SLEEP DURATION AND ACADEMIC PERFORMANCE OF GRADE 11
STUDENTS IN HOLY CROSS ACADEMY INC.
A Quantitative Research
Presented to the Faculty of Holy
Cross Academy Incorporated
Digos City
In Partial Fulfillment
of the Requirements for the Subject
Practical Research 2 Quantitative Research
Abykuen G. Indanan
Alyzah Marie M. Sibya
Arby V. Suaner
Ashtrud Lim
Bianca Marie D. Eltagonde
Jalen Rose A. Tapuroc
November 2023
SLEEP DURATION AND ACADEMIC PERFORMANCE OF GRADE 11
STUDENTS IN HOLY CROSS ACADEMY INC.
___________________________
A Quantitative Research
Presented to the Faculty of Holy
Cross Academy Incorporated
Digos City
___________________________
In Partial Fulfillment
of the Requirements for the Subject
Practical Research 2 Quantitative Research
Subject Teacher: Ms. Iljeanne Tortal
___________________________
Abykuen G. Indanan
Alyzah Marie M. Sibya
Arby V. Suaner
Ashtrud Lim
Bianca Marie D. Eltagonde
Jalen Rose A. Tapuroc
November 2023
ACKNOWLEDGEMENT
The researchers would like to extend their sincere gratitude to the
following, who made the study possible:
The researchers wish to express gratitude to the Almighty God for His
enduring grace, guidance, and protection throughout this research project. His
divine mercy made all of this possible.
To Ms. Razel Suarez, LPT, our research adviser, and grammar
expert. Ms. Suarez consistently supports the researchers with her patience,
motivation, vast knowledge, and proofreading skills, guiding them throughout
their research.
To the panel members and questionnaire validators, who generously
dedicate their time to help the researchers carry out and finish their study.
To our respondents who took the time to complete the researchers'
survey. Their participation played a crucial role in promptly completing this
study.
DEDICATION
TO THE ALMIGHTY FATHER
For giving he wisdom, strength and knowledge in exploring things, for the
guidance in helping surprass all the trials that we encountered and for giving
determination to persue our study, and to make this study possible.
To our Family
Who have been our source of inspiration and strength throughout this
research. Their continuous moral, spiritual, emotional and financial support to
helped us finish this research
To our Friends
Who helped us, who encouraged us, and whose friendship motivated us to
work harder.
We thank you so much!
The researchers
Eltagonde,Bianca Marie D.
Indanan,Abykuen G.
Lim,Ashtrud
Sibya,Alyzah Marie M.
Suaner,Arby V.
Tapuroc,Jalen Rose A.
TABLE OF CONTENTS
PAGE
LIST OF TABLES
TABLE PAGE
Chapter I
The Problem and Its Settings
INTRODUCTION
Sleep is a fundamental aspect of human physiology, playing a crucial role in
cognitive functioning and overall well-being. This research aims to investigate
the potential correlation between sleep duration and academic performance
among students. Understanding this relationship can provide valuable insights
into the factors influencing students’ academic success.
Sleep duration is the amount of time spent sleeping. It can be measured for a
single sleep episode or over a 24-hour period. Sleep is essential in our daily
life as it enables us to recharge, preserve our general health and mental well-
being. It is important for students to have a well-rested sleep at night as it
affects their performance in academics and allows their cognitive abilities to
function properly. However, when sleep is interrupted and unable to achieve
a good rest, it may compromise the health and unfolding tasks that teenagers
need to accomplish (Sygaco, 2020). Studies have suggested that insufficient
sleep, increased frequency of short-term sleep, and going to sleep late and
getting up early affect the learning capacity, academic performance and
neurobehavioral functions.
The National Sleep Foundation advises 8-10 hours of sleep for adolescents,
yet studies show that adolescents usually fall short of this recommendation.
Inadequate sleep causes more than just exhaustion; it causes a variety of
cognitive problems and academic underperformance (Gruber et al, 2016).
