Final Thesis Paper

St.
Paul University Surigao

St. Paul University System
Surigao City, Philippines
The Correlation Between Lifestyle Health Practices and Academic Performance of SPUS College Students
THE CORRELATION BETWEEN LIFESTYLE HEALTH PRACTICES AND

ACADEMIC PERFORMANCE OF SPUS COLLEGE STUDENTS
A Research Paper Presented

the Faculty of the College of Health and Sciences
St. Paul University Surigao
Surigao City, Surigao del Norte, Philippines
In Partial Fulfillment of the Requirements for the Degree

Bachelor of Science in Nursing
by
ESCOPETE, CHRISTIAN JAY N.
ILIGAN, JULIANNE B.
SACLOLO, ALEJANDRO III
February 2024
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TABLE OF CONTENTS
Page
TITLE 1
TABLE OF CONTENTS 2
LIST OF TABLES 3
ACKNOWLEDGEMENTS 4
ABSTRACT 6
CHAPTER
1 THE PROBLEM AND ITS BACKGROUND

Introduction 7
Conceptual Framework of the Study 9
Statement of the Problem 11
Hypothesis 12
Significance of the Study 12
Scope and Limitation 15
Definition of Terms 15
2 REVIEW OF RELATED LITERATURE 18
3 METHODOLOGY
Research Design 27
Research Respondents 28
Research Environment 28
Data Gathering Procedure 29
Research Instrument 30
Data Analysis 33
Data Transformation 33
4 RESULTS AND DISCUSSION 35
5 SUMMARY 54
FINDINGS 56
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CONCLUSION 58
RECOMMENDATIONS 60
REFERENCES 62
CURRICULUM VITAE 66
APPENDICES
LIST OF FIGURES AND TABLES:
Figure 1. Schematic Diagram of the Study 10
Table 1. Profile of the Participants 36

Table 2. The Level of Participants' Lifestyle Practices in terms of Sleep Pattern 37
Table 3.1. The Level of Participants' Lifestyle Practices in terms of Diet 40
Table 3.2. The Level of Participants' Lifestyle Practices in terms of
Negative Eating Habits 41
Table 3.3. The Level of Participants' Lifestyle Practices in terms of

Positive Eating Habits 43
Table 4. The Level of Participants' Lifestyle Practices in terms of

Physical Activities 45
Table 5. The Level of Academic Performance as Measured by their

Perceived Grade Point Average (GPA) 48
Table 6. Significant Relationship between the Participants' Level of

Lifestyle Practices and Level of Academic Performance as Measured by 49
their Perceived Grade Point Average (GPA)
Table 7. Significant Difference between the Participants' Level of

