate relationship between sleep duration and academic performance

among senior high school students has significant implications for educational

policies, parental guidance, and interventions aimed at optimizing learning

environments.

Adolescents who get enough sleep on a regular basis have higher attention

spans, better memory consolidation, and enhanced cognitive abilities, all of

which are important for effective learning and academic achievement. Sleep

difficulties in high school students can be exacerbated by factors such as

irregular sleep habits, excessive use of electronic devices before bedtime,

and high levels of stress. Numerous peer-reviewed articles and studies

published in academic journals such as the Journal of Adolescent Health,

Sleep, and Pediatrics investigate this link, providing valuable insights into the

complex relationship between sleep duration and academic performance

among senior high school students (Gradisar, 2013).

 Filipinos have one of the highest sleep deprivation rates, according to

the 2016 Healthy living Index Survey conducted in Asia. 46% of Filipinos are

sleep deprived, while 32% sleep for fewer than six hours. These results

reflect a problem that urbanites all across the world are dealing with.

More than eight out of ten persons (84%) agree that a range of

activities take precedence over getting a good night's sleep, according to the

2017 Philips' Unfiltered Sleep: A Global Prioritization Puzzle, an international

survey that looked at how people around the world perceive, prioritize, and

prepare for sleep (Philips, 2017)

This research seeks to contribute to the existing body of knowledge by

examining the correlation between sleep duration and academic performance

among the Senior High School students of HCAI. The findings may have

implications for educational practices, student well-being, and the

development of strategies to enhance academic success by promoting

healthy sleep habits. Understanding the correlation between sleep and

academic performance is crucial for creating a holistic approach to student

success, considering both academic and well-being aspects.

Theoretical Framework

The impact of sleep duration on academic performance is elucidated by the

Sleep-Deprivation Impairs Synaptic Plasticity hypothesis (Tononi & Cirelli,

2013). According to this theory, sleep is crucial for synaptic homeostasis,

influencing learning and memory processes. Additionally, the Circadian

Alignment Theory (Dijk & Archer, 2013) posits that aligning sleep schedules

with natural circadian rhythms optimizes cognitive performance, potentially

influencing academic success.

The correlation between sleep duration and academic performance is

grounded in the Resource-Dynamic Model of Sleep (Lim & Dinges, 2013).

This model suggests that sleep serves as a resource for optimal cognitive

functioning, affecting attention, memory, and decision-making. Furthermore,

the Neurocognitive Model of Dreaming (Hobson, Pace-Schott, & Stickgold,

2013) emphasizes the role of sleep in consolidating memory, which in turn

may contribute to improved academic performance.

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT

VARIABLE

Sleep Duration Academic Performance of Grade

11 Students

Figure. 1 Diagram showing variables of the study

STATEMENT OF THE PROBLEM

This study aims to know how the academic performance of grade 11

students are affected by the amount of sleep they had.

The goal of the research is to answer the following questions:

1. What is the socio-demographic profile of the respondents in terms of:

1.1 age

1.2 gender

2. What is the level of sleep duration of the respondents:

2.1 total sleep time

2.2 bedtime

2.3 sleep efficiency

2.4 sleep fragmentation

3. What is the level of academic performance of the respondents:

3.1 grade point average

3.4 participation and engagement

4. Is there a significant relationship between sleep duration and the academic

performance of students?
HYPOTHESIS

H0

There is no significant relationship between sleep duration and

academic performance.

SIGNIFICANCE OF THE STUDY

The result of this study could provide learnings, information, and valuable

contributions to stakeholders and have several practical implications, the

study is beneficial to the following entities:

HCAI Students: Students will benefit directly from the study by gaining

awareness of the importance of adequate sleep for their academic

performance.

HCAI Parents and Families: Parents will benefit from understanding

the impact of sleep on their children's academic performance. With this

awareness, parents can create a supportive home environment conducive to

healthy sleep habits.