Several researchers have investigated this relationship, using a variety of
approaches such as self-reported sleep records, autography, and objective
measurements of academic ability.
While some studies have found a direct correlation between longer sleep
duration and better academic performance, others have discovered a complex
interplay of factors such as sleep quality, bedtime consistency, and the impact
of sleep debt on academic performance (Smith et al,2020). Understanding the
intricate relationship between sleep duration and academic performance
among senior high school students has significant implications for educational
policies, parental guidance, and interventions aimed at optimizing learning
environments.
Adolescents who get enough sleep on a regular basis have higher attention
spans, better memory consolidation, and enhanced cognitive abilities, all of
which are important for effective learning and academic achievement. Sleep
difficulties in high school students can be exacerbated by factors such as
irregular sleep habits, excessive use of electronic devices before bedtime,
and high levels of stress. Numerous peer-reviewed articles and studies
published in academic journals such as the Journal of Adolescent Health,
Sleep, and Pediatrics investigate this link, providing valuable insights into the
complex relationship between sleep duration and academic performance
among senior high school students (Gradisar, 2013).
Filipinos have one of the highest sleep deprivation rates, according to
the 2016 Healthy living Index Survey conducted in Asia. 46% of Filipinos are
sleep deprived, while 32% sleep for fewer than six hours. These results
reflect a problem that urbanites all across the world are dealing with.
More than eight out of ten persons (84%) agree that a range of
activities take precedence over getting a good night's sleep, according to the
2017 Philips' Unfiltered Sleep: A Global Prioritization Puzzle, an international
survey that looked at how people around the world perceive, prioritize, and
prepare for sleep (Philips, 2017)
This research seeks to contribute to the existing body of knowledge by
examining the correlation between sleep duration and academic performance
among the Senior High School students of HCAI. The findings may have
implications for educational practices, student well-being, and the
development of strategies to enhance academic success by promoting
healthy sleep habits. Understanding the correlation between sleep and
academic performance is crucial for creating a holistic approach to student
success, considering both academic and well-being aspects.
Theoretical Framework
The impact of sleep duration on academic performance is elucidated by the
Sleep-Deprivation Impairs Synaptic Plasticity hypothesis (Tononi & Cirelli,
2013). According to this theory, sleep is crucial for synaptic homeostasis,
influencing learning and memory processes. Additionally, the Circadian
Alignment Theory (Dijk & Archer, 2013) posits that aligning sleep schedules
with natural circadian rhythms optimizes cognitive performance, potentially
influencing academic success.
The correlation between sleep duration and academic performance is
grounded in the Resource-Dynamic Model of Sleep (Lim & Dinges, 2013).
This model suggests that sleep serves as a resource for optimal cognitive
functioning, affecting attention, memory, and decision-making. Furthermore,
the Neurocognitive Model of Dreaming (Hobson, Pace-Schott, & Stickgold,
2013) emphasizes the role of sleep in consolidating memory, which in turn
may contribute to improved academic performance.
Conceptual Framework
INDEPENDENT VARIABLE DEPENDENT
VARIABLE
Sleep Duration Academic Performance of Grade
11 Students
Figure. 1 Diagram showing variables of the study
STATEMENT OF THE PROBLEM
This study aims to know how the academic performance of grade 11
students are affected by the amount of sleep they had.
The goal of the research is to answer the following questions:
1. What is the socio-demographic profile of the respondents in terms of:
1.1 age
1.2 gender
2. What is the level of sleep duration of the respondents:
2.1 total sleep time
2.2 bedtime
2.3 sleep efficiency
2.4 sleep fragmentation
3. What is the level of academic performance of the respondents:
3.1 grade point average
3.4 participation and engagement
4. Is there a significant relationship between sleep duration and the academic
performance of students?
HYPOTHESIS
H0
There is no significant relationship between sleep duration and
academic performance.
SIGNIFICANCE OF THE STUDY
The result of this study could provide learnings, information, and valuable
contributions to stakeholders and have several practical implications, the
study is beneficial to the following entities:
HCAI Students: Students will benefit directly from the study by gaining
awareness of the importance of adequate sleep for their academic
performance.