Lifestyle Practices and their Level of Academic Performance as
Measured by their Perceived Grade Point Average (GPA) 51
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ACKNOWLEDGEMENTS
Gratitude is extended to the Almighty God, whose enduring grace, guidance, and
protection have been the cornerstone of our journey throughout this research project. His
divine presence has illuminated our path and sustained us in our pursuit of knowledge.
Our deepest appreciation goes to our esteemed adviser, Ms. Carmel Grace Guazon,
RN, MAN. Her unwavering support, patience, motivation, and profound knowledge have
been invaluable assets. Her guidance has been a guiding light, steering us through the
complexities of research and thesis writing with wisdom and encouragement.
Heartfelt thanks are extended to our parents, whose unwavering financial support
has made this study possible. Beyond the financial assistance, their guidance,
encouragement, and inspirational presence throughout our lives have been a source of
strength. To our parents, a special and heartfelt thank you for your constant support and
parental guidance.
Acknowledgment is also due to our fellow classmates and friends. The stimulating
discussions, collaborative efforts during sleepless nights to meet deadlines, and the shared
moments of joy over the past year have added a rich layer to our academic experience. We
express our gratitude for the camaraderie and mutual support that defined our collective
journey.
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A sincere thank you is extended to our thesis professor, Mr. Vincent Louis
Duncano, RN, MAN. His trust, valuable advice, unwavering support, patience, and
guidance from the inception to the completion of the study have been instrumental. Mr.
Duncano's mentorship has played a pivotal role in shaping the quality and depth of our
research.
In closing, we acknowledge with profound gratitude all those who have played a
role, big or small, in making this research endeavor a reality. Your collective contributions
have left an indelible mark on our academic journey, and for that, we are truly thankful.
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ABSTRACT
This research investigates the correlation between lifestyle health practices and
academic performance among students at Saint Paul University Surigao (SPUS). The
study employs a systematic approach, utilizing Analysis of Variance (ANOVA) to explore
this relationship. The research design incorporates demographic profiling, including age,
gender, academic standing, and socio-economic status. Data is collected through validated
instruments, including sleep pattern, dietary, and physical activity assessments. The study,
conducted within the SPUS environment, analyzes 314 respondents, considering various
dimensions such as gender, age, academic performance, and socio-economic backgrounds.
The findings reveal significant correlations between specific diet and physical
activity elements with academic success, aligning with existing literature. Notably, sleep
patterns do not significantly impact academic performance. The study emphasizes socio-
economic diversity among participants, highlighting the need for tailored interventions.
Recommendations include a comprehensive assessment of dietary intake, mandatory
exercise activities, and initiatives to reduce sedentary behavior. The study contributes to
understanding how distinct lifestyle factors influence academic success among college
students. Future research is encouraged to explore lifestyle practices in different
populations and consider evolving trends in the 21st century, including technological
advancements in education.
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Lifestyle encompasses the distinct characteristics and behaviors of individuals
within a specific geographical and temporal context. It encompasses the student’s daily
routines, work responsibilities, leisure pursuits, and dietary choices. A person's way of life
is profoundly influenced by the geographical, economic, political, cultural, and religious
milieu in which they are situated (FARHUD, 2015). In recent years, there has been a
growing global interest in the study of lifestyle practices, as they are increasingly
acknowledged as a pivotal factor influencing an individual's overall health. While a
healthy lifestyle is commonly associated with improved academic performance, there is
also research indicating that unhealthy lifestyles may detrimentally affect cognitive
abilities and, consequently, hinder academic achievement (Giuseppe Maniaci, 2021).
The purpose of this study is to investigate the intricate relationship between the
lifestyle health practices of SPUS college students and their academic performance. By
examining the influence of these practices on academic achievements, this research aims
to provide valuable insights into how students' choices regarding their physical and mental
well-being impact their scholastic success. The study also seeks to explore potential
differences in these relationships based on the participants' profiles, shedding light on the
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role of health practices in academic performance and, by extension, mental well-being
among this specific student population.
The adoption of a healthy lifestyle, characterized by practices such as maintaining
a balanced diet, regular exercise, quality sleep, stress management, substance avoidance,
seeking social support, and minimizing screen time, has long been recognized as pivotal
for overall well-being (Maniaci et al., 2018). An individual's health is profoundly shaped
by their lifestyle choices. However, the rigors of academic life can amplify stress levels,
making it challenging for young individuals to sustain a healthy way of life.
This research study is designed to delve into the profound relationship between
students' lifestyle health practices and their academic performance, with a keen focus on
their mental well-being. Their primary objective is to discern the extent to which various
lifestyle practices, both positive and negative, intersect with students' academic
accomplishments within the SPUS community. It is driven by a compelling vision to enact
meaningful change in the lives of students, empowering them with the knowledge that
embracing a holistic approach, which encompasses physical and mental activities and
overall well-being, can be a catalyst for enhancing their academic success and nurturing
their mental health. The researchers firmly believe that there exists an intricate connection
between academic performance and mental well-being, and their research endeavors to
illuminate this vital link.
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The ramifications of their findings extend beyond the realm of academia, having
the potential to inspire SPUS to craft tailored programs and educational initiatives that
underscore the profound value of maintaining healthy lifestyles. Their goal is not only to
mitigate the risk of diseases but to help students pursue their life goals, recognizing that a
balanced and health-conscious lifestyle is a cornerstone of success. By fostering a culture
of holistic well-being, they envision a student body that not only excels academically but
also enjoys robust mental health, ensuring the students are well-equipped to navigate the
challenges and opportunities that lie ahead.
Conceptual Framework of the Study
A visual representation of this framework, as illustrated in Figure 1, serves as a
roadmap for our research. The first section provides a detailed overview of the
participants' demographic profile, encompassing variables such as age distribution, sex
distribution, year level, department, socio-economic status, and residency type.
The second section comprises key health practices that may influence GPA,
including:
Sleep Pattern: Contrary to the study's hypothesis, the number of hours slept each
night did not display a direct link with scholastic achievement. However, the study found
that social support and perceived stress significantly influenced sleep duration, both
positively and negatively.
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Diet: The study established a noteworthy connection between dietary practices and
academic performance, highlighting that adopting healthy diets can lead to improved
academic accomplishments.
Physical and Social Activities: Academic achievement was positively associated
with strong social support in the community, emphasizing the role of physical and social
activities in enhancing academic performance.
The third section visually represents participants' academic performance, including
their GPA in the 2022-2023 first semester. It guides our research in examining the
intricate link between lifestyle practices and SPUS students' academic success, with the
goal of understanding the role of health practices in academics and mental well-being.
1 2 3
Profile: Health Practices of Academic Performance
- Age College Students, in of College Students, in
- Sex terms of: terms of:
- Year Level & 1. Sleep Pattern Grade Point Average
Department 2. Diet (GPA)
- Socio-economic Status 3. Physical & Social
- Type of Residence Activities
Figure 1. Schematic Diagram of the Study
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Statement of the Problem
This study places primary emphasis on the association between lifestyle health
practices and the academic performance of SPUS college students. To gather vital insights
and information, the researchers endeavored to address the following questions:
1. What is the profile of the participants in terms of:
1.1 Age
1.2 Sex
1.3 Year level and Department
1.4 Socio-Economic Status
1.5 Type of Residence
2. What is the level of participants' lifestyle practices in terms of the
following:
2.1 Sleep Pattern
2.2 Diet
2.3 Physical & Social Activities
3. What is the level of academic performance as measured by their perceived
Grade Point Average (GPA)?
4. Is there a significant relationship between the participants' level of lifestyle
practices and their level of academic performance?
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5. Is there a significant difference between the participants' level of lifestyle
practices and their level of academic performance?
Hypothesis
At 0.05 level of confidence, it is hypothesized that:
Ho1: There is no significant relationship between the participants' level of lifestyle
practices and their level of academic performance.
Ho2: There is no significant difference between the participants' level of lifestyle practices
and their level of academic performance.
Significance of the Study
The significance of this study resonates with a broad spectrum of stakeholders:
For Medical Health Practitioners: This study aims to explore if there's a
meaningful link between SPUS college students' lifestyle health practices and their
academic performance. Understanding this connection will provide medical professionals
with insights into how physical and mental well-being might or might not impact
academic success. This knowledge could enhance guidance and support for patients,
potentially contributing to overall health improvements.
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For Teachers: This study aims to investigate if SPUS college students'
lifestyle health practices significantly impact their academic performance. Discovering
this connection could empower teachers by providing insights into whether lifestyle
choices play a role in academic success. Understanding this relationship might help
educators address individual student needs more effectively, potentially improving
learning outcomes and supporting mental well-being.
For Students: This study aims to explore if there's a noticeable link between
the lifestyle choices of SPUS college students and their academic performance.
Understanding this connection can highlight whether healthy habits play a role in
academic success. It's an opportunity for students to consider how their choices impact
their well-being and academic journey, encouraging them to make informed decisions
about their lifestyle.
For Future Researchers: This study aims to explore if there's a substantial
connection between the lifestyle choices of SPUS college students and their academic
performance. Whether this study confirms or refutes a significant link, it sets the stage for
future research to delve deeper into this relationship. This groundwork will enable
subsequent studies to expand our knowledge and add to the existing academic literature in
this field.
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For Policymakers: This study investigates whether there's a clear connection
between the lifestyle choices of SPUS college students and their academic performance.
Understanding this relationship, or lack thereof, can guide policymakers in developing
strategies. Whether the study confirms or challenges the link, it offers evidence to inform
the creation of programs and initiatives aimed at promoting healthier lifestyles within
educational settings.
For Educational Institutions: This study examines whether there's a
noticeable link between the lifestyle choices of SPUS college students and their academic
performance. Understanding this relationship, or its absence, can empower educational
institutions. Whether the study confirms or challenges this connection, it provides valuable
insights for institutions to develop specific programs and services aimed at improving the
overall well-being and performance of their student body.
For Parents: This study aims to explore whether there's a noticeable link
between the lifestyle choices of SPUS college students and their academic performance.
Understanding this potential connection can provide parents with insights into their
children's choices. Whether the study confirms or challenges this link, it offers valuable
information for parents to guide their children toward healthier practices that may impact
both academic success and mental well-being.
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Scope and Limitation
This research study was conducted at Saint Paul University Surigao. The scope of
the study was to determine and understand the lifestyle health practices that may have
influenced academic performance. This study was specifically targeted at students
enrolled at St. Paul University Surigao during the initial semester of the 2022-2023 school
year. It encompassed students from diverse levels across departments including COE
(College of Engineering), CCJE (College of Criminal Justice Education), CHS (College
of Health Sciences), CECA (College of Education, Culture, and Arts), and CBT (College
of Business and Technology).
Definition of Terms
These definitions are crucial for establishing a common understanding of terms
used within the study, ensuring consistency and clarity in the research context.
Academic Life: Within this study, academic life was assessed by evaluating the
frequency and completion rates of coursework and assessments to explore any potential
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correlation between students' engagement with academic responsibilities and their lifestyle
health practices.
Diet: The study evaluated diet through detailed dietary logs, aiming to discern
potential connections between specific dietary habits and academic performance among
SPUS college students.
GPA (Grade Point Average): The GPA was collected from academic records
provided by the institution for the first semester of the academic year 2022-2023, aiming
to understand potential links between students' lifestyle health practices and their
academic achievements as reflected in their GPA.
Health (Practices): Health practices were assessed through self-reported surveys
capturing behaviors related to nutrition, exercise, sleep, stress management, and other
health-promoting activities, aiming to uncover any discernible relationship between these
practices and academic performance.
Healthy Lifestyle: A healthy lifestyle was gauged based on self-reported adherence
to health-promoting behaviors, aiming to determine potential correlations between these
practices and academic success among SPUS college students.
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Lifestyle (Practices): Self-reported surveys captured various lifestyle aspects like
health-related activities, leisure pursuits, social interactions, and daily routines, aimed at
exploring potential links between these practices and academic performance.
Physical Activities: Quantification of physical activities involved self-reported
logs, activity trackers, or recorded participation in sports and exercise programs to explore
potential connections between physical activity and academic performance.
Social Activities: Self-reported surveys captured participation rates in social
events, clubs, and peer-group interactions to investigate any potential correlation between
involvement in social activities and academic achievements.
Stress: Stress levels were evaluated through self-reported stress assessment scales
and perceived stress levels reported in surveys, aimed at understanding if stress levels
have any impact on academic performance among SPUS college students.
Vigorous Physical Activities: The study assessed the total physical activity
concerning the higher thresholds of measures of total physical activity which equates to at
least moderate-intensity activities at least one hour per day or more, with activities such as
heavy lifting, digging, aerobics, and fast bicycling.
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Moderate Physical Activities: The study measured total physical activity
concerning love active category equivalent to “half an hour of at least moderate-intensity
Physical Activity on most days”.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter delves into a comprehensive review of literature that holds
significance and relevance to the current study. It encompasses various reviews and
compilations of published research and credible articles directly associated with the
study's focus and scope.
2.1 Introduction
Maniaci's study (2021) delved into the correlation between academic achievement
and healthy behaviors, identifying a positive link between factors like balanced nutrition,
perceived social support, and self-esteem, and students' academic performance. The
study's hypothesis posited a strong association between students' health-centric lifestyle
behaviors and academic success. Gender emerged as a moderating variable impacting the
relationship between academic achievements. Additionally, high stress levels among
students correlated with poorer academic outcomes, supporting the anticipation that
engaging in healthy lifestyle behaviors would significantly predict a student's academic
accomplishments.
Burns' research (2018) suggested that increased levels of physical activity could
enhance cognitive functioning, potentially leading to improved academic performance
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among adolescents. Poor academic performance was associated with inadequate sleep
patterns. The study also proposed that various health behaviors during adolescence might
mitigate or exacerbate the impact on academic performance.
Jalali's study (2020) highlighted diverse factors influencing academic success,
including family income levels, evolutionary processes, intake of supplements and
medications, dependence on social media, addiction to social networks, and societal
issues.
Burrows' research (2017) underscored the adverse effects of excessive alcohol
consumption, sleep deprivation, and poor mental health on university students' academic
success.
These studies collectively emphasize the intricate relationship between health-
related behaviors, lifestyle choices, and academic achievement, highlighting the
multifaceted nature of factors influencing students' success in educational settings
(Maniaci, 2021; Burns, 2018; Jalali, 2020; Burrows, 2017).
2.2 Sleep and Academic Performance
Zeek's exploratory study (2015) revealed a positive correlation between adequate
sleep duration and students' grade point averages (GPAs). Notably, student pharmacists
often obtained only 7 hours of sleep per night, with insufficient sleep particularly evident
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during examination periods. This study found that higher grades and semester GPAs
correlated with longer sleep durations on nights preceding examinations.
Okano's study (2019) highlighted the association between improved academic
performance and longer sleep duration, enhanced sleep quality, and consistent sleep
patterns. It provided valuable insights into the interrelation between sleep habits and
academic achievements.
Jalali's research (2020) acknowledged limitations in linking sleep directly to
academic performance. However, through a systematic review of descriptive studies, it
concluded that unhealthy sleep behaviors adversely affect various aspects of an
individual's life, including academic performance, while suggesting no significant
difference between the variables.
Toscano-Hermoso's study (2020) underscored the essential role of sleep in an
individual's health, quality of life, and academic performance. It highlighted the
relationship between sleep quality and academic scores, noting that students with poorer
sleep quality and duration tended to achieve lower academic results.
Datta's study (2018) highlighted the prevalence of sleep disturbances among
medical students, especially among males, and its negative impact on academic
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performance. Sleep disturbance was identified as a factor adversely affecting academic
achievements.
Smirnov's research (2020) among young adults suggested a complex relationship
between academic performance and sleep duration, indicating that improved academic
performance might be associated with shorter sleep durations. The intricate nature of this
relationship necessitates further exploration at the population level.
Zhai's study (2018) established a strong correlation between sleep quality and
psychological well-being. Normal sleep quality correlated with fewer psychological well-
being issues, while poor sleep quality was linked to higher levels of negative
psychological well-being. Age, gender, and education emerged as pivotal factors
influencing psychological well-being in relation to sleep quality.
These studies collectively highlight the intricate interplay between sleep patterns,
sleep quality, and their impact on academic performance and psychological well-being
(Zeek, 2015; Okano, 2019; Jalali, 2020; Toscano-Hermoso, 2020; Datta, 2018; Smirnov,