HCAI Educators and School Administrators: Teachers and school

administrators can use the study's findings to optimize classroom schedules,

assignments, and assessments. Educators can be mindful of assigning

homework that respects students' need for adequate sleep

Future Researcher: Researchers in the fields of education, psychology,

and sleep medicine can benefit from the study by using its methodology and

findings as a basis for further research.

 Healthcare Professionals: Healthcare professionals, including school

nurses and counselors, can use the study's results to educate students and

their families about the importance of sleep for physical and mental health.

SCOPE AND LIMITATIONS

The study was limited to senior high school students enrolled in Holy

Cross Academy Inc. during the academic year 2023- 2024. Data was

collected from Grade 11 students. The study focused on quantitative data

related to sleep duration and academic performance indicators, including

exam score, total sleep time, grade point average and sleep efficiency The

research was conducted using self-reported data provided by the participants

through surveys and questionnaires. The study was limited by the constraints

of a cross-sectional design, capturing data at a specific point in time and

preventing the establishment of causality. Additionally, the findings and

conclusions drawn from the study are specific to the participants and context

of Holy Cross Academy Inc. and may not be generalized to other schools,

grade levels, or educational settings.

DEFINITION OF TERMS

The following are the terminologies used in the study. The terminologies are

easily and properly defined to their operational usage.

Sleep duration – typically refers to the total number of sleep

obtained, either nocturnal sleep episode or across the 24-h period.

 Bedtime - refers to the specific time at which a person goes to bed to

sleep.

Sleep Efficiency - refers to the percentage of time spent asleep while

in bed.

Sleep Fragmentation - refers to the disruption or interruption of sleep

patterns, characterized by frequent awakenings

Grade Point Average - refers to a standardized way of measuring and

representing a student's academic performance

Exam Score - refers to the numerical or qualitative result obtained by a

student on a specific examination, test, or assessment

Attendance Score - refers to a measure used to assess a student's regularity

and punctuality in attending classes and school-related activities.

Participation and Engagement - refer to a student's active involvement and

interaction in the learning process and classroom activities.

 Chapter II

REVIEW RELATED LITERATURE

Since schools and universities are by definition places where knowledge

of facts and regulations is developed, the ability to encode, consolidate, and

recall knowledge learned in the classroom and apply it to various contexts and

settings plays a central role in mediating the impact of sleep on academic

performance. In this sense, academic performance is heavily influenced by

sleep, which is the optimal setting for memory consolidation. (Fonseca et al,

2020).

The average bedtime and wake time for the entire group of students

was much earlier on weekdays than on weekends. It shows that students with

high academic performance had earlier bedtimes on weekdays and

weekends, earlier waking times on weekends, and shorter sleep latency when

compared to students with low academic performance (Valic et al, 2014).

Children that get too little sleep become irritable and have attention

deficit disorder, which negatively affects their academic performance. There is

strong evidence that sleep disturbances in teenagers significantly decrease

their ability to study, cope with anxiety, and remember things.5 Sleep is

essential for both academic success and physical development. As a result,

sleep plays a critical role in schoolchildren’s efforts to promote their health

(Unalan et al, 2013).

 Sleep is assumed to serve an important and unique role in memory

consolidation. Although the precise mechanisms underlying the relationship

between sleep, memory, and neuroplasticity are unknown, the general

understanding is that specific synaptic connections that were active during

awake periods are strengthened during sleep, allowing for memory

consolidation, while inactive synaptic connections are weakened. Sleep has

an important purpose in memory consolidation (enabling us to recall what we

have studied), which is necessary for optimal academic performance. (Tonetti

et al, 2015).

Inadequate sleep has a significant impact on academic performance.

The risk of failing one or more years of school doubled in poor sleepers

compared to normal controls. Similarly, lower grades usually correlate with

later bedtimes on school nights and a greater delay in sleep onset on

weekends. (Perez-Loret et al, 2013)

In Davao City, academic stress keeps 68 percent of pupils awake after their

heads hit the pillow, based on the latest data of Medical News from Mindanao.