HCAI Parents and Families: Parents will benefit from understanding
the impact of sleep on their children's academic performance. With this
awareness, parents can create a supportive home environment conducive to
healthy sleep habits.
HCAI Educators and School Administrators: Teachers and school
administrators can use the study's findings to optimize classroom schedules,
assignments, and assessments. Educators can be mindful of assigning
homework that respects students' need for adequate sleep
Future Researcher: Researchers in the fields of education, psychology,
and sleep medicine can benefit from the study by using its methodology and
findings as a basis for further research.
Healthcare Professionals: Healthcare professionals, including school
nurses and counselors, can use the study's results to educate students and
their families about the importance of sleep for physical and mental health.
SCOPE AND LIMITATIONS
The study was limited to senior high school students enrolled in Holy
Cross Academy Inc. during the academic year 2023- 2024. Data was
collected from Grade 11 students. The study focused on quantitative data
related to sleep duration and academic performance indicators, including
exam score, total sleep time, grade point average and sleep efficiency The
research was conducted using self-reported data provided by the participants
through surveys and questionnaires. The study was limited by the constraints
of a cross-sectional design, capturing data at a specific point in time and
preventing the establishment of causality. Additionally, the findings and
conclusions drawn from the study are specific to the participants and context
of Holy Cross Academy Inc. and may not be generalized to other schools,
grade levels, or educational settings.
DEFINITION OF TERMS
The following are the terminologies used in the study. The terminologies are
easily and properly defined to their operational usage.
Sleep duration – typically refers to the total number of sleep
obtained, either nocturnal sleep episode or across the 24-h period.
Bedtime - refers to the specific time at which a person goes to bed to
sleep.
Sleep Efficiency - refers to the percentage of time spent asleep while
in bed.
Sleep Fragmentation - refers to the disruption or interruption of sleep
patterns, characterized by frequent awakenings
Grade Point Average - refers to a standardized way of measuring and
representing a student's academic performance
Exam Score - refers to the numerical or qualitative result obtained by a
student on a specific examination, test, or assessment
Attendance Score - refers to a measure used to assess a student's regularity
and punctuality in attending classes and school-related activities.
Participation and Engagement - refer to a student's active involvement and
interaction in the learning process and classroom activities.
Chapter II
REVIEW RELATED LITERATURE
Since schools and universities are by definition places where knowledge
of facts and regulations is developed, the ability to encode, consolidate, and
recall knowledge learned in the classroom and apply it to various contexts and
settings plays a central role in mediating the impact of sleep on academic
performance. In this sense, academic performance is heavily influenced by
sleep, which is the optimal setting for memory consolidation. (Fonseca et al,
2020).
The average bedtime and wake time for the entire group of students
was much earlier on weekdays than on weekends. It shows that students with
high academic performance had earlier bedtimes on weekdays and
weekends, earlier waking times on weekends, and shorter sleep latency when
compared to students with low academic performance (Valic et al, 2014).
Children that get too little sleep become irritable and have attention
deficit disorder, which negatively affects their academic performance. There is
strong evidence that sleep disturbances in teenagers significantly decrease
their ability to study, cope with anxiety, and remember things.5 Sleep is
essential for both academic success and physical development. As a result,
sleep plays a critical role in schoolchildren’s efforts to promote their health
(Unalan et al, 2013).
Sleep is assumed to serve an important and unique role in memory
consolidation. Although the precise mechanisms underlying the relationship
between sleep, memory, and neuroplasticity are unknown, the general
understanding is that specific synaptic connections that were active during
awake periods are strengthened during sleep, allowing for memory
consolidation, while inactive synaptic connections are weakened. Sleep has
an important purpose in memory consolidation (enabling us to recall what we
have studied), which is necessary for optimal academic performance. (Tonetti
et al, 2015).
Inadequate sleep has a significant impact on academic performance.
