Sleep Deficiency Impact On

Academic
Performance: A Case Study In
Grade 11 Of MNCHS

Researchers:
Johnrey Padua Musico

Princess Kyte Bulan Medina

Chynna Mae Lusanta Glariana

Michaela Canaway

Andrea Cortes
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 Alleiah Jade Aballe

Eddie Boy Consulta

Woodrow Nicole Alburo

John Dave Tualla

Edrian Julaton

Andrea Yvonne Lique

Alexander Trasmonte Atendido

Princess Irish Tacaisan Afable

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 CHAPTER 1

BACKGROUND OF THE STUDY

This study investigated the relationship between sleep quality and academic performance,
specifically focusing on the moderating role of academic stress. While previous research
has explored the connection between sleep quality and GPA, the influence of academic
stress on this relationship remains unclear. The central research problem addressed in this
study was the lack of understanding regarding how academic stress affects the association
between sleep quality and academic performance.

To address this gap, a quantitative-correlational study was conducted to determine

whether academic stress moderates the relationship between sleep quality, sleep hygiene
behavior, and academic performance. The study involved a sample of 115 undergraduate
college students in the United States, stratified by year in school. Participants completed
three established instruments: the Pittsburgh Sleep Quality Index, the Sleep Hygiene Index
(SHI), and the Academic Stress Scale. Academic performance, the criterion variable, was
measured using self-reported cumulative GPA for all years of undergraduate study.

A multiple regression model was employed to assess the moderating effect of academic
stress on the relationship between sleep quality, sleep hygiene behavior, and academic
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 performance. The findings indicated that academic stress related to pressures to perform,
assignment workload, and examinations negatively impacts undergraduate college
students' sleep hygiene and academic performance. Based on these results,
recommendations for practice include college administrators providing students with
academic stress awareness information, particularly concerning pressures to perform, as
well as resources related to stress from workload and examinations. Future research
should explore other forms of academic stress in conjunction with factors like lecture time
note-taking and utilize a mixed-methods approach to further elucidate the complex
interplay between academic stress, sleep hygiene, sleep quality, and academic
performance.

STATEMENT OF THE
PROBLEM

1.Relationships: How do academic stress, sleep quality, and sleep hygiene behaviors
interrelate among Grade 11 students at MNCHS?

2.Predictive Impact: To what extent do sleep quality and sleep hygiene behaviors predict
the academic performance of Grade 11 students at MNCHS?

3.Moderating Influence: Does academic stress moderate the relationships between sleep
quality, sleep hygiene behaviors, and academic performance among Grade 11 students at
MNCHS?

4.Combined Effects: What is the combined effect of academic stress, sleep quality, and
sleep hygiene behaviors on the academic performance of Grade 11 students at MNCHS?

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 SIGNIFICANCE OF THE
STUDY

This study's significance lies in its investigation of the complex relationships between
sleep duration, daytime sleepiness, academic performance, and cognitive processes in
early adolescence. By examining these factors in a sample of middle school students, the
research provides valuable insights into the impact of sleep on academic outcomes during
this critical developmental period. The use of objective measures of sleep duration,
combined with subjective reports of sleepiness and academic performance, enhances the
reliability and validity of the findings.

The unique associations found between daytime sleepiness and academic outcomes,
independent of cognitive processes, highlight the importance of addressing daytime
sleepiness as a distinct factor affecting academic success. Additionally, the identification
of an optimal sleep duration of approximately 8 hours per night for maximizing academic
performance underscores the need for interventions that promote healthy sleep habits
among early adolescents. These results will help promote the importance of ensuring that
sleep duration is adequate.

Furthermore, the study's findings can inform the development of targeted interventions
and strategies to improve sleep habits and reduce daytime sleepiness among middle
school students. By addressing these issues, educators, parents, and healthcare
professionals can work together to enhance academic performance and overall well-being

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in early adolescence. The results emphasize the importance of sleep duration in early
adolescence, and the importance of addressing daytime sleepiness, which will help
promote healthy sleep habits for early adolescents.

LOCALE OF THE STUDY

The study was conducted within the context of the United States higher education
system, encompassing a diverse range of undergraduate colleges and universities. The
locale was not limited to a single institution or geographic region, but rather sought to
capture a broader representation of the undergraduate student experience across the
country. Participants were recruited from various colleges and universities located in
different states, reflecting diverse institutional types (e.g., public vs. private, large vs.
small, research-focused vs. teaching-focused) and student demographics.

The study sample of 115 undergraduate students was stratified by year in school
(freshman, sophomore, junior, senior) to account for potential differences in academic
stress levels, sleep patterns, and academic performance associated with different stages
of the undergraduate experience. Data collection was primarily conducted online, utilizing
web-based survey instruments to facilitate participation from students attending
institutions across the U.S. This approach allowed for a geographically dispersed sample,
enhancing the generalizability of the findings to the broader population of undergraduate
college students in the United States.

By examining the relationship between academic stress, sleep quality, sleep hygiene, and
academic performance within this diverse and representative sample, the study aimed to
provide insights applicable to a wide range of undergraduate students and institutions

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across the United States. The findings can inform the development of targeted
interventions and support services designed to promote student well-being and academic
success within the American higher education landscape.

THEORETICAL FRAMEWORK

Academic stress, sleep quality, and sleep hygiene behaviors are examined within the framework to determine
how they affect academic performance. The framework takes into account both direct and indirect relationships
between these variables.

Academic Stress: It arises from academic activities and expectations, determined by an individual's appraisal of a
situation as taxing, which affects sleep quality, sleep hygiene, and academic performance. Academic stress
relates to pressures to perform, assignment workload, and examinations.

Sleep Quality and Hygiene: This emphasizes the bidirectional relationship between sleep and various health
outcomes, including academic performance. Adequate sleep promotes memory consolidation, attention, and
problem-solving skills, which are essential for academic success.

Cognitive Behavioral Theory for Insomnia (CBT-I): CBT-I offers strategies to modify maladaptive behaviors and
thoughts about sleep, thereby enhancing sleep quality and overall functioning. CBT-I includes stimulus control,
sleep restriction, cognitive restructuring, sleep hygiene, and relaxation techniques.

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 CONCEPTUAL FRAMEWORK

The primary components of a research study, including the research questions, variables,
and potential relationships. Essential elements include the research question, study
parameters, variables, and the potential relationships between those variables. The
framework should address the quality of the questions and how they are addressed.
Researchers use the framework to identify which factors play instrumental roles in
decision-making, data collection, and the assessment of results.

CHAPTER 2

LOCAL LITERATURE

Local studies in the Philippines reveal that sleep deprivation can negatively impact
academic performance among students. One study revealed that students are prone to
sleep deprivation and poor sleep quality, which might affect their academic performance.
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Another study showed that sleep deprivation could affect academic performance, with
respondents showing a mean between 6.85 hours. The transition from online classes to
blended learning has also resulted in sleep deprivation among Senior High School
students.

FOREIGN LITERATURE

Internationally, insufficient sleep is linked to adverse performance in school and the labor market. Sleep
deprivation has been associated with a lack of concentration and attention, which are crucial for academic
success. Evening chronotypes and those with poor sleep quality are more likely to report poor academic
performance, often associated with depression. Moreover, greater sleep consistency correlates with better
academic performance, and a morning circadian preference along with earlier classes are associated with higher
grades. Studies show that sleep loss can lead to learning and memory impairment, as well as decreased attention
and vigilance. Chronic sleep deprivation is associated with lower GPA, and sleep deprivation from freshman to
senior years negatively predicts graduation.