2020; Zhai, 2018).
2.3 Diet and Academic Performance
Burrows' study (2017) suggested that consistent dietary habits are associated with
students' academic achievements. It emphasized the potential link between diet and
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academic success among university and college students. The findings advocate for the
implementation of programs promoting healthy eating within university settings,
highlighting the positive influence diet might exert on students' academic
accomplishments.
Reuter's research (2020) exploring the relationship between eating habits and
academic performance revealed that regular consumption of milk, vegetables, green salad,
fruit juice, and fresh fruit did not significantly impact self-reported GPAs. However,
consuming breakfast was linked to increased self-reported GPAs, while fast food
consumption was associated with decreased academic performance.
Whatnall's study (2019) indicated minor associations between healthier nutritional
intake and higher academic achievement, albeit with limited significance due to the small
size of these relationships. Nonetheless, this evidence could serve as a motivation to
encourage improved nutritional consumption among university students.
Forster's research (2021) uncovered positive associations between breakfast
consumption, physical activity, and strength training with self-reported GPAs. Conversely,
negative associations were observed between hours of sleep per night, weekly work hours,
fast food and energy drink consumption, as well as the use of marijuana, alcohol, and e-
cigarette products, and academic performance.
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Alqahtani's study (2020) identified a correlation between dietary habits and school
performance, highlighting the significant relationship between school performance and
eating behaviors, particularly breakfast intake and fast food frequency.
Lopez-Gil's analysis (2022) of the association between self-reported eating habits
and perceived school performance by gender affirmed the positive correlation between
healthy eating habits and academic performance. It reinforced the notion that school
performance contributes significantly to healthy development among young adults.
The Youth Risk Behavior Survey's article (2021) highlighted that students with
higher academic scores tended to engage more in healthy dietary habits compared to
students with lower grades. However, it emphasized that these correlations should not be
misconstrued as causation.
These studies collectively shed light on the intricate relationship between dietary
patterns, eating behaviors, and their impact on academic performance (Burrows, 2017;
Reuter, 2020; Whatnall, 2019; Forster, 2021; Alqahtani, 2020; Lopez-Gil, 2022; Youth
Risk Behavior Survey, 2021).
2.4 Physical Activity and Academic Achievement
According to the US Center for Disease Control and Prevention, as referenced in
Lam's article (2021), engaging in physical activity enhances cognitive skills such as
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concentration, attention, and classroom behaviors. These aspects are pivotal components
contributing to improved academic success. Additionally, the article highlights that
physically active children are more likely to excel in school and achieve higher academic
grades.
Donnelly's study (2016) revealed connections between physical exercise, fitness,
cognitive function, and academic success. The research showcased the influence of
physical exercise on brain areas responsible for intricate cognitive functions during
laboratory tasks. It underscored the significance of physical activity for overall growth,
development, and general health.
The World Health Organization (WHO) in 2021 emphasized that increasing
physical activity in children benefits not only their health and well-being but also their
academic performance. Mr. Stephen Whiting, WHO's Technical Officer in the European
Office, asserted that physical activity significantly contributes to a child's cognitive skills.
These studies collectively emphasize the substantial role of physical activity in
enhancing cognitive abilities, behaviors, and overall academic achievement, underscoring
the importance of integrating physical activity into children's routines for their holistic
development (Lam, 2021; Donnelly, 2016; World Health Organization, 2021).
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2.5 Synthesis of the Review of Related Literature:
The studies show a clear link between different lifestyle factors and academic
performance in college students. Maniaci (2021) found that balanced nutrition, social
support, and self-esteem were connected to academic success. Burns (2018) suggested that
physical activity could boost cognitive abilities and potentially improve academics. Jalali
(2020) highlighted multiple factors influencing academic success, like family income and
social media use. Burrows (2017) pointed out how alcohol, lack of sleep, and mental
health issues negatively affect academics. Altogether, these studies highlight how health
behaviors and lifestyle choices impact academic achievements.
The exploration of sleep patterns reveals significant insights. Zeek (2015) and
Okano (2019) highlighted the positive association between adequate sleep duration, sleep
quality, and consistent sleep patterns with improved academic performance. However, the
studies by Smirnov (2020) and Jalali (2020) suggested a complex relationship between
sleep duration and academic achievements, necessitating further exploration at the
population level. Zhai (2018) established a strong correlation between sleep quality and
psychological well-being, emphasizing its importance for academic success.
Regarding diet, Burrows (2017) suggested a potential link between consistent
dietary habits and academic achievements, advocating for healthy eating promotion within
university settings. Reuter (2020) and Alqahtani (2020) identified correlations between
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eating habits, particularly breakfast intake, and academic performance. Whatnall (2019)
indicated minor associations between nutritional intake and academic achievement among
university students.
Physical activity emerged as a crucial factor. Lam (2021) and Donnelly (2016)
highlighted the positive impact of physical activity on cognitive skills and academic
success among children. The World Health Organization (2021) emphasized the benefits
of physical activity on children's health and academic performance.
These findings collectively underscore the intricate relationships between lifestyle
elements—sleep, diet, physical activity—and their impact on academic performance
among college students, emphasizing the need for holistic approaches to promote students'
well-being and educational success.
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CHAPTER 3
METHODOLOGY
This chapter delineates the systematic approach utilized to conduct the research,
encompassing the research design, participant demographics, selection of instruments,
data collection procedures, and the tools employed for data analysis. It serves as a
blueprint for the investigation, providing clarity on how data will be gathered, analyzed,
and interpreted to address the research objectives.
Research Design
The research design employed in this study utilized Analysis of Variance
(ANOVA) as a statistical tool to explore the correlation between students' lifestyle health
practices and their academic performance. The survey-questionnaire was distributed
through Google Forms, aiming to investigate this relationship.
The methodology was selected due to its effectiveness in examining the link
between students' lifestyle health practices and their academic achievements. Researchers
employed a survey-questionnaire via Google Forms, successfully gathering sufficient data
for a systematic analysis of this relationship.
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Research Respondents
The study involved students enrolled at Saint Paul University Surigao. Their
profile covers age distribution, gender, year level, field of study, socioeconomic status,
and type of residence. This profiling aimed to capture various demographic factors crucial
for an in-depth analysis of how students' characteristics relate to their interaction with the
study variables.
Research Environment
The study on "The Correlation Between Lifestyle Health Practices and Academic
Performance of SPUS College Students" was conducted within the academic setting of
Saint Paul University Surigao (SPUS). The research environment encompassed various
facets of the university campus, including academic facilities, classrooms, and other
common spaces.
The research was primarily carried out within the confines of the university
premises, aiming to capture the daily routines, behaviors, and academic engagements of
SPUS college students. The conducive environment provided by SPUS facilitated the
smooth execution of data collection procedures, ensuring a comprehensive understanding
of the correlation between lifestyle health practices and academic performance.
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Moreover, the university environment offered a diverse and dynamic demographic
of students from various academic disciplines and year levels, enabling the researchers to
obtain a representative sample for the study. The supportive academic infrastructure and
the cooperation of faculty and administrative staff at SPUS fostered an effective research
environment conducive to the successful execution of the study objectives.
Data Gathering Procedure
The researchers presented a letter of permission to the Dean of the College of
Nursing to ask permission to conduct the study in the school premises, initiated the study
by drafting a formal request letter through Google Forms to seek permission to conduct
the research. Various questionnaires were designed to collect pertinent information from
participants regarding different variables. The self-constructed and augmented
questionnaire for the sleep variable aimed to gauge participants' sleep patterns over the
preceding week. Additionally, the Physical Activity Assessment Tool, assessed the
participants' exercising habits. These tools were validated and underwent reliability test
using Cronbach’s Alpha by instructor/adviser before disseminating the questionnaire
checklists via a Google Form link.
The study took place at Saint Paul University Surigao. Before administering the
questionnaires, the researchers explained the study's significance to the respondents.
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Definitions of key terms were provided to ensure participants answered the questionnaires
with a comprehensive understanding of their role in the study. Participants were
encouraged to respond honestly.
The researchers employed a stratified random sampling technique to select
respondents, considering it the most suitable method for sample selection. Once the
respondents completed the questionnaires, the researchers compiled and analyzed the data
using ANOVA as a statistics tool. Subsequently, the researchers drew conclusions and
provided recommendations based on the study's outcomes.
Research Instrument
The questionnaires utilized in this study were developed following an extensive
review of existing literature and research. Upon data collection, the researchers employed
ANOVA (Analysis of Variance) as the primary statistical method to analyze and interpret
the collected data.
The instruments used for assessment, made by the researchers, included:
Sleep Pattern Assessment Tool: A 22-item-questionnaire improvised by the
researchers to gauge participants' sleep duration and patterns over the past month. Using a
four-point, Likert-type scale, respondents indicate how frequently they exhibit their
lifestyle practices in terms of sleep pattern (0=”Rarely”, 1=”Sometimes”, 2=”Often”,
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3=”Almost Always”). In Interpreting the data, the researchers were guided with the
following parametric limits 2.25-3.00 (The respondent has a Very Poor Sleep Pattern);
1.50-2.24 (the respondent has Poor Sleep Pattern); 0.75-1.49 (the respondent has Good
Sleep Pattern); and lastly 0.00-0.74 (the respondent has Excellent Sleep Pattern) Scores on
items 2,6,10,14,16, & 22 (indicating restoration after sleep and satisfaction with sleep) are
reversed before being tallied. Total overall scores can range from 0 to 66, with higher
scores indicating poor sleep patterns.
Dietary Assessment Tool: An 8-item questionnaire designed to track participants'
food intake, types of food consumed, and their perception of nutritional health. The tool
has a total score of 40. Question number 1 indicates the Overall eating habits of the
respondents, The researchers were guided by the interpretation of 4.20-5.00 (The
respondent has Excellent Eating Habits); 3.20-4.19 (The respondent has a Good Eating
Habits); 2.60-3.19 (The respondent has an Average Eating Habits); 1.80-2.59 (The
respondent has Poor Eating Habits); and 1.00-1.79 (The respondent has Very Poor Eating
Habits) In Questions 2-5 Same Intervals were applied but the Qualitative Descriptions
indicated that the higher the score the higher the respondent adheres to Negative Eating
Habits 4.20-5.00 (Very Low Practice of Eating Habits); 3.20-4.19 (Low Practice Eating
Habits); 2.60-3.19 (The respondent has an Average Practice of Eating Habits); 1.80-2.59
(High Practice of Eating Habits); and 1.00-1.79 (The respondent has Very High Practice
of Eating Habits) In Questions 6-8 Same intervals were applied but as to Qualitative
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Description it indicates that the Higher the score of the participants indicates they practice
Positive Eating Habits 4.20-5.00 (Very High Practice of Eating Habits); 3.20-4.19 (High
Practice Eating Habits); 2.60-3.19 (The respondent has an Average Practice of Eating
Habits); 1.80-2.59 (Low Practice of Eating Habits); and 1.00-1.79 (The respondent has
Very Low Practice of Eating Habits)
Physical Activity Assessment Tool: Specifically created to measure participants'
exercise duration, management of daily activities, and socialization abilities. This tool
evaluated the various levels of physical activities that the participants engaged in as part of
their Lifestyle Practices and they are categorized as Vigorous, Moderate, Walking, and
Sitting and it is taken to measure the population’s (SPUS college students) overall
physical activity, weekly exercise in days and sitting time.
These instruments collectively enabled a comprehensive analysis of the overall
population’s behaviors and perceptions of their Lifestyle Practices in terms of Physical
Activities. They were pivotal in investigating the correlation between lifestyle health
practices and academic performance through ANOVA analysis. This statistical method
provided a deeper understanding of the relationships between these variables, facilitating
more robust conclusions.
33
This revised section emphasizes the use of ANOVA analysis tools to delve into the
relationships between different variables, maintaining the focus on the study's objective of
understanding lifestyle health practices and academic performance correlations.
Data Analysis
To analyze the relationship between lifestyle health practices and academic
performance among SPUS College students, the researchers employed a multifaceted
approach that considered demographic, academic, and socioeconomic dimensions. A total
of 314 respondents were thoroughly examined, providing insights into various factors
such as gender distribution, age diversity, academic performance, departmental
representation, socioeconomic backgrounds, and residency types.
Data Transformation
Qualitative responses on lifestyle health practices were converted into numerical
values:
34
● Sleep Pattern: 0=Rarely; 1=Sometimes; 2=Often; 3= Almost Always
● Overall Eating Habits: 1=Poor; 2= Fairly Often; 3=Good; 4=Very Good; 5=
Excellent
● Positive Eating Habits: 1= Often; 2= Fairly Often; 3=Sometimes; 4=Almost
Never; 5=Never
● Negative Eating Habits: 1=Never; 2=Almost Never, 3= Sometimes; 4=Fairly
Often’ 5=Often
Numerical scores were assigned to each response, enabling ANOVA analysis.
The researchers created scores for each student based on their responses to lifestyle
health practices questions, facilitating statistical analysis. This comprehensive profile laid
the groundwork for exploring the intricate relationship between lifestyle health practices
and academic performance among SPUS College students.
35
CHAPTER 4
RESULTS AND DISCUSSION
This chapter presents the results and discussion of the study. The data are
presented following the problems stated in Chapter 1.
Profile of the Participants
Table 1 offers a comprehensive overview of the study participants, presenting key
Chapter 1 demographic factors for analysis. Age distribution demonstrates a diverse range,
encompassing individuals aged 18 to 29. Notably, the majority falls within the 20-23 age
group, constituting over two-thirds of the participants. In terms of gender, the study
achieves a balanced representation, with 48.1% male and 51.9% female participants.
Regarding academic standing, participants are spread across different years,
showing a relatively even distribution from 1st to 3rd years, while the 4th year exhibits a
slightly lower representation. The study encompasses students from various departments,
with the College of Business and Technology, College of Criminal Justice Education, and
College of Education, Culture, and Arts displaying similar participation rates.
Exploring socio-economic status, the income sources of parents or guardians
exhibit diversity, notably with a substantial portion being government-employed. The
36
distribution of estimated household monthly income highlights significant representation
in mid-range categories. In terms of residence, the majority of participants live off-campus
with family or guardians, while a notable percentage resides off-campus without family,
indicating a varied living arrangement.
Table 1. Profile of the Participants
37
In summary, this analysis sheds light on the diverse composition of participants,
providing essential insights for a comprehensive understanding of the broader context
surrounding the study's findings.
Table 2. The Level of Participants' Lifestyle Practices in terms of Sleep Pattern
Indicators M SD VI
1. I have difficulty falling asleep. 1.28 0.87 S
2. I fall into a deep sleep 1.48 0.95 S
3. I have difficulty getting back to sleep once I
1.58 1.00 O
wake up in the middle of the night.
4. I wake up easily because of the noise. 1.67 1.05 O
5. I never go back to sleep after awakening
1.50 0.91 O
during sleep.
6. I feel refreshed after sleep. 2.06 0.94 O
7. Poor sleep gives me headaches 1.72 0.95 O
8. Poor sleep makes me irritated. 1.82 0.91 O
9. I would like to sleep more after waking up. 1.84 0.95 O
10. My sleep hours are enough. 1.64 0.96 O
11. Poor sleep makes me lose my appetite. 1.63 0.97 O
12. Poor sleep makes it hard for me to think. 1.70 0.93 O
13. Poor sleep makes me lose interest in work or
1.71 0.86 O
others.
14. My fatigue is relieved after sleep. 1.88 1.01 O
15. Poor sleep causes me to make mistakes at
1.69 0.97 O
work.
16. I am satisfied with my sleep. 1.65 0.91 O
17. Poor sleep makes me forget things. 1.58 0.96 O
18. Poor sleep makes it hard for me to
1.73 0.86 O
concentrate.
19. Sleepiness interferes with my daily life. 1.84 0.96 O
20. Poor sleep makes me lose desire in all things. 1.58 0.95 O
21. Poor sleep makes me easily tired during
1.96 0.91 O
classes.
22. I have a clear head after sleep. 1.79 0.99 O
Average 1.70 0.94 O
*Reversal Scoring on # 2,6,10,14,16, and 22
Qualitative
Scale Interval Verbal Code Description Code
38
Interpretation
Very Poor Sleep VPSP
3 2.25-3.00 Always A Pattern
Poor Sleep Pattern PSP
2 1.50-2.24 Often O
Good Sleep Pattern GSP
1 0.75-1.49 Sometimes S
Excellent E
0 0.00-0.74 Rarely R
Table 2 delves into participants' lifestyle practices concerning their sleep patterns,
encompassing various indicators like difficulty falling asleep, deep sleep, waking up due
to noise, feeling refreshed after sleep, and more. Indicator 21, “Poor sleep makes me
easily tired during classes,” has the highest mean of 1.96 with a standard deviation of 0.91
which is interpreted as Poor. This connotes that among all the other items, this indicator is
mostly exhibited by the respondents and greatly contributes to the result of their sleeping
habits. This result is corroborated by a recent study of Psychol (2023). The said study
concluded that poor sleep quality has a significant and negative relationship between self-
efficacy and well-being among students which included being distracted from their classes
and feeling generally tired during class hours.
In items 2 (I fall into a deep sleep),6 (I feel refreshed after sleep), 10 (My sleep
hours are enough), 14 (My fatigue is relieved after sleep),16 (I am satisfied with my
sleep), and 22 (I have a clear head after sleep) which are scored in reverse, have an
overall mean of 1.75 and are interpreted as Good. This means that the respondents often
experience these feelings after their sleep and have contributed to an overall feeling of
Good Sleeping Pattern.
39
The overall average across all indicators points to a moderate level of lifestyle
practices related to sleep (M = 1.70), which is interpreted as a Poor Sleep Pattern.
Although the respondents have experienced good sleeping habits as evidenced by the
results of the reversed items (2, 6, 10, 14, 16, and 22), this does not deem enough as
overall, the student participants have yielded a result of poor sleeping pattern on average.
This result supported the study conducted by (Rostam Jalali, 2020) It found that sleep
disturbances had a negative impact on several things, including academic achievement,
social status, and general health. It's crucial to highlight that the interpretation is grounded
in the provided scale and verbal codes. The participants appear to grapple with challenges
in maintaining consistent sleep patterns, with factors such as noise and difficulty falling
back asleep after nighttime awakenings potentially contributing to disruptions.
It is important to note that the interpretation is based on the provided scale and
verbal codes. The higher the scale the more negative an individual is likely to engage in
negative lifestyle practices in terms of sleep patterns, which means they experience
disturbances and poor quality of sleep.
40
Table 3.1 The Level of Participants' Lifestyle Practices in terms of Overall Eating
Habits
Scale Interval Verbal Interpretation Code