Just 30% of students get the necessary eight hours of sleep every night for

young adults. At least once a month, 20% of students pull an all-nighter. In a

local study, it was discovered that one night of sleep deprivation resulted in a

30% loss of cognitive skills and a 10% decrease in performance (Abanto et

al., 2019).
 CHAPTER III

RESEARCH METHODOLOGY

This Chapter contains the method of research, population, sample size

and sampling technique, description of respondents, research instruments,

data gathering procedures, and the statistical treatment of data used in the

conduct of this study.

Research Method

Quantitative Correlational Research Method is a Non-Experimental type

of research which involves numerical measurement of variables and

investigation of whether the variables correlate and if there is any correlation

identified the direction thereof (i.e., direction of the correlation) and finally the

strength of the correlation. In other words, quantity correlation research is a

design of research which entails observing statistical relationships between

two variables in their natural phenomenon. Such that when a variable

changes, the other variable changes even if not in the same direction.

By employing a quantitative correlational research method, this study

aims to provide valuable insights without the respondents having difficulties in

answering the required data regarding the correlation between sleep duration

and academic performance among senior high school students of Holy Cross

Academy, Inc. contributing to the existing body of knowledge and informing

evidence-based practices for student well-being and success.

Sampling Method

Total enumeration, is a research or data collection method in which

every individual or element in a population is included in the study. This

means that researchers aim to gather information from every member of the

population rather than relying on a sample. Total enumeration provides a

comprehensive and accurate representation of the entire population, leaving

no room for sampling error.

Table 1: Population and Sample of respondents

Strand Number of Student

HUMMS 37

STEM 48

ABM 9

Total 94

Description of the Respondents

The Respondents of this research study are the Grade 11 students of

Holy Cross Academy Inc, a total of 94 (All Grade 11) HCAI students. 48

students from St. Albert The Great, 37 students from St. Thomas Aquinas and

9 from St. Matthew.

Data Collection

The researchers will conduct a comprehensive survey covering: Sleep

duration (self-reported by students) and Academic performance metrics

(official records).

Instrumentation:

The researchers will utilize validated survey instruments for sleep duration to

Extract academic performance data.

Data Gathering Procedures

The following procedures have been carried out by the researchers in

conducting this study.

Letter of Permission. A letter of permission to conduct this study was

addressed to the director of HCAI and upon approval we directly proceeded to

the conduct of the study. Likewise, another letter was addressed to the

respondents for their information and preparation.

Administration and Retrieval of Instrument. The researchers distributed

and waited for the respondents to have answered the questionnaire

completely while retrieval of their responses followed.

Collection and Processing of Data. When the data gathered, the

researchers summarized and tallied all the responses for the submission to

the statistician.
 Interpretation and Analysis of Data. At this time the Data are ready

for statistical treatment and interpretation of purposes.

Statistical Treatment of Data. The following statistical tools were used in

the analysis of data.

Mean Score: This refers to the addition of all the points as answers of

the respondents

Pearson Product Moment of Correlation (PPMC)

This statistical treatment is used to measure the strength of the two

variables, the sleep duration and academic performance of Senior high school

students that was moored in this study.

Data Analysis

The researchers will use e statistical methods (e.g., Pearson’s correlation

coefficient) to analyze the relationship between sleep duration and academic

performance.

Ethical Considerations

To obtain informed consent from all students and to ensure participant

confidentiality and adherence to ethical guidelines.

Results Presentation

To Present statistical findings, using correlation coefficients to illustrate the

relationship.
Limitations

To acknowledge potential limitations, such as reliance on self-reported sleep

data.

Implications and Recommendations

Discuss practical implications and recommend interventions for promoting

healthy sleep habits and supporting academic success.

By employing total enumeration sampling, this research aims to provide a

comprehensive understanding of the relationship between sleep duration and

academic performance among all students in Holy Cross Academy Inc.

ensuring a representative analysis of the entire population.

