Naves Humss 2 Final Manuscript

LINGUNAN NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT

F. Dulalia Street, Lingunan, Valenzuela City
THE EFFECTS OF SLEEP DEPRIVATION ON THE ACADEMIC
PERFORMANCE OF LINGUNAN SENIOR HIGH SCHOOL STUDENTS
A Research Project
Presented to the Faculty of the
Senior High School Department
Lingunan National High School
In Partial Fulfillment
of the Requirements for the subject
Practical Research 2
Caba, Jenelyn
Caingal, Emmanuel
Delfin, Harvy
Herbolinggo, Tesie Mae
Naves, RC
Ogayon, Miko
Urrutia, Christian
2023
Chapter 1
INTRODUCTION
High school and college can be both enjoyable and rewarding experiences. At the
same time, these can be some of your busiest years. Balancing all of your time demands
—a full course load, extracurricular activities, and socializing with friends—can be
difficult. And if you work or have family responsibilities, it can feel like there aren't
enough hours in the day. With so many competing priorities, it may appear that
sacrificing sleep is the only way to get everything done. Regardless of how sleepy you
feel the next day, one late night is unlikely to have a significant impact on your health.
However, consistently depriving yourself of quality sleep can have serious consequences
for school, as well as your physical and mental health. Alternatively, making a regular
sleep schedule a priority can make these years healthier, less stressful, and more
successful in the long run.
Adequate, high-quality sleep of the optimum duration aids memory processing
and learning. It aids in the maintenance of concentration, executive cognition,
sensorimotor integration, and memory processing (Vyazovskiy, 2015). Individuals' sleep
patterns and habits differ depending on their age, occupational demands, social
engagements, psychiatric and somatic conditions, and individual physiological
characteristics (Lenma, 2012).

Background of the Study
Sleep deprivation on various occasions and for varying lengths can significantly
impair physical, cognitive, and emotional functions. Students study for long periods
every day, and this constant shifting without rest has raised concerns about the serious
effects of poor sleep quality on student performance, written work, and extracurricular
activities. Many factors influence sleep habits, including coffee and tea consumption,
excessive internet and social media use, and the use of sleep medications. Furthermore,
obstructive sleep apnea, depression, chronic sleep deprivation, narcolepsy, cataplexy, and
idiopathic hypersomnia all have a significant impact on sleep (Pagel, 2009).
According to National Sleep Foundation Recommends New Sleep Times,
sleeping for seven to nine hours per night is recommended for both young and old adults.
However, recent research indicates that the majority of young adults sleep for less than
the recommended amount of time (Quick, 2016). Sleep deprivation and stress have a
chain reaction relationship. Studies have shown that psychosocial stressors can cause
sleep disturbances and that these stressors can lead to sleep inadequacy (Augner, 2011).
In the short term, lack of sleep leads to impaired judgment, agitation, irritability, and
inability to process information; in the long term, it can contribute to cardiometabolic
disorders and even increased mortality (Yazdi, 2016).