The risk of failing one or more years of school doubled in poor sleepers
compared to normal controls. Similarly, lower grades usually correlate with
later bedtimes on school nights and a greater delay in sleep onset on
weekends. (Perez-Loret et al, 2013)
In Davao City, academic stress keeps 68 percent of pupils awake after their
heads hit the pillow, based on the latest data of Medical News from Mindanao.
Just 30% of students get the necessary eight hours of sleep every night for
young adults. At least once a month, 20% of students pull an all-nighter. In a
local study, it was discovered that one night of sleep deprivation resulted in a
30% loss of cognitive skills and a 10% decrease in performance (Abanto et
al., 2019).
CHAPTER III
RESEARCH METHODOLOGY
This Chapter contains the method of research, population, sample size
and sampling technique, description of respondents, research instruments,
data gathering procedures, and the statistical treatment of data used in the
conduct of this study.
Research Method
Quantitative Correlational Research Method is a Non-Experimental type
of research which involves numerical measurement of variables and
investigation of whether the variables correlate and if there is any correlation
identified the direction thereof (i.e., direction of the correlation) and finally the
strength of the correlation. In other words, quantity correlation research is a
design of research which entails observing statistical relationships between
two variables in their natural phenomenon. Such that when a variable
changes, the other variable changes even if not in the same direction.
By employing a quantitative correlational research method, this study
aims to provide valuable insights without the respondents having difficulties in
answering the required data regarding the correlation between sleep duration
and academic performance among senior high school students of Holy Cross
Academy, Inc. contributing to the existing body of knowledge and informing
evidence-based practices for student well-being and success.
Sampling Method
Total enumeration, is a research or data collection method in which
every individual or element in a population is included in the study. This
means that researchers aim to gather information from every member of the
population rather than relying on a sample. Total enumeration provides a
comprehensive and accurate representation of the entire population, leaving
no room for sampling error.
Table 1: Population and Sample of respondents
Strand Number of Student
HUMMS 37
STEM 48
ABM 9
Total 94
Description of the Respondents
The Respondents of this research study are the Grade 11 students of
Holy Cross Academy Inc, a total of 94 (All Grade 11) HCAI students. 48
students from St. Albert The Great, 37 students from St. Thomas Aquinas and
9 from St. Matthew.
Data Collection
The researchers will conduct a comprehensive survey covering: Sleep
duration (self-reported by students) and Academic performance metrics
(official records).
Instrumentation:
The researchers will utilize validated survey instruments for sleep duration to
Extract academic performance data.
Data Gathering Procedures
The following procedures have been carried out by the researchers in
conducting this study.
Letter of Permission. A letter of permission to conduct this study was
addressed to the director of HCAI and upon approval we directly proceeded to
the conduct of the study. Likewise, another letter was addressed to the
respondents for their information and preparation.
Administration and Retrieval of Instrument. The researchers distributed
and waited for the respondents to have answered the questionnaire
completely while retrieval of their responses followed.
Collection and Processing of Data. When the data gathered, the
researchers summarized and tallied all the responses for the submission to
the statistician.
Interpretation and Analysis of Data. At this time the Data are ready
for statistical treatment and interpretation of purposes.
Statistical Treatment of Data. The following statistical tools were used in
the analysis of data.
Mean Score: This refers to the addition of all the points as answers of
the respondents
Pearson Product Moment of Correlation (PPMC)
This statistical treatment is used to measure the strength of the two
variables, the sleep duration and academic performance of Senior high school
students that was moored in this study.
Data Analysis
The researchers will use e statistical methods (e.g., Pearson’s correlation
coefficient) to analyze the relationship between sleep duration and academic
performance.
Ethical Considerations
To obtain informed consent from all students and to ensure participant
confidentiality and adherence to ethical guidelines.
Results Presentation
To Present statistical findings, using correlation coefficients to illustrate the
relationship.
Limitations
To acknowledge potential limitations, such as reliance on self-reported sleep
data.
Implications and Recommendations
Discuss practical implications and recommend interventions for promoting
healthy sleep habits and supporting academic success.