 CHAPTER IV

PRESENTATION AND ANALYSIS OF FINDINGS

In this chapter, the results of this study were presented and analyzed to

answer the statement of the problem.

Presented in Table 2 the sample size obtained from Grade 11 Senior High

School. The researchers have taken a total of 94 participants.

Table 2: Demographics of the Respondents

Gender Frequency Percent Valid Percent Cumulative Percent

Femal
57 60.638 60.638 60.638
e
Male 35 37.234 37.234 97.872
100.00
Total 94
0

Age Frequency Percent Valid Percent Cumulative Percent

15 11 11.702 11.702 11.702
16 37 39.362 39.362 51.064
17 45 47.872 47.872 98.936
18 1 1.064 1.064 100.000
Tot 100.00
94
al 0

Table 3: Respondents Sleep Duration Level in terms of Gender.

 Mean Std. Deviation Interpretation
Femal 4.14
Sleep Duration 0.210 High
e 4
4.17
Sleep Duration Male 0.229 High
4
Overal 4.15
Sleep Duration 0.220 HIGH
l 9

Shown in Table 3, The results of the descriptive statistics show that in

terms of gender, the respondents sleep duration level is HIGH (M=4.159; SD:

0.220). Noticeably, the mean of the Male respondent is slightly greater than

the mean of the female respondents.

In same study by Mehta, et al. (2010)Sleep duration range was 4.15-12

hours with a mean of 7.63±1.35 hours. The sleep duration in males and

females, respectively was 6.94±0.94 hrs. and 8.5±1.31 hrs.; significant (p=

0.0001). The total n-back score accuracy (1-back and 2-back) was

52.11±17.32% in males and 52.24±17.40% in females (p= 0.976). Spearman

Correlation between sleep-duration and total n-back score was not found to

be statistically significant (p= 0.611). However, the correlation of total n-back

score with academic performance was statistically significant.

The working memory was not statistically different in males and females, and

was not significantly correlated with sleep duration, though it was significantly

associated with the academic performance.

Table 4: Respondents Sleep Duration Level in terms of Age.

 Mean Std. Deviation Interpretation
4.14
Sleep Duration 15 0.181 High
5
4.20
Sleep Duration 16 0.252 High
8
4.11
Sleep Duration 17 0.188 High
6
4.20
Sleep Duration 18 NaN High
0
Overal 4.16
Sleep Duration 0.207 HIGH
l 7

Table 4 presented above, The results of the descriptive statistics show

that in terms of age, the respondents sleep duration level is high across all

recorded ages in the data, with an overall mean of 4.167 also considered as

HIGH.

In same study by Lim (2010), rigorous sleep studies involving adults

have demonstrated that improved sleep is linked to a range of enhanced

cognitive abilities. Additionally, enhanced learning and memory have been

observed in connection with improved sleep. These impacts have been noted

to reach beyond controlled environments, as self-reported sleep assessments

from students in their own residences have also demonstrated links to

academic achievement.

Table 5: Respondents Academic Performance

 Mean Std. Deviation Interpretation
Academic Fema 4.3
0.332 Very High
Performance le 85
Academic 4.2
Male 0.260 Very High
Performance 43
Academic Over 4.3 VERY
0.296
Performance all 14 HIGH

Presented in Table 5, The results of the descriptive statistics show that the

academic performance of the respondents is VERY HIGH (M=4.314,

SD=0.296). The means of both genders are not far different.

Table 6: Correlation between the Sleep Duration Level and Academic

Performance of the Respondents

Sleep Academic
Variable
Duration Performance
Pearson
1. Sleep Duration —
's r
p-value —
2. Academic Pearson
0.193 —
Performance 's r
p-value 0.063 —

* p < .05, ** p < .01, *** p < .001

Table 6 is shown above, The result of the regression analysis shows that

there is a weak positive association between sleep duration and academic

performance of the respondents (r=-0.193, p-value=0.063).