The prevalence of poor sleep quality among medical students has been widely
reported in the literature. However, few researchers have investigated the consequences
of poor sleep quality. Sleep deprivation has been linked to depression, agitation, apathy,
and poor academic performance in students (Alalageri, 2017). Reduced total sleeping
hours have been linked to poor academic performance (Abdulghani, 2012).
In the current study, the researchers aim to examine the relationship between
sleep quality and academic performance among Senior High School students. It is
recommended that measures be taken to improve both living conditions and sleep quality.
Literature Review
This chapter presents the related literature and studies conducted locally and
internationally whose importance contributed to the attainment of the objectives of the
research. This chapter included relevant information from foreign literature, local
literature, foreign studies, and local studies that discussed sleep deprivation and its effects
on academic performance. This guided the researcher about the topic presented in the
following chapters.
Sleep deprivation and duration
Local Literature
A Philippine newspaper – The Philippine Daily Inquirer stated that Filipinos are
the most sleep-deprived people in Asia. According to their research sleep deprivation in
thein Philippines affects half of the population or close to 50 million Filipinos, who sleep
less than six hours a day.
Every student should have about eight to ten hours of sleep before taking an
examination to have a better performance and adding a nap in the afternoon will also help
improve your memory. The more we study the effects of sleep loss, the more we could
find the importance of good sleep resulting to achieve better memory and improved
learning. Sleep loss means mind loss. It binds learning in many ways. It reduces critical
thinking, messes up memory and mood, retards reasoning, and shutters quantitative skills.
(Leodinas, 2012).
Academic performance refers to how students deal with their studies and how
they accomplish different tasks given to them by their teachers (Banquil et al, 2009). It
also refers to how students deal with their studies and how they cope with different
factors affecting their performance. Academic performance can also refer to “how well a
student meets standards set out by the local government and the institution itself.”
The quality of our sleep directly affects the quality of our waking life, including
our productivity, emotional balance, creativity, physical vitality, and even our weight.
Therefore, sleep is an essential human need and not a luxury, because it is in the state of
rest that our brain oversees the great work of biological maintenance to keep our bodies
in good condition.
Foreign Literature
Sleeping habits are the practiced number of hours of night sleep for a long period.
These include night sleep and bedroom rest. Sleeping is not only something that feels
good but also something necessary. When you are a student, your habits concerning sleep
may be different from before. This may be so for various reasons, but it is common that
students tend to study a great deal before an exam or a deadline for an assignment, and
therefore might need to work late at night. However, you are not so efficient if you are
tired when studying. Both sleep and rest are required to be healthy and for your brain to
be able to digest what it absorbs. Between six to nine hours of sleep per night is
recommended to give the body the recovery it needs (Mid Sweden University, 2019).
In teenagers and young adults who stay up late but are limited by rigid morning
schedules, sleep inconsistency tends to be highest. In college, adolescents who experience
more significant sleep variability perform worse (Okano et al., 2019).
Meanwhile, stress is a contributing factor to sleeplessness, while others can be
credited to “early school and work hours”, the absence of exercise, and accompanied
bedtime rituals that would be altered. In such a case, students express that sleep is needed
for them to avoid being tired and do their tasks in school effectively, as concentration is
compromised (Merenheimo, 2018).
Medic et al., (2017) reported that short and long-term health consequences of
sleep disruption are that the long-term effects of sleep deprivation may hamphe health,
which will result in weight issues, hypertension, cardiovascular problems, metabolic
syndrome, diabetes as well as colorectal cancer. This may lead to death, especially in
men who have sleep disturbances, while children and teenagers may suffer from
gastrointestinal problems. Hence, it is best to optimize sleep and take earlier precautions
when experiencing sleep loss.
While inadequate sleep declines vigilance and weakens interest, which results in a
reduction in cognitive processing. The deficiency of sleep inhibits the function of the
brain structures, which is perilous to rational thinking (Zeek et al., 2015).
Academic Performance
Foreign Literature
Teens and adolescents often face difficulties at school if sleep-deprived. School
can be demanding and sometimes one needs to stay up late for doing homework or other
assignments. They stay up late finishing mandatory assignments and wake up early to go
to school. The average amount of sleep they may get during the week can be as little as 4-
5 hours per night. They feel tired during the lessons, and nothing seems to be staying in
their minds. They just want to go home and take a nap which leads to late-night studying.
This is not so uncommon a cycle among the students. School is now more demanding
than ever before, and it contributes to sleep deprivation. The problem is not only in poor
performance at school but also outside of school; on the roads (drowsy driving), at home,
with friends, etc. School-related sleep deprivation contributes to several mental and
physical health problems (Henna, 2018).
Sleep problems could be a sleep pattern that is not acceptable or unsatisfactory to
parents, children, or clinicians. The perception of sleep problems may vary from one
society to another as the sleeping pattern appearing problematic to one group may appear
normal to another. Parents might have been unaware or overlooked the behavioral
problems and considered it as a normal phenomenon. The ongoing trends of urbanization
and modernization have been consistently linked to sleep problems. The increase in the
nucleation of the family, and the working of both parents have altered common childhood
behavior problems including sleep (Mishra et al., 2017).
According to an article by Patrick et al. (2017), sleep deprivation is common
among students who live in a culture that promotes reduced sleep, due to the burden of
academic work and social pursuits.