Qualitative Description Code
5 4.20-5.00 Excellent E Excellent Eating Habits EEH
4 3.40-4.19 Very Good VG Good Eating Habits GEH
3 2.60-3.19 Good G Average Eating Habits AEH
2 1.80-2.59 Fair F Poor Eating Habits PEH
1 1.00-1.79 Poor P Very Poor Eating Habits VPEH
Table 3.1 presents the level of participants' lifestyle practices related to overall
eating habits. The participants' lifestyle practices fall within the "Good" category (G),
which suggests that, on average, they perceive their eating habits as reasonably healthy.
The mean (M) value for this indicator is 2.99, with a Standard Deviation (SD) of 0.88,
suggesting that the respondents maintain an Average Eating Habit. This means that the
respondents have engaged in both negative and positive eating habits.
In the study conducted by Reuter (2020), it was discovered that there is a favorable
relationship between self-reported GPA and healthy eating practices, particularly daily or
nearly daily breakfast consumption, among students. This data supports the link between
perceived academic success and good eating practices. Moreover, a recent study
conducted by Khan (2022) stated that, it was concluded that students who maintain a habit
of consuming healthy and regular breakfasts tend to achieve higher academic success
compared to those who skip breakfast or consume unhealthy options. The findings
41
indicated a generally positive perception of eating habits meaning that most participants
adhered to a proper diet with room for improvement and potential areas for targeted
interventions based on individual variations in responses.
Table 3.2 The Level of Participants' Lifestyle Practices in terms of Negative Eating
Habits
Verbal
Scale Interval Code
Interpretation Qualitative Description Code
Very Low Practice of VLPEH
5 4.20-5.00 Never N Healthy Eating Habits
Low Practice of Healthy LPEH
4 3.20-4.19 Almost Never AN Eating Habits
Average Practice of Healthy APEH
3 2.60-3.19 Sometimes S Eating Habits
High Practice of Healthy HPEH
2 1.80-2.59 Fairly Often FO Eating Habits
Very High Practice of VPHEH
1 1.00-1.79 Often O Healthy Eating Habits
Table 3.2 presents a comprehensive analysis of participants' lifestyle practices
related to diet. Among the responses of the college students in relation to their lifestyle
practices in terms of Healthy Diet, with the Mean (M) value of 2.86 and a Standard
Deviation (SD) of 0.88 it suggests that the respondents maintain an Average Eating
42
Habits. This means that the respondents have engaged in both negative and positive eating
habits.
The participants, on average, exhibit a moderate level of lifestyle practices related
to diet, with some degree of variability in their responses. The findings suggest that the
reported frequencies fall under “Sometimes” which is interpreted as Average Practice of
Healthy Eating Habits. This denotes the participants sometimes adhere to good eating
habits despite the occurrence of consuming fast, fried food, or snacks high in fat, salt, and
sugar, as evidenced by the degree of their responses on indicator number 2.
Recent results by Kim (2016) stated that frequent intakes of soft drinks, fast foods,
instant noodles, and confections were linked with poor school performance. The findings
indicate moderate levels of unhealthy dietary practices. It suggests that the inadequate
nutritional profile inherent in fast food, characterized by elevated levels of fats and
carbohydrates, has the potential to adversely impact academic performance among
students.
43
Table 3.3 The Level of Participants' Lifestyle Practices in terms of Positive Eating
Habits
Verbal
Scale Interval Code Qualitative Code
Interpretation
Description
Very High Practice of VHPEH
5 4.20-5.00 Often O Healthy Eating Habits
High Practice of Healthy HPEH
4 3.20-4.19 Fairly Often FO Eating Habits
Average Practice of APEH
3 2.60-3.19 Sometimes S Healthy Eating Habits
Almost Low Practice of Healthy LPEH
2 1.80-2.59 Almost Never Never Eating Habits
Very Low Practice of VLHEH
1 1.00-1.79 Never N Healthy Eating Habits
Table 3.3 presents data on participants’ lifestyle practices related to diet, in the
third section, the participants, in general, exhibit High Practice of Healthy Eating Habits
indicating a Mean (M) of 3.20 and a Standard Deviation (SD) of 0.88. This frequency of
consuming fresh, canned, frozen, or dried vegetables. The verbal interpretation of
"Sometimes" aligns with this, suggesting that participants tend to engage in these diet-
related practices at a moderate frequency and it means that the participants have engaged
in healthy eating habits.
44
These results supported the study of Rodrigues (2019) demonstrating that
vegetables, and the nutrients they contain, have a significance on their nutrition and
overall health. This has a direct impact on a student's academic performance.
The overall average across all diet-related practices is 3.18, indicating a general
tendency among participants to sometimes engage in positive eating habits. This
corroborated the results of eating habits that the respondents consume a good balance
between both negative and positive eating habits.
Rodrigues (2019) stated that although vegetables had an impact on academic
achievement, it is recommended as well that there should be a balance, stability, and
consistency between nutrition and academic performance.
The provided scale and interpretation offer a clear structure for understanding the
frequency of participants' diet-related behaviors. In conclusion, while participants
generally perceive their eating habits as reasonably healthy, there is room for
improvement, and the findings highlight potential areas for targeted interventions based on
individual variations in responses.
45
Table 4. The Level of Participants' Lifestyle Practices in terms of Physical Activities
46
Table 4 presents the level of participants’ lifestyle practices in terms of physical
activities. This data is categorized into days and time spent on Vigorous Physical
Activities, Moderate Physical Activities, Walking, and Sitting.
For vigorous physical activities, 14% of participants engage in such activities once
a week, while 61.5% did not specify their frequency. Regarding the time spent, 22.3%
dedicate less than 1 hour per day, and 61.8% did not provide details, meaning, the
respondents who have not provided details didn’t engage in vigorous physical activity.
In terms of moderate physical activities, a notable 19.1% participated for 2 days
per week, and 59.9% did not indicate frequency. About time spent, 29% allocate less than
1 hour per day, and 60.2% did not specify meaning respondents who did not fill this
category did not engage in moderate physical activity.
Concerning walking, a significant 27.1% of participants walk five days a week,
while 12.4% did not specify the number of days. The majority (58.3%) spend less than 1
hour per day walking.
Examining the time spent sitting, a considerable majority (74.2%) spend more than
3 hours per day sitting, and 7.6% spend less than 1 hour per day in a seated position. The
47
data offers insights into the diverse physical activity levels and sedentary behaviors among
respondents, revealing both positive and concerning trends in their lifestyle practices.
A data by Mahindru, (2023) shows that exercise improves mood and self-esteem
while reducing stress levels, which are known to exacerbate illnesses of the mind and
body. It shows that people who exercise regularly have a better frame of mind.
Overall, it is noteworthy that because of the 8-hour (or more) blocking schedule of
college students in St Paul University Surigao, the time spent sitting is particularly higher
than average and yielded the most number of results from the respondents. This would
mean that even though some respondents would engage in both vigorous and moderate
physical activities, a considerably higher amount of time is spent on sitting than in
walking and/or other forms of physical activities.
A study of H. Sampasa-Kanyinga et al., (2018) examined the association between
sitting time and mental health outcomes in students. Given the well-established link
between mental health and academic performance, findings from this study indicated that
prolonged sitting has negative implications for academic achievement through its effects
on mental health.
According to (Kohl, 2013) if there is allocated time spent engaged in physical
activity is related not only to a healthier body but also to enriched cognitive development
and lifelong brain health.
48
Table 5. The Level of Academic Performance as Measured by their Perceived Grade