In same study by Okano et. al. (2019) better quality, longer

duration, and greater consistency of sleep correlated with better grades.

However, there was no relation between sleep measures on the single night

before a test and test performance; instead, sleep duration and quality for the

month and the week before a test correlated with better grades. Sleep

measures accounted for nearly 25% of the variance in academic

performance. These findings provide quantitative, objective evidence that

better quality, longer duration, and greater consistency of sleep are strongly

associated with better academic performance of students.

CHAPTER V
 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, the conclusion, and the

recommendations of the proponents of this study.

Summary

The purposes of this study were to find out the correlation between sleep

duration and academic performance of grade 11 students. Additionally, this

study sought to find out the significant relationship between the said two

variables.

The goal of the research is to answer the following questions:

1. What is the socio-demographic profile of the respondents in terms of:

1.3 age

1.4 gender

2. What is the level of sleep duration of the respondents:

2.5 total sleep time

2.6 bedtime

2.7 sleep efficiency

2.8 sleep fragmentation

3. What is the level of academic performance of the respondents:

 3.2 grade point average

3.5 participation and engagement

4. Is there a significant relationship between sleep duration and the

academic performance of students?

The findings of the study are the following:

1.In terms of gender, the mean of female respondents is 4.144 while male

respondents has 4.174 with a standard deviation of 0.229 thus the average

stress duration for male respondents is slightly higher than the female

respondents.

2. In terms of age, the descriptive statistics reveal that the duration of sleep

among the respondents is consistently high across all age groups

documented in the data, showcasing an overall mean of 4.167, which is also

categorized as a high level of sleep duration.

3.In terms of academic performance, the descriptive statistics demonstrate a

remarkably high level, with the respondents achieving a mean of 4.314 and a

standard deviation of 0.296. Notably, there is minimal disparity in the means

between the two genders.

4. Since the P value is 0.063, The findings from the regression analysis

suggest a subtle yet positive correlation between the duration of sleep and the

academic performance of the respondents. The statistical examination

indicates a weak but discernible connection, implying that as sleep duration

increases, there tends to be a corresponding improvement in academic

performance among the individuals surveyed. This observation sheds light on

the nuanced interplay between sleep patterns and scholarly achievements

within the context of the study.

Conclusion

1. Gender and Sleep Duration: While males have slightly higher average

sleep duration, the difference is insignificant.

2. Age and Sleep Duration: Sleep duration seems consistently high

across all age groups, indicating generally good sleep habits among the

respondents.

3. Academic Performance: Overall academic performance is remarkably

high, with minimal difference between genders. Sleep Duration and Academic

Performance: Though weak, a positive correlation exists between sleep

duration and academic performance. Higher sleep duration tends to coincide

with better academic achievement.

4. Overall: The study highlights the potential benefits of adequate sleep for

academic success. While the correlation is weak, it emphasizes the

importance of prioritizing sleep alongside other academic endeavors. Since,

there is a weak significant relationship between the (independent variable)

and (dependent variable), thus the NULL hypothesis is REJECTED.

Recommendations

1.The future researchers must look into how the quality of sleep

impacts academic performance, not just the duration.

2.The educational institutions should actively promote awareness

campaigns among students, parents, and educators regarding the importance

of adequate sleep for cognitive functioning.

3.The future researchers must suggest parents to establish and

enforce consistent bedtime routines, ensuring that their children receive the

recommended eight to 10 hours of sleep each night. Parental involvement in

monitoring and supporting healthy sleep habits can significantly contribute to

improved academic outcomes.

4.The future researchers must conduct a further study regarding the

correlation between sleep duration and academic performance of students.

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 APPENDICES

Appendix A

Letter to Respondents
 Appendix B

Survey Questionnaire
 Appendix C

Certification from the Grammarian

 Appendix D

Certification from the Statistician

 Appendix E

Letter of Permission