Peri (2017) narrates that brain events known as sharp wave ripples are linked to
consolidating memory. The ripples often pass acquired data from the hippocampus to the
brain's neocortex, where long-term memories are processed.
Sleep deprivation and academic performance
Local Studies
The research showed that as sleep duration decreases, academic performance
decreases. Yet, the study's results do not advocate sleep deprivation as a means of
improving performance. Instead, learn self-discipline and time management. Indeed,
according to the evidence above, sleep deprivation may have a minor effect on academic
performance. It doesn't change the fact that there will be a huge impact on the students'
overall health. And if a teen suffers from health problems, he or she will be unable to
perform well in school as a consequence (Rosel, 2020).
Research conducted by Toyong (2020) concluded that eighty-eight percent of the
students were sleep-deprived, and they usually sleep for less than 6 hours only. Sixty-one
percent of the students have a general average of 75-79 which is only fairly satisfactory,
and 29 percent have an 80-84 general average which is only a satisfactory rating in the K
12 grading system. Only five percent were outstanding. The three main reasons for
sleeping late among students were: using Facebook and Messenger accounts, playing
mobile games and assignments, and doing homework. There was a significant positive
relationship between the number of hours of night sleep and academic performance. This
suggested that the high number of hours of night sleep is connected to high academic
performance. On the other hand, students with less sleep had low academic performance.
Foreign Studies
Gruber et al. in 2019 compared the school performance of students with total
sleep time and showed that students who sleep less than normal have poorer school
performance compared to those who are sleeping optimally which resulted in better
grades.
Moyano et.al 2019 found out that sleep helps shorten the amount of time needed
for the destabilization and reconsolidation of new information and that slow waves (such
as slow oscillation and delta waves) are also beneficial in retrieving relevant information.
Every interviewed student mentioned feeling tired almost all the time, especially
during the week. During weekends they could catch up with sleep and they felt a little
less tired, however, still tired. Early school time, irregular work hours, and stress were the
most contributing factors to the bad night of sleep and therefore to tiredness (Henna,
2018).
When people are busy cramming and not sleeping, the important information they
learned and thought they had memorized basically slips out of their brains, and they’ll
have trouble recalling them the following day. Aside from that students who do not sleep
or wake up at consistent times daily were more likely to have lower grades. Differences
between regular and irregular students include significant differences in grade point
averages. Students with irregular sleep patterns were given lower scores close to zero,
while regular sleepers were given higher scores close to 100 (Knight, 2017).
The reasons for poor sleep hygiene include alcohol and caffeine intake,
stimulants, and technology, which prevent students from achieving sufficient sleep time
and quality. A cross-sectional survey found that 71 percent of students did not achieve
the recommended 8 hours of sleep, with 60 percent classified as poor sleepers. An
average of 5.7 hours of sleep has been reported for students studying architecture, and
sleepless nights due to academic work throughout the night—defined by the Oxford
English Dictionary as an all-nighter—occurred, on average, 2.7 days a month (Patrick et
al., 2017).
Conceptual Framework
INPUT PROCESS OUTPUT

Nature of respondents Analysis of research data
according to: through:

Enhanced academic
a. Gender a. Survey performance in terms of:
b. Grade Level Questionnaire

a. Written Works
c. Strand (google forms)
b. Performance Tasks
d. Bed time b. Data Gathering
c. Extra-Curricular
e. Wake-up time c. Data Interpretation
Activities
f. Causes of their
sleep deprivation
Figure 1. CONCEPTUAL FRAMEWORK
The figure shows the relationship between input variables that include the nature
of respondents based on gender, grade level, strand, bedtime, wake-up time, and the
causes of their sleep deprivation. The process includes survey questionnaires (google
forms), data collection, and data interpretation. And the output variables contain the
expected outcome of the study, which is enhanced academic performance in terms of
written works, performance tasks, and extra-curricular activities.
Statement of the Problem

The study attempts to determine the effects of sleep deprivation on the academic
performance of Lingunan Senior High School Students Academic Year 2022-2023.
Specifically, it sought to answer the following questions:
1. What are the students’ bedtime and wake-up time?
2. What causes students’ sleep deprivation?
3. What is the student's General Weighted Average (GWA) in their First Quarter?
4. How does sleep deprivation affects the academic performance of Senior High
School students in their First Quarter in terms of:
a. Written Works
b. Performance Tasks
c. Extra-Curricular Activities
Hypothesis
The aforementioned problems led the researchers to pose the following hypothesis
for acceptance and rejection at a .05 level of significance.
Null Hypothesis
There is no significant effect between sleep deprivation and the academic
performance of senior high school students in Lingunan Senior High School for the
Academic Year 2022-2023.