Point Average (GPA)
Profile f (314) %
Failed (75%-79%) 19 6.10
Satisfactory (80%-84%) 88 28.00
Good (85% -89%) 147 46.80
Excellent (90% and above) 60 19.10
Table 5 illustrates the distribution of academic performance levels among a group
of individuals based on their self-perceived Grade Point Average (GPA). The data is
segmented into four levels: Failed (75%-79%), Satisfactory (80%-84%), Good (85%-
89%), and Excellent (90% and above).
In the Developing category, 6.10% of participants fall within the GPA range of
75%-79%, comprising 19 individuals. The Approaching category, representing the
majority at 28.00%, includes 88 individuals reporting GPAs between 80% and 84%. A
significant portion, accounting for 46.80%, falls into the Good category, indicating GPAs
within the range of 85%-89%. This suggests a substantial number of individuals achieving
a higher level of academic performance.
The Excellent category encompasses 19.10% of participants, with 60 individuals
attaining GPAs of 90% and above. This category represents the highest level of academic
achievement among the surveyed individuals.
49
This breakdown reveals diverse perceived GPA levels, with the majority in the
Good category, reflecting commendable achievement, and a notable portion demonstrating
advanced academic excellence.
Table 6. Significant Relationship between the Participants' Level of Lifestyle Practices