By employing total enumeration sampling, this research aims to provide a
comprehensive understanding of the relationship between sleep duration and
academic performance among all students in Holy Cross Academy Inc.
ensuring a representative analysis of the entire population.
CHAPTER IV
PRESENTATION AND ANALYSIS OF FINDINGS
In this chapter, the results of this study were presented and analyzed to
answer the statement of the problem.
Presented in Table 2 the sample size obtained from Grade 11 Senior High
School. The researchers have taken a total of 94 participants.
Table 2: Demographics of the Respondents
Gender Frequency Percent Valid Percent Cumulative Percent
Femal
57 60.638 60.638 60.638
e
Male 35 37.234 37.234 97.872
100.00
Total 94
0
Age Frequency Percent Valid Percent Cumulative Percent
15 11 11.702 11.702 11.702
16 37 39.362 39.362 51.064
17 45 47.872 47.872 98.936
18 1 1.064 1.064 100.000
Tot 100.00
94
al 0
Table 3: Respondents Sleep Duration Level in terms of Gender.
Mean Std. Deviation Interpretation
Femal 4.14
Sleep Duration 0.210 High
e 4
4.17
Sleep Duration Male 0.229 High
4
Overal 4.15
Sleep Duration 0.220 HIGH
l 9
Shown in Table 3, The results of the descriptive statistics show that in
terms of gender, the respondents sleep duration level is HIGH (M=4.159; SD:
0.220). Noticeably, the mean of the Male respondent is slightly greater than
the mean of the female respondents.
In same study by Mehta, et al. (2010)Sleep duration range was 4.15-12
hours with a mean of 7.63±1.35 hours. The sleep duration in males and
females, respectively was 6.94±0.94 hrs. and 8.5±1.31 hrs.; significant (p=
0.0001). The total n-back score accuracy (1-back and 2-back) was
52.11±17.32% in males and 52.24±17.40% in females (p= 0.976). Spearman
Correlation between sleep-duration and total n-back score was not found to
be statistically significant (p= 0.611). However, the correlation of total n-back
score with academic performance was statistically significant.
The working memory was not statistically different in males and females, and
was not significantly correlated with sleep duration, though it was significantly
associated with the academic performance.
Table 4: Respondents Sleep Duration Level in terms of Age.
Mean Std. Deviation Interpretation
4.14
Sleep Duration 15 0.181 High
5
4.20
Sleep Duration 16 0.252 High
8
4.11
Sleep Duration 17 0.188 High
6
4.20
Sleep Duration 18 NaN High
0
Overal 4.16
Sleep Duration 0.207 HIGH
l 7
Table 4 presented above, The results of the descriptive statistics show
that in terms of age, the respondents sleep duration level is high across all
recorded ages in the data, with an overall mean of 4.167 also considered as
HIGH.
In same study by Lim (2010), rigorous sleep studies involving adults
have demonstrated that improved sleep is linked to a range of enhanced
cognitive abilities. Additionally, enhanced learning and memory have been
observed in connection with improved sleep. These impacts have been noted
to reach beyond controlled environments, as self-reported sleep assessments
from students in their own residences have also demonstrated links to
academic achievement.
Table 5: Respondents Academic Performance
Mean Std. Deviation Interpretation
Academic Fema 4.3
0.332 Very High
Performance le 85
Academic 4.2
Male 0.260 Very High
Performance 43
Academic Over 4.3 VERY
0.296
Performance all 14 HIGH
Presented in Table 5, The results of the descriptive statistics show that the
academic performance of the respondents is VERY HIGH (M=4.314,
SD=0.296). The means of both genders are not far different.
Table 6: Correlation between the Sleep Duration Level and Academic
Performance of the Respondents
Sleep Academic
Variable
Duration Performance
Pearson
1. Sleep Duration —
's r
p-value —
2. Academic Pearson
0.193 —
Performance 's r
p-value 0.063 —
* p < .05, ** p < .01, *** p < .001
Table 6 is shown above, The result of the regression analysis shows that
there is a weak positive association between sleep duration and academic
performance of the respondents (r=-0.193, p-value=0.063).