Significance of the Study
This study serves as a resource for determining the relationship between sleep
deprivation and the academic performance of Senior High School students from
Lingunan Senior High School S.Y. 2022-2023.
The result of the study will give knowledge and benefits the following:
This study is beneficial to students for this will be their guide in fixing their
current sleeping schedules and sleeping quality.
This study will give awareness to the parents regarding sleep deprivation and
what move they should take in guiding their teens.
This study is beneficial for the teachers for this will be a concept to be taken into
consideration when encountering students having problems.
This study will be a guide to school counselors regarding various concerns
regarding sleep deprivation, its causes, effects, and preventive measures.
This study will provide additional information regarding this matter on the part of
the school principal.
This study will serve as a resource material for future researchers whose study is
in relation to sleep deprivation and its effects on academic performance.

Scope and Delimitation
The general intent of this study is to give the different effects of sleep deprivation
on the academic performance of Senior High School students of Lingunan. The study will
gather eighty-three responses from grades eleven and twelve from various strands and
sections of Lingunan Senior High School. This study considers the students' personal
information such as their name, gender, age, and general weighted average (GWA).
This study limits its coverage to Senior Highschool students only who are
studying at Lingunan National High School. The collection of research data will be
conveniently available. Having Lingunan Senior High School as a pool of respondents
and the area of research, will be uncomplicated and economical. Members are readily
approachable to be part of the study.
Definition of Terms
For better clarification and understanding of the terms related to this study, the
following terms are defined conceptually and operationally.
Academic Performance means the knowledge gained, which is graded by a
teacher, as well as educational goals set by students and teachers to be achieved over a
specific time period.
Bedtime is the time when you usually go to bed in order to sleep.

The first Quarter is the first ten weeks of an academic term.
General Weighted Average is the average of grades in all subjects taken,
whether passed or failed.
Senior High School refers to grades 11 and 12, the last two years of the K to 12
Basic Education Program.
Sleep Deprivation refers to getting less than the needed amount of sleep.
Wake-Up Time is the period of waking up or being awakened.
Chapter 2
METHODS
Research Design
The major goal of this study is to determine how sleep deprivation affects
Lingunan Senior High School students in their senior year. This study used a descriptive
research method to determine how sleep deprivation has affected pupils at Lingunan
Senior High School.
To characterize "what exists" in terms of factors or conditions in a scenario,
descriptive research is performed to gather data about the phenomenon's current state.
Rich data from descriptive research may result in crucial practice-oriented
recommendations. The approach gathers a lot of information for a thorough investigation.

The type of research question, design, and data analysis that will be used on a certain
issue are all referred to as descriptive research.
Whether quantitative or qualitative research can be descriptive. It may involve
groups of quantitative data that can be numerically tallied along a continuum. Surveys,
interviews, observations, and portfolios are a few of the often-used data collection
techniques for descriptive study.
According to Pagoso (1992), descriptive research methods entail gathering
information to respond to inquiries about the respondents' current circumstances.
Descriptive research, according to Sevilla (1992), is intended to help the researcher learn
more about the state of the world. The descriptive approach, according to Calderon
(1993), is "a purposeful process of acquiring, analyzing, classifying and tabulating data
concerning current situations, beliefs, processes, trends, and cause-effect relationships
and providing an adequate and accurate interpretation of such data."
Population and Sampling
The researchers bounded the pool of respondents to Lingunan Senior High
School. The total number of respondents is eighty-three (83) students drawn from various
strands and sections of grades eleven (11) and twelve (12).

In this study, the researchers used simple random sampling, in which they
selected a sample from a larger population, everyone is chosen entirely by chance, and
each member of the population has an equal chance of being included in the sample.
Sources of Data
The information will be gathered in a measured and systematic manner to ensure
accuracy and facilitate data analysis with survey questionnaires and document
review/analysis.
Survey Questionnaire
The process of gathering information about a specific group using questionnaires.
This is used to aid in the collection of data from a large group of people. Close-ended
questions are used to collect numerical data in the case of quantitative data analysis.
The collected data is then organized into quantifiable data sets for analysis. This
may include organizing quantitative data, such as numbers or statistics, and then
analyzing the organized data. Interpreting the collected data can provide valuable
insights. These insights provide specific data about how a specific target audience may
behave or feel.
Validation. For instrument validation, the researchers conducted pilot testing.
The pilot testing evaluates, examines, and revised each research question. It is also
considered and concerned with whether the question is capturing the information it’s
intended to measure.
Administration and Retrieval. The researchers sought permission to conduct the
study from the high school principal, Mr. Domingo A. Lozande. Upon approval, the
researchers began to distribute the survey links to the respondents of this research and
administered the questionnaires which he retrieved afterward.
Document Review/Analysis
This was used to determine the academic performance of the respondents based
on records submitted by the subject teachers to the principal's office. Following the
approval of the permit, the researcher examined the records of the senior high school
students' first grading period, specifically their General Weighted Average (GWA), to
assess their overall academic performance.