and Level of Academic Performance as Measured by their Perceived Grade Point
Average (GPA)
Lifestyle Correlation
IV Coefficient
p-value Decision Interpretation
Practices
Sleep Pattern 0.016 0.780 Do not reject Ho Not Significant
Diet
Overall Eating
0.341 0.000 Reject Ho Significant
Habits
Overall Negative
Eating Habits
Overall Positive 0.350 0.000 Reject Ho Significant
Physical Activities
Days doing
Vigorous Physical -0.082 0.149 Do not reject Ho Not Significant
Academic Activities
Performance Time doing
Vigorous Physical -0.068 0.231 Do not reject Ho Not Significant
Activities
Days doing
Moderate Physical -0.041 0.472 Do not reject Ho Not Significant
Activities
Time doing
Moderate Physical -0.056 0.321 Do not reject Ho Not Significant
Activities
Days Spent Walking 0.113 0.045 Reject Ho Significant
Time Spent Walking 0.231 0.000 Reject Ho Significant
Time Spent Sitting -0.261 0.000 Reject Ho Significant
P-value < 0.05 = Reject Ho
50
Table 6 provided insights into the relationships between various lifestyle factors
and academic performance. For sleep patterns, the correlation coefficient is 0.016 with a
p-value of 0.780, indicating a lack of statistically significant relationship. Moving to diet,
Overall Eating Habits, Negative Eating Habits, and Positive Eating Habits all show
significant positive correlations with academic performance, as evidenced by correlation
coefficients of 0.341, 0.207, and 0.350, respectively. This means a positive correlation
between the lifestyle factors and perceived academic performance among student
respondents. The more they are engaged in healthy eating habits, the higher their
perceived academic performance is. Ismael (2022) concluded that the students who take
healthy and regular breakfast score good grades and do excellent in their academic
performance while students that having no or fewer times breakfasts or unhealthy food
consumption leads to poorer academic performance.
Regarding physical activities, no correlation is found between time spent on
vigorous and moderate physical activities and perceived academic performance. However,
days and time spent walking exhibit significant positive correlations (0.113 and 0.231,
respectively), while excessive time spent sitting shows a significant negative relationship
with academic performance. This means that the more time spent on sitting have a
negative impact on the academic performance of the student.
51
In summary, the study suggests that specific diet habits, days spent walking, and
time spent walking have a significant positive impact on academic performance.
Conversely, excessive time spent sitting is negatively associated with academic
performance. However, sleep patterns and various other physical activities do not show
statistically significant relationships with academic performance.
Table 7. Significant Difference between the Participants' Level of Lifestyle Practices