In same study by Okano et. al. (2019) better quality, longer
duration, and greater consistency of sleep correlated with better grades.
However, there was no relation between sleep measures on the single night
before a test and test performance; instead, sleep duration and quality for the
month and the week before a test correlated with better grades. Sleep
measures accounted for nearly 25% of the variance in academic
performance. These findings provide quantitative, objective evidence that
better quality, longer duration, and greater consistency of sleep are strongly
associated with better academic performance of students.
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, the conclusion, and the
recommendations of the proponents of this study.
Summary
The purposes of this study were to find out the correlation between sleep
duration and academic performance of grade 11 students. Additionally, this
study sought to find out the significant relationship between the said two
variables.
The goal of the research is to answer the following questions:
1. What is the socio-demographic profile of the respondents in terms of:
1.3 age
1.4 gender
2. What is the level of sleep duration of the respondents:
2.5 total sleep time
2.6 bedtime
2.7 sleep efficiency
2.8 sleep fragmentation
3. What is the level of academic performance of the respondents:
3.2 grade point average
3.5 participation and engagement
4. Is there a significant relationship between sleep duration and the
academic performance of students?
The findings of the study are the following:
1.In terms of gender, the mean of female respondents is 4.144 while male
respondents has 4.174 with a standard deviation of 0.229 thus the average
stress duration for male respondents is slightly higher than the female
respondents.
2. In terms of age, the descriptive statistics reveal that the duration of sleep
among the respondents is consistently high across all age groups
documented in the data, showcasing an overall mean of 4.167, which is also
categorized as a high level of sleep duration.
3.In terms of academic performance, the descriptive statistics demonstrate a
remarkably high level, with the respondents achieving a mean of 4.314 and a
standard deviation of 0.296. Notably, there is minimal disparity in the means
between the two genders.
4. Since the P value is 0.063, The findings from the regression analysis
suggest a subtle yet positive correlation between the duration of sleep and the
academic performance of the respondents. The statistical examination
indicates a weak but discernible connection, implying that as sleep duration
increases, there tends to be a corresponding improvement in academic
performance among the individuals surveyed. This observation sheds light on
the nuanced interplay between sleep patterns and scholarly achievements
within the context of the study.
Conclusion
1. Gender and Sleep Duration: While males have slightly higher average
sleep duration, the difference is insignificant.
2. Age and Sleep Duration: Sleep duration seems consistently high
across all age groups, indicating generally good sleep habits among the
respondents.
3. Academic Performance: Overall academic performance is remarkably
high, with minimal difference between genders. Sleep Duration and Academic
Performance: Though weak, a positive correlation exists between sleep
duration and academic performance. Higher sleep duration tends to coincide
with better academic achievement.
4. Overall: The study highlights the potential benefits of adequate sleep for
academic success. While the correlation is weak, it emphasizes the
importance of prioritizing sleep alongside other academic endeavors. Since,
there is a weak significant relationship between the (independent variable)
and (dependent variable), thus the NULL hypothesis is REJECTED.
Recommendations
1.The future researchers must look into how the quality of sleep
impacts academic performance, not just the duration.
2.The educational institutions should actively promote awareness
campaigns among students, parents, and educators regarding the importance
of adequate sleep for cognitive functioning.
3.The future researchers must suggest parents to establish and
enforce consistent bedtime routines, ensuring that their children receive the
recommended eight to 10 hours of sleep each night. Parental involvement in
monitoring and supporting healthy sleep habits can significantly contribute to
improved academic outcomes.
4.The future researchers must conduct a further study regarding the
correlation between sleep duration and academic performance of students.
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APPENDICES
Appendix A
Letter to Respondents
Appendix B
Survey Questionnaire
Appendix C
Certification from the Grammarian
Appendix D
Certification from the Statistician
Appendix E
Letter of Permission