Data Analysis
The researcher used the following statistical tools to achieve a meaningful
statistical treatment of the data and an in-depth interpretation of the findings:
1. Weighted Mean
This statistical tool was used to compute the mean of the data to assess
respondents' responses. It is calculated using the following formula:
Where:
W.M = Weighted Mean
X = weight of each scale item value
f = frequency of X
N = Overall total of the frequency for each item value
2. Frequency and Percentage
The data regarding the impact of sleep deprivation encountered by the
respondents were determined by classifying them according to different categories.
a. Frequency Distribution - a listing of data set which divides the data into classes and
gives a count on the number of observations in each class.

b. Percentage - the proportion of the sample in each section.
Where:
P = Percentage
n = Sample size
N = Total population
The results were interpreted using the revised Likert-type scale responses.
SCALE REVISED LIKERT-TYPE SCALE RESPONSES
4.50 – 5.00 5 Extremely Affected

3.50 – 4.49 4 Highly Affected
2.50 – 3.49 3 Moderately Affected
1.50 – 2.49 2 Slightly Affected
0.05 – 1.49 1 Never Affected
The set of interpretations was used for the effects of sleep deprivation through
written works, performance tasks, and extra-curricular activities of the senior high school
students.
All computations were done with the use of Microsoft Excel.

Chapter 3
RESULTS
This chapter deals with the presentation, analysis, and interpretation of the data
collected from the selected students of Lingunan Senior High School, according to the
objectives.
Problem 1: What is the profile of the students in Lingunan Senior High School in
terms of:
1.1 Gender
Table 1
Respondents’ Profile in terms of Gender
Gender Frequency Percentage
Female 53 63.90
Male 25 30.10
LGBTQIA+ 5 6.00
Total 83 100
Table 1 illustrates the distribution of the respondents by gender. The female
respondents made up 53 of the total 83, the male respondents 25, and LGBTQIA+ 5. The
percentage of female respondents was higher than males and LGBTQIA+ with a
percentage of 63.90, 30.10, and 6.00 respectively.
1.2 Grade Level

Table 2
Respondents’ Profile in terms of Grade Level
Grade Level Frequency Percentage
Grade 11 31 37.30
Grade 12 52 62.70
Total 83 100
Table 2 depicts the distribution of the respondents by grade level. The grade 11
respondents are made up of 31 of the total 83, and grade 12 respondents 52. The
percentage of grade 12 respondents was higher than grade 11 with a percentage of 62.70
and 37.30 respectively.
1.3 Strand
Table 3
Respondents’ Profile in terms of Strand
SHS Strand Frequency Percentage
HUMSS 49 59.00
ABM 32 38.60
GAS 2 2.40
Total 83 100
Table 3 portrays the distribution of the respondents by strand. The HUMSS
respondents are made up of 49 of the total 83, the ABM respondents were 32, and the
GAS respondents were 2. The percentage of HUMSS respondents was higher than ABM
and GAS respondents with percentages of 59.00, 38.60, and 2.40 respectively.
Problem 2: What are the students’ bedtime and wake-up times?
2.1 Bedtime
Table 4
Students’ Bedtime
Bedtime Frequency Percentage
6:00 pm 2 2.40
7:00 pm 2 2.40
8:00 pm 5 6.00
9:00 pm 13 15.70
10:00 pm 21 25.30
11:00 pm 20 24.10
12:00 am and up 20 24.10
Total 83 100
Table 4 confirms the bedtime of selected students in Lingunan Senior High
School. There are both 2.40% or 2 respondents of the total 83 who have a bedtime of
6:00 pm and 7:00 pm. 6.00% or 5 respondents have an 8:00 pm bedtime and 15.70% or
13 respondents are into a 9:00 pm bedtime. 10:00 pm bedtime has 25.30% or 21
respondents while 11:00 pm and 12:00 am and up have 20 respondents’ bedtime or
24.10%. It can be seen that 10:00 pm bedtime has the greatest number of respondents
compared to the other sleeping hours.
2.2 Wake-up Time
Table 5
Students’ Wake-up Time