and their Level of Academic Performance as Measured by their Perceived Grade Point
Average (GPA)
IV Lifestyle Practices F p-value Decision Interpretation

Sleep Pattern 3.955 0.009 Reject Ho Significant
Diet
Overall Eating Habits 13.717 0.000 Reject Ho Significant
Overall Negative
Eating Habits
Overall Positive
Eating Habits
Physical Activities
Academic Days doing Vigorous
Performance Physical Activities
Time doing Vigorous
Physical Activities
Days doing Moderate
Physical Activities
Time doing Moderate
Physical Activities
Days Spent Walking 3.712 0.012 Reject Ho Significant
Time Spent Walking 8.629 0.000 Reject Ho Significant
Time Spent Sitting 8.672 0.000 Reject Ho Significant
P-value < 0.05 = Reject Ho
52
Table 7 reveals the outcomes of an analysis exploring the connection between
participants' lifestyle practices and their academic performance, measured by their self-
perceived Grade Point Average (GPA). The independent variable is "Lifestyle Practices,"
while the dependent variable is "Academic Performance." Here's a breakdown of the key
findings:
For Sleep Pattern, the F-value is 3.955 with a p-value of 0.009, leading to the
rejection of the null hypothesis. The interpretation indicates a significant difference in
academic performance based on participants' sleep patterns. This means that students who
have higher academic performance differ in their sleeping patterns than participants who
have lower academic performance and vice versa.
Multiple instances under the Diet category show significant results with p-values <
0.05. For Diet.1, Diet.2, and Diet.3, the F-values are 13.717, 4.917, and 17.258,
respectively, all with p-values of 0.000. This prompts the rejection of the null hypothesis
for all diet-related variables, indicating a significant difference between diet choices and
academic performance. This means that those who have higher perceived GPA vary
greatly in terms of their eating habits as compared to those who have lower perceived
GPA, and vice versa.
Various aspects of physical activities also exhibit significance. Days and time
doing Vigorous Physical Activities, Days and Time doing Moderate Physical Activities,
53
Days Spent Walking, Time Spent Walking, and Time Spent Sitting all have F-values and
p-values suggesting the rejection of the null hypothesis. This implies significant
differences in academic performance based on participants' engagement in various
physical activities.
In summary, the results point to a strong association between lifestyle practices
(specifically sleep pattern, diet, and physical activities) and academic performance,
evident through the rejection of the null hypothesis in each case where p-value < 0.05.
These findings provide valuable insights into the potential impact of lifestyle choices on
students' academic achievements.
54
CHAPTER 5
This chapter presents the summary, findings, and conclusion of the study.
SUMMARY
This study specifically pointed out the varieties of lifestyle factors that have
significant relationship to the academic performances of college students of SPUS. The
researchers aimed to provide common practices specifically lifestyle that can affect their
academic performance and appropriate at the participants age range.
Particularly noteworthy were the discernible correlations between specific
elements of diet and physical activity with academic success, corroborating existing
literature, such as the seminal work by Zeek and colleagues (2015). Their research, which
underscores the positive correlation between physical fitness and academic achievement,
aligns harmoniously with the patterns identified in our study, reinforcing the notion that a
healthy lifestyle positively influences educational outcomes.
Importantly, the research uncovered that sleep patterns, while a crucial aspect of
well-being, did not exhibit a significant impact on academic performance in the context of
our study. This finding contributes to the broader understanding of how distinct lifestyle
55
factors may carry varying degrees of influence on academic success among college
students.
Moreover, the investigation highlighted the diversity in socio-economic
backgrounds and living arrangements among the participants. This socio-economic
diversity underscores the need for tailored and inclusive interventions to address the
unique challenges and opportunities faced by students from different backgrounds.
Recognizing the varying socio-economic contexts can guide the development of strategies
that promote equitable academic support and success.
To deepen our understanding and establish causation, further investigation through
longitudinal studies is warranted. This call for ongoing exploration is echoed by existing
research (Burns et al., 2018; Lam, 2021; Youth Risk Behavior Survey, 2021), emphasizing
the need for continuous inquiry into the intricate dynamics of lifestyle practices and their
impact on academic success among college students.
56
FINDINGS
Based on the data gathered in the study, the findings are summarized as follows:
1) As regards to the profile of the respondents, most participants were in the age range of
20-23, with a nearly equal distribution of male and female students. The participants were
spread across different year levels and departments. The socio-economic status varied,
with a mix of government-employed, non-government-employed, self-employed, and
unemployed parents. Most participants resided off-campus with family or guardians.
2) As for the responses of the participants’ Lifestyle Practices in terms of Sleep Pattern,
the participants generally reported positive sleep patterns, with an average score of 1.70.
The majority experienced occasional difficulties in falling asleep but reported feeling
refreshed after sleep. Sleep-related issues did not significantly correlate with academic
performance.
3) As for the responses of the participants in terms of their overall diet, they rated their
overall eating habits as good, with an average score of 2.99, indicating a generally healthy
diet. Participants reported moderate consumption of fast, fried foods, snacks high in fat,
salt, or sugar, with an average score of 2.86. And lastly, the participants generally reported
57
consuming fresh, canned, frozen, or dried fruits and vegetables regularly, with an average
score of 3.18.
4) As to the level of participants’ lifestyle practices in terms of Physical Activity, the
frequency and duration of physical activities varied among participants, with a significant
number not indicating their activity levels. However, days spent walking showed a
positive correlation with academic performance.
5) As to the level of perceived academic performance, most participants perceived their
academic performance as proficient, with 19.10% achieving an advanced level. Significant
positive relationships were found between certain diet habits, days spent walking, time
spent walking, and academic performance. Statistically significant differences were
observed in sleep patterns, diet habits, and various physical activities concerning academic
performance.
58
CONCLUSION
Based on the pertinent results of this study, the researchers yield the following
conclusions:
● SPUS College students reportedly exhibit poor sleeping patterns. Accordingly, the
respondents experienced an overall feeling of tiredness during classes which also
resulted in interference with their other daily activities.
● In terms of diet, SPUS College students have average healthy eating habits. This
means that they have engaged in both positive and negative diet. They sometimes
consume fast, fried food or snacks high in fat, salt or sugar and they sometimes
consume fresh, canned, frozen, or dried vegetables, indicating that the respondents
consume a good balance between both negative and positive eating habits.
● SPUS college students have an overall sedentary physical activity. High amounts
of time are spent sitting, rather than walking and as well as engaging in moderate
and vigorous physical activities which would supposedly contribute to a healthier
adherence to activities of daily living.
59
● In terms of their academic performance, the college students of SPUS perceived
their GPA as Good (85%-89).
● It has been found that eating habits and physical activities of students affect their
academic performance. This connotes that the more a student maintains healthy
eating habits and an active lifestyle, the higher their academic performance is.
However, sleeping patterns which include the quality of sleep and time spent
sleeping do not affect their academic performance.
● Lastly, it can be concluded that there is a positive difference between the students’
lifestyle practices and their academic performance. This means that those who
have high GPA have varying lifestyle practices than those with low GPA, and vice
versa.
60
RECOMMENDATIONS
In the view of the findings and conclusions of the study, the following
recommendations are drawn:
1. The Saint Paul University Surigao, in collaboration with the Health Services
Office should conduct a more comprehensive assessment of current dietary intake and a
more in-depth eating habits of students. It is noteworthy to assess the list of menus
provided in the school canteen, as well as nearby food stalls. Moreover, the health services
office and other related department/s must comprehensively assess food preferences that
should still be appropriately healthy with increased variety so that the students can choose
more and will not resort to buying unhealthy food choices.
2. The SPUS Health Services Office in collaboration with the Students Affairs
Office, should join forces to empower students in engaging in mandatory exercise
61
activities to address the lack of exercise in the students’ lifestyle practices. These offices
should impose weekly physical activities, such as Zumba. With this, the HSO and SAO
may form a partnership with the PSGC (Paulinian Student Governing Council) student
officers to uphold teamwork and oneness in implementing and making this activity
achievable.
3. To address the high number of hours sitting, the SPUS Health Services Office
collaborated with the faculty of different departments to impose a short and light “Stretch
& Move” exercise activity in between classes. Encouraging the students to at least have
minimal movements despite long hours of sitting in lectures.
4. The researchers further recommend that the future researchers should expand and delve
deeper into various populations and their corresponding lifestyle practices that could affect
their academic performances especially in terms of the recent trends of the 21 st century, in
terms of technological advancements. Include as well public schools and/or universities as
the locale of the study to assess any deviations in the results. The future researchers can
gain insights from this study into how lifestyle practices can positively or negatively affect
academic performances.
62
63
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Lam, K. (2021, May 14). How physical activity affects school performance. Literacy
Planet. Retrieved from literacyplanet.com: https://www.literacyplanet.com/blog/how-
physical-activity-affects-school-performance/#:~:text=According%20to%20the%20US
%20Center,components%20of%20improved%20academic%20performance
Manuel C. Whatnall, A. J. (2019, June). Diet and academic performance. PubMed
Advanced. Retrieved from pubmed.ncbi.nlm.nih.gov:
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performance. Pub Med. Retrieved from pubmed.ncbi.nlm.nih.gov:
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Pubmed Central. Retrieved from ncbi.nlm.nih.gov:
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achievement. Science Direct. Retrieved from sciencedirect.com:
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Smirnov, S. D. (2020, May 15). Impact of physical activity on learning. Cornell
University Website. Retrieved from arxiv.org: https://arxiv.org/abs/2005.07806
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Ismael, S. I. (2022). Effect of Healthy Eating Habits on the Academic Performance of
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CURRICULUM VITAE
Christian Jay N. Escopete
Date of Birth: September 21, 2001

Place of Birth: Surigao City, Surigao Del Norte Home
Address: Acean Heights, Surigao del Norte
Email Address: cjescopete21@gmail.com
Civil Status: Single
67
Nationality: Filipino
Father’s Name: Carlo N. Escopete
Mother’s Name: Mary Grace N. Escopete
EDUCATIONAL BACKGROUND
College: Saint Paul University Surigao
Address: Cor. San Nicolas & Rizal Streets Surigao City
Academic Year: 2020-present
Senior High School: Saint Paul University Surigao

Address: Km. 3 National Highway, Brgy. Luna, 8400 Surigao City, Philippines
Academic Year: 2019-2020
Junior High School: Saint Paul University Surigao

Elementary School: Surigao City Pilot School

Address: Narciso Street, Surigao City
Julianne B. Iligan
Date of Birth: September 15, 2001

Place of Birth: Surigao City, Surigao del Norte
Home Address: Capitol Road, Surigao City
Email Address: juliannebiligan@gmail.com
Father’s Name: Jonathan T. Iligan
68
Mother’s Name: Mylene B. Iligan
Senior High School: Saint Paul University Surigao

Address: Nasipit, Km. 3 National Highway, Brgy. Luna, 8400 Surigao City, Philippines
Junior High School: Saint Paul University Surigao

Elementary School: Surigao City Pilot School

Address: Narciso Street, Surigao City
Alejandro M. Saclolo, III
Date of Birth: May 28, 2001

Place of Birth: Surigao City, Surigao del Norte
Home Address: Brgy. Magsaysay, Mainit, Surigao del Norte
Email Address: saclolo.alejandroiii@gmail.com
Father’s Name: Alejandro M. Saclolo, Jr.
69
Mother’s Name: Cecilia M. Saclolo
Senior High School: Mainit National High School

Address: Brgy. Quezon, Mainit, Surigao del Norte, Philippines
Junior High School: Mainit National High School

Address: Brgy. Quezon, Mainit, Surigao del Norte, Philippines
Elementary School: Mainit Central Elementary School