Wake-up Time Frequency Percentage
3:00 am or earlier 6 7.20
4:00 am 34 41.00
5:00 am 15 18.10
6:00 am 28 33.70
Total 83 100
Table 5 expresses the wake-up time of selected students in Lingunan Senior High
School. There are 7.20% or 6 respondents of the total 83 who have a wake-up time of
3:00 or earlier. 41.00% or 34 respondents have a 4:00 am wake-up time and 18.10% or
15 respondents are into a 5:00 am wake-up time while 6:00 am wake-up time is 33.70%
or 28 respondents. The 4:00 am wake-up time has the greatest number of respondents
compared to the other waking-up hours.
Problem 3: What are the causes of Student’s Sleep Deprivation
3.1 Causes of Lack of Sleep
Table 6
Causes for Students’ Sleep Deprivation

Causes of Sleep Deprivation Frequency Percentage
Academic Demands 47 56.60
Personal Interests 37 44.60
Smartphone Usage 49 59.00
Work Schedules 23 27.70
Taking Medications 4 4.80
Regular intake of stimulants (coffee, tea, 8 9.60

soft drinks)
Environmental factors (noise, loud 12 14.50

neighbors, faulty roofs, etc.)
Depression and Anxiety 22 26.50
Health Conditions 15 18.10
Stressful Environment 32 38.60
Table 6 describes the causes of sleep deprivation among selected students in
Lingunan Senior High School. There are 56.60% or 47 responses gained of the total 249
where academic demands are their cause of sleep deprivation. 44.60% or 37 responses
gained by personal interests, work schedules gathered 27.70% or 23 responses, 59.00% or
49 responses from considering their smartphone usage, and 4.80% or 4 responses are into
taking medications. Regular intake of stimulants (coffee, tea, soft drinks) has responses
of 9.60% or 8, 14.50% or 12 from environmental factors (noise, loud neighbors, faulty
roofs, etc.), 26.50% or 22 responses considered depression and anxiety, 18.10% or 15
responses from considering health conditions while the stressful environment has 38.60%
or 32 responses. It can be seen that academic demands have the greatest number of
responses compared to the other causes of sleep deprivation.
Problem 4: What are the students’ General Weighted Average (GWA) for the
first quarter?
Table 7
Students’ First Quarter General Weighted Average
General Weighted Frequency Percentage

Average (GWA)
74 and below 3 3.60
75-79 4 4.80
80-84 19 22.90
85-89 32 38.60
90-95 24 28.90
96-99 1 1.20
Total 83 100
Table 7 illustrates the first quarter General Weighted Average (GWA) of selected
students in Lingunan Senior High School. There are 3.60% or 3 respondents of the total
83 who have a 74 and below GWA. 4.80% or 4 respondents have a GWA ranging from
75-79, GWA ranging from 80-84 has respondents of 22.90% or 19, and 38.60% or 32
respondents have a GWA ranging from 85-89. 28.90% or 24 respondents from the GWA
range of 90-95 while the 96-99 GWA range has 1.20 or 1 respondent. It can be seen that
85-89 have the greatest number of respondents compared to the other GWA ranges.
Problem 5: What are the effects of sleep deprivation on students’ performance in
the first quarter?
4.1 Written Works
Table 8
Effects of Sleep Deprivation on Students’ Written Works
Statements Weighted Mean Verbal Interpretation

It makes me hard to gain high 3.28 Moderately Affected
scores on quizzes.
I have difficulties gaining
passing scores in long tests, 3.30 Moderately Affected
summative exams,
and chapter tests.
I can’t focus on taking notes 2.94 Moderately Affected
about the topic.
It is difficult for me to get 3.07 Moderately Affected
correct answers in the
Quarterly Assessment.
Overall 3.15 Moderately Affected
Legend: 5–Extremely Affected, 4–Highly Affected, 3–Moderately Affected, 2–Slightly Affected, 1–Never
Affected
Table 8 shows the weighted mean and the verbal interpretation regarding the
effects of sleep deprivation on the written works of students in Lingunan Senior High
School. It is revealed that written works have an overall weighted mean of 3.15 or verbal
interpretation of moderately affected.

4.2 Performance Tasks
Table 9
Effects of Sleep Deprivation Students’ Performance Tasks
I do not have the energy 2.95 Moderately Affected

and excitement to
participate in a group task.
I prefer doing activities 3.11 Moderately Affected

alone to socializing and
participating.
I often lose performance 2.64 Moderately Affected
tasks ending up failing.
I found it hard to perform 2.75 Moderately Affected

activities.
Total 2.86 Moderately Affected

Affected
Table 9 displays the weighted mean and the verbal interpretation regarding the
effects of sleep deprivation on performance tasks of students in Lingunan Senior High
School. It is revealed that performance tasks has an overall weighted mean of 2.86 or
verbal interpretation of moderately affected.

4.2 Extra-curricular Activities
Table 10
Effects of Sleep Deprivation on Students’ Extra-Curricular Activities
I am losing interest in 2.83 Moderately Affected

different events in school.
I lose my confidence in
participating in extra- 3.01 Moderately Affected
curricular activities.
I do not have enough time 3.00 Moderately Affected
to join school-related
activities.
I would rather take the
time to rest than participate 3.20 Moderately Affected
in such school contests.
Total 3.01 Moderately Affected
Affected
Table 10 exhibits the weighted mean and the verbal interpretation regarding the
effects of sleep deprivation on the extra-curricular activities of students in Lingunan
Senior High School. It is revealed that extra-curricular activities have an overall weighted
mean of 3.01 or verbal interpretation of moderately affected.

Chapter 4
DISCUSSION
This chapter presents the summary of the study. It includes the summary of
findings from the data gathered, the conclusions drawn from these findings, and the
recommendations offered by the researcher.
Summary of Findings
This study summarizes the Effects of Sleep Deprivation on Lingunan Senior High
School Students which indicates the following:
1. What are the student’s bedtime and wake-up time?
1.1 Bedtime; 1.2 Wake-up time
10:00 pm was displayed as the most common bedtime of students (21 or
25.30%). Different bedtime hours also include 11:00 pm and 12 am and up (24
respondents or 24.10%). 9:00 pm (13 respondents or 15.70%); 8:00 pm (5
respondents or 6.00%); 7:00 pm (2 respondents or 2.40%); and 6:00 pm (2
respondents or 2.40%). On the other hand, 4:00 am was exhibited as the most
common wake-up time of students (34 respondents or 41.00%). Other wake-up
time hours also include 5:00 am (15 respondents or 18.10%). 6:00 am (28
respondents or 33.70%); and 3:00 am or earlier (6 respondents or 7.20%).
2. What causes students’ sleep deprivation?
Smartphone usage was revealed as the most encountered cause of sleep
deprivation (49 responses or 59.00%). Other causes are personal interests (37 responses
or 44.6%); academic demands (47 responses or 56.60%); work schedules (23 responses
or 27.70%); taking medications (4 responses or 4.80%); regular intake of stimulants (8
responses or 9.60%); environmental factors (12 responses or 14.50%); depression and
anxiety (22 responses or 26.50%); health conditions (15 responses or 18.10%); and
stressful environment (32 responses or 38.60%).

3. What is the student's General Weighted Average (GWA) in their First
Quarter?
85-89 was revealed as the most gained General Weighted Average or GWA for
the first quarter (32 respondents or 38.60%). Other gained GWA is the following: 90-95
(24 responses or 28.90%); 80-84 (19 respondents or 22.90%); 75-79 (4 respondents or
4.80%); 74 and below (3 respondents or 3.60%); and 95-99 (1 respondent or 1.2%).
4. How does sleep deprivation affects the academic performance of Senior
High School students in their First Quarter in terms of:
4.1) Written Works; 4.2) Performance Tasks;
4.3) Extra-curricular activities?
Sleep deprivation had affected the academic performance of students in terms of
written works (M=3.15); performance tasks (M=2.86); and extra-curricular activities
(M=3.01); which all denoted a moderate affected as verbally interpreted.
5. How does sleep deprivation affects the academic performance of Senior
High School students in their First Quarter in terms of:
4.1) Written Works; 4.2) Performance Tasks;
4.3) Extra-curricular activities?