Address: Brgy. Quezon, Mainit, Surigao del Norte
70
APPENDICES
APPENDIX A: RESEARCH QUESTIONNAIRE
PART 1 - Profile of the Participants

Direction: Provide corresponding information on the items below by answering/putting a
number or checking the appropriate blanks.
1. AGE: ____
2. SEX: [ ] Male [ ] Female
3.YEAR LEVEL AND DEPARTMENT
3.1 Year Level
□ 1st 3.2 College Department
□ 2nd □ College of Business and Technology
□ 3rd □ College of Criminal Justice Education
□ 4th □ College of Education, Culture, and Arts
□ College of Health and Sciences
□ College of Engineering
4. SOCIO ECONOMIC STATUS:

4.1 SOURCES OF INCOME OF PARENTS / GUARDIAN:
□ Government Employed
□ Non-Government Employed
□ Self – Employed; Specify: ___________________
□ Unemployed
4.2 ESTIMATED HOUSEHOLD MONTHLY INCOME:
□ Less than ₱12,082
□ Between ₱12,082 and ₱24,164
□ Between ₱24,164 and ₱48,328
□ Between ₱48,328 and ₱84,574
□ Between ₱84,574 and ₱144,948
□ Between ₱144, 984 and ₱241,640
□ ₱241,640 and above
5. TYPE OF RESIDENCY
□ In Campus
□ Out Campus, with family / guardian
□ Out Campus, without family / guardian (boarding house, apartment, pad, etc)
5. Grade Point Average (1st semester of A.Y 2022-2023):____
71
PART II - Lifestyle Health Behaviors

Direction for Sleep Pattern, Diet, and Physical Activities. Check the box that corresponds
to your answer.
1. Sleep Pattern.
Directions: The following questions are to know the quality of sleep you had for the past
month. Read the questions and check the box that corresponds to your answer.
0 = Rarely 1 = Sometimes 2 = Often 3 = Almost Always
0 1 2 3
1.1 I have difficulty falling asleep.
1.2 I fall into a deep sleep
1.3 I have difficulty getting back to sleep once I wake up in the middle of the night.
1.4 I wake up easily because of the noise.
1.5 I never go back to sleep after awakening during sleep.
1.6 I feel refreshed after sleep.
1.7. Poor sleep gives me headaches
1.8 Poor sleep makes me irritated.
1.9 I would like to sleep more after waking up.
1.10 My sleep hours are enough
1.11 Poor sleep makes me lose my appetite.
1.12 Poor sleep makes it hard for me to think.
1.13 Poor sleep makes me lose interest in work or others.
1.14 My fatigue is relieved after sleep.
1.15 Poor sleep causes me to make mistakes at work.
1.16 I am satisfied with my sleep.
1.17 Poor sleep makes me forget things.
1.18 Poor sleep makes it hard for me to concentrate.
1.19 Sleepiness interferes with my daily life. `
1.20 Poor sleep makes me lose desire in all things.
1.21 Poor sleep makes me easily tired at work.
1.22 I have a clear head after sleep.
72
2. Diet
Directions: Over the past month, average your food choices and check your answer in the
box for each question below. Each check determines a score which will add up total at the
end of this portion.
1 = Poor 2 = Fair 3 = Good 4= Very Good 5 = Excellent
1 2 3 4 5
2.1 How would you rate your overall habits of eating healthy foods?
Score:
1 = Often 2 = Fairly Often 3 = Sometimes 4= Almost Never 5 = Never
1 2 3 4 5
2.2 How often in a day do you eat fast, fried food or snacks high in fat,
salt, or sugar?
2.3 How many regular soda, sweet tea, juice, energy/sports drinks,
sweetened beverages would you often drink each day?
2.4 How often in a day do you eat regular (not low-fat) snack chips or
crackers?
2.5 How often in a day do you eat sweet foods (not the low-fat kind) or
desserts, like chocolate or ice cream, and other sweets?
Score:
1 = Never 2 = Almost Never 3 = Sometimes 4= Fairly Often 5 = Often
1 2 3 4 5
2.6 How often do you eat servings (1 serving = 1/2 cup) of fresh, canned,
frozen, or dried fruit?
2.7 Do you consume fresh, canned, frozen, or dried vegetables?
2.8 How often do you eat sweet foods (not low-fat) or desserts, like
chocolate or ice cream, and other sweets in a day?
Score:
Total Score:
73
3. Physical Activities
Directions: The following questions are to assess the kinds of physical activities you had
for the past week.
3.1 How many days did you do vigorous physical activities in the past month? (Heavy
lifting, digging, aerobics, fast bicycling)
__ days per week

□ none (please skip to question 3.3)
3.2 How much time did you usually spend doing vigorous physical activities on one of
those days?
__ hours per day

__ minutes per day
3.3 How many days did you do moderate physical activities in the past month?
(Carrying light loads, bicycling at a regular pace, double tennis)
__ days per week

3.4 How much time did you usually spend doing moderate physical activities on one
of those days?
__ hours per day

__ minutes per day
3.5 In the past month, how many days did you walk for at least 10 minutes at a
time?
__ days per week

3.6 How much time did you usually spend walking on one of those days?
__ hours per day

__ minutes per day
3.7 During the past month, how much time did you spend sitting on a weekday?
74
__ hours per day

__ minutes per day
This is the end of the questionnaire, thank you for participating.

Pauline Peace!
75
APPENDIX B:
LETTER ASKING PERMISSION

TO CONDUCT THE STUDY
76
APPENDIX C: LETTERS FOR VALIDATION
77
78
79
APPENDIX D: LETTER TO THE STATISTICIAN
80

Final Thesis Paper

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St.

Paul University Surigao

THE CORRELATION BETWEEN LIFESTYLE HEALTH PRACTICES AND

A Research Paper Presented

In Partial Fulfillment of the Requirements for the Degree

ESCOPETE, CHRISTIAN JAY N.

SACLOLO, ALEJANDRO III

1 THE PROBLEM AND ITS BACKGROUND

4 RESULTS AND DISCUSSION 35

LIST OF FIGURES AND TABLES:

Figure 1. Schematic Diagram of the Study 10

Table 1. Profile of the Participants 36

Table 3.3. The Level of Participants' Lifestyle Practices in terms of

Table 4. The Level of Participants' Lifestyle Practices in terms of

Table 5. The Level of Academic Performance as Measured by their

Table 6. Significant Relationship between the Participants' Level of

Table 7. Significant Difference between the Participants' Level of

complexities of research and thesis writing with wisdom and encouragement.

study employs a systematic approach, utilizing Analysis of Variance (ANOVA) to explore

dimensions such as gender, age, academic performance, and socio-economic backgrounds.

Recommendations include a comprehensive assessment of dietary intake, mandatory

students. Future research is encouraged to explore lifestyle practices in different

THE PROBLEM AND ITS BACKGROUND

Lifestyle encompasses the distinct characteristics and behaviors of individuals

is profoundly influenced by the geographical, economic, political, cultural, and religious

acknowledged as a pivotal factor influencing an individual's overall health. While a

healthy lifestyle is commonly associated with improved academic performance, there is

abilities and, consequently, hinder academic achievement (Giuseppe Maniaci, 2021).

role of health practices in academic performance and, by extension, mental well-being

among this specific student population.

The adoption of a healthy lifestyle, characterized by practices such as maintaining

making it challenging for young individuals to sustain a healthy way of life.

accomplishments within the SPUS community. It is driven by a compelling vision to enact

illuminate this vital link.

balanced and health-conscious lifestyle is a cornerstone of success. By fostering a culture

challenges and opportunities that lie ahead.

Conceptual Framework of the Study

A visual representation of this framework, as illustrated in Figure 1, serves as a

participants' demographic profile, encompassing variables such as age distribution, sex

distribution, year level, department, socio-economic status, and residency type.

positively and negatively.

Physical and Social Activities: Academic achievement was positively associated

activities in enhancing academic performance.

The third section visually represents participants' academic performance, including

Figure 1. Schematic Diagram of the Study

Statement of the Problem

and information, the researchers endeavored to address the following questions:

1. What is the profile of the participants in terms of:

1.3 Year level and Department

1.4 Socio-Economic Status

1.5 Type of Residence

2. What is the level of participants' lifestyle practices in terms of the

2.1 Sleep Pattern

2.3 Physical & Social Activities

3. What is the level of academic performance as measured by their perceived

Grade Point Average (GPA)?

4. Is there a significant relationship between the participants' level of lifestyle

practices and their level of academic performance?

5. Is there a significant difference between the participants' level of lifestyle

practices and their level of academic performance?

At 0.05 level of confidence, it is hypothesized that:

Ho1: There is no significant relationship between the participants' level of lifestyle