Sleep deprivation had affected the academic performance of students in terms of
written works (M=3.15); performance tasks (M=2.86); and extra-curricular activities
(M=3.01); which all denoted a moderate affected as verbally interpreted.
Conclusions
From the foregoing findings, the following conclusions were drawn:
1. Lingunan Senior High School students’ most common bedtime hour is 10:00 pm
while 6:00 pm and 7:00 pm are the least common bedtime hour.
2. Smartphone usage, academic demands, and personal interests are the major
contributor to the causes of sleep deprivation among students.
3. The most common General Weighted Average (GWA) among students is in the
range of 85-89 while the least common GWA is 95-99 range.
4. Sleep deprivation moderately affected the academic performance of students in
terms of written work.
5. Academic performance of students based on performance tasks is moderately
affected by sleep deprivation.
6. Extra-curricular activities were also moderately affected by the presence of sleep
deprivation among students.
Recommendations
Based on the findings laid out and the conclusions drawn, the following
recommendations are hereby proposed by the researcher:
1. School administration/management should monitor and evaluate institutional
policies and guidelines pertaining to sleep deprivation prevention measures. To
ensure productivity and effectiveness, they must properly plan and execute the
various programs.
2. Schools may utilize their funds and resources on development programs to cater
to sleep-deprived students and rehabilitate their schedules.
3. Parents should look after their child’s addiction to smartphones as the primary
contributor to the cause of sleep deprivation. They should be the ones to initiate
changes.
4. Students must lay down disturbances in the environment and focus more on
studying in peaceful and quiet surroundings, to increase their GWA.
5. Students also should fix their time management system and participate more in
activities not only academically related but also extra-curricular.
6. Future researchers should investigate the conclusions of this research to further
identify this issue as a major concern in order to formulate such interventions in
combating sleep deprivation.

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LINGUNAN NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT

THE EFFECTS OF SLEEP DEPRIVATION ON THE ACADEMIC

PERFORMANCE OF LINGUNAN SENIOR HIGH SCHOOL STUDENTS

Presented to the Faculty of the

Senior High School Department

Lingunan National High School

of the Requirements for the subject

Herbolinggo, Tesie Mae

—a full course load, extracurricular activities, and socializing with friends—can be

successful in the long run.

Adequate, high-quality sleep of the optimum duration aids memory processing

and learning. It aids in the maintenance of concentration, executive cognition,

sensorimotor integration, and memory processing (Vyazovskiy, 2015). Individuals' sleep

engagements, psychiatric and somatic conditions, and individual physiological

characteristics (Lenma, 2012).

Background of the Study

idiopathic hypersomnia all have a significant impact on sleep (Pagel, 2009).

According to National Sleep Foundation Recommends New Sleep Times,

inability to process information; in the long term, it can contribute to cardiometabolic

disorders and even increased mortality (Yazdi, 2016).

hours have been linked to poor academic performance (Abdulghani, 2012).

internationally whose importance contributed to the attainment of the objectives of the

Sleep deprivation and duration

less than six hours a day.

schedules, sleep inconsistency tends to be highest. In college, adolescents who experience

more significant sleep variability perform worse (Okano et al., 2019).

Meanwhile, stress is a contributing factor to sleeplessness, while others can be

compromised (Merenheimo, 2018).

which will result in weight issues, hypertension, cardiovascular problems, metabolic

when experiencing sleep loss.

brain structures, which is perilous to rational thinking (Zeek et al., 2015).

Teens and adolescents often face difficulties at school if sleep-deprived. School

physical health problems (Henna, 2018).

Sleep problems could be a sleep pattern that is not acceptable or unsatisfactory to

problems and considered it as a normal phenomenon. The ongoing trends of urbanization

behavior problems including sleep (Mishra et al., 2017).

According to an article by Patrick et al. (2017), sleep deprivation is common

academic work and social pursuits.

brain's neocortex, where long-term memories are processed.

Sleep deprivation and academic performance

The research showed that as sleep duration decreases, academic performance

improving performance. Instead, learn self-discipline and time management. Indeed,

perform well in school as a consequence (Rosel, 2020).

Research conducted by Toyong (2020) concluded that eighty-eight percent of the

the recommended 8 hours of sleep, with 60 percent classified as poor sleepers. An

English Dictionary as an all-nighter—occurred, on average, 2.7 days a month (Patrick et

INPUT PROCESS OUTPUT

Nature of respondents Analysis of research data

according to: through:

a. Gender a. Survey performance in terms of:

b. Grade Level Questionnaire

Figure 1. CONCEPTUAL FRAMEWORK

expected outcome of the study, which is enhanced academic performance in terms of

written works, performance tasks, and extra-curricular activities.

Statement of the Problem

performance of Lingunan Senior High School Students Academic Year 2022-2023.

Specifically, it sought to answer the following questions:

1. What are the students’ bedtime and wake-up time?

2. What causes students’ sleep deprivation?

School students in their First Quarter in terms of:

for acceptance and rejection at a .05 level of significance.

There is no significant effect between sleep deprivation and the academic

Academic Year 2022-2023.