Republic of the Philippines

Department of Education
Region V

SCHOOL DIVISION OFFICE OF CAMARINES SUR

CASAY NATIONAL HIGH SCHOOL

Casay, Lupi, Camarines Sur

A CORRELATIONAL STUDY ON SLEEP DEPRIVATION AND STUDENT

ACADEMIC PERFORMANCE OF GRADE 12 SENIOR HIGH SCHOOL

STUDENTS AT CASAY NATIONAL HIGH SCHOOL

A QUANTITATIVE RESEARCH STUDY PRESENTED TO THE FACULTY OF

CASAY NATIONAL HIGH SCHOOL

AS A PRE-REQUISITE IN THE SUBJECT PRACTICAL RESEARCH 2

By:

Lozano, Mark Jay C.

Escover, Mildred

Dino, Edelyn R.

Magallona, Jayrald Dave

Purca, Bichielle

Bustillos Jerald

MARONELLE B. LONGA

PRACTICAL RESEARCH 2 ADVISER

 CHAPTER 1

BACKGROUND OF THE STUDY

Sleep is an essential aspect of human functioning, influencing various physical,

emotional, and cognitive processes. For adolescents, particularly senior high school

students, adequate sleep is crucial for optimal performance in academic and other areas of

life. However, due to the increasing demands of schoolwork, extracurricular activities, and

social engagements, many high school students face significant sleep deprivation. As

academic success plays a pivotal role in shaping students' future opportunities,

understanding the relationship between sleep patterns and academic performance is critical.

This study aims to examine the correlation between sleep deprivation and academic

performance among Grade 12 students at Casay National High School.

In recent years, sleep deprivation among adolescents has gained increased

attention in academic literature. Wang et al. (2019) conducted a study on the effects of

sleep deprivation on cognitive performance in adolescents, particularly high school students.

The study revealed that sleep-deprived students demonstrated significant cognitive

impairments, particularly in areas of attention, memory, and problem-solving. These deficits

negatively impacted their academic performance, as students were less capable of

maintaining focus in class, completing tasks effectively, or recalling important information

during exams. The study concluded that sleep is vital for maintaining cognitive functions

necessary for academic success.

Similarly, Silva et al. (2020) explored the relationship between sleep quality and

academic performance among senior high school students. This study assessed sleep quality
through surveys and tracked the academic performance of the participants over a semester.

The findings indicated that students with good sleep quality consistently performed better in

academics compared to those with poor sleep habits. Factors such as irregular sleep

schedules, late-night study sessions, and insufficient sleep were all associated with lower

academic performance. The research concluded that improving sleep quality could

positively affect students' academic outcomes, further stressing the importance of addressing

sleep deprivation.

The increasing prevalence of sleep deprivation among students has raised

concerns not only among educators and parents but also within the medical community.

Studies suggest that inadequate sleep has long-term effects on both physical and mental

health, leading to chronic stress, weakened immune function, and even mental health issues

like anxiety and depression. These health problems further compound the academic

challenges faced by sleep-deprived students, as they may struggle to keep up with the

demands of their studies, leading to a cycle of poor sleep and declining academic

performance.

Given the existing literature, this study aims to investigate the correlation between

sleep deprivation and academic performance specifically in Grade 12 students at Casay

National High School. Senior high school students are in a critical period of their education,

where academic performance holds considerable weight in determining future opportunities,

such as college admissions and scholarships. As these students face mounting pressures to

excel, understanding the impact of sleep deprivation on their academic performance is

crucial for developing interventions to help them succeed.

 The findings from this study will not only contribute to the growing body of

literature on sleep and academic performance but will also provide actionable insights for

educators, parents, and policymakers. By identifying the specific ways in which sleep

deprivation affects academic outcomes, the study could inform the development of strategies

to improve students' sleep habits and overall academic success. Thus, this research aims to

shed light on the significant issue of sleep deprivation among high school students and its

impact on their academic achievements.

STATEMENT OF THE PROBLEMS

This study aims to explore the Correlation between Sleep Deprivation and

Students Academic Performance. Specifically, it seeks to answer to answer the following:

1.What specific conditions lead to sleep deprivation among senior high school students?

2.What are the factors that affects the students sleep deprivation?

3.How does sleep deprivation affects the academic performance of Senior High School

Students?

4.What is the significant Relationship between Sleep Deprivation and Academic

Performance of Senior High School Students?

5.Base on the research findings, what recommendations can you give to the students to

lessen the effect of Sleep Deprivation?

 OBJECTIVES OF THE STUDY

The primary objective of this study is to examine the relationship between sleep

deprivation and academic performance among selected senior high school students at

Casay National High School. Specifically, the study aims to:

1. To measure the extent and frequency of sleep deprivation among the selected senior

high school students.

2. To evaluate the academic performance of these students through their grades, test

scores, and other relevant academic indicators.

3. To explore the potential correlation between the levels of sleep deprivation and the

academic performance of the students, and to determine if sleep deprivation negatively

impacts their academic achievements.

4.To identify and analyze various factors (such as lifestyle, study habits, and personal

responsibilities) that may contribute to sleep deprivation among senior high school

students

5.To develop evidence-based recommendations for students, parents, and educators on

managing sleep patterns and enhancing academic performance based on the findings of

the study.

SIGNIFICANCE OF THE STUDY

Students- this study will provide senior high school students with a clear understanding

of how their sleep patterns may impact their academic performance.

Educators-this study will offer crucial insights into how sleep deprivation affects their

students' ability to learn and perform in class.

Parents-This research will provide parents with evidence-based findings about the critical

role sleep plays in academic success.

Teachers-Teachers will benefit from this study by gaining a deeper understanding of the

direct relationship between sleep and cognitive performance. The results can assist

teachers in recognizing signs of sleep deprivation in their students, allowing them to make

accommodations or interventions when necessary.

Future Researchers-This study contributes to the growing body of research on the

effects of sleep deprivation on student performance, especially in the context of senior

high school students.

SCOPE AND LIMITATION OF THE STUDY

This study focuses on examining the correlation between sleep deprivation and

academic performance among Grade 12 senior high school students at Casay National

High School. The scope of the research is limited to quantifying the extent of sleep

deprivation experienced by these students and evaluating their academic performance

using measurable indicators such as grades, test scores, and other academic assessments.

The study is geographically restricted to a single institution, which may limit the
generalizability of its findings to other schools or student populations. Additionally, the

research relies on self-reported data regarding sleep patterns and habits, which may be

subject to recall bias or inaccuracies. Furthermore, while the study identifies correlations,

it does not explore causal relationships or consider other potential factors influencing both

sleep and academic performance, such as socio-economic status, mental health, or

extracurricular activities. Despite these limitations, the study aims to provide valuable

insights into the relationship between sleep and academic performance in the context of

Casay National High School.

SETTINGS OF THE STUDY

The study is conducted at Casay National High School. The selected setting

provides a diverse sample of senior high school students who are enrolled in various

academic and technical-vocational tracks. Data collection will occur within the school

premises during the academic year, using a structured survey to gather information on the

students' sleep patterns, duration, and quality, alongside their academic performance, as

indicated by grades and standardized test scores. The school environment, which includes

classroom settings, study areas, and social spaces, is also considered in understanding the

potential contextual factors that may influence both sleep behaviors and academic

outcomes. This setting allows for an in-depth examination of the correlation between

sleep deprivation and student academic performance in a specific educational context.

 CHAPTER 2

This chapter presents the relevant literature and studies taken from the internet published

research which provides additional information related on the study, A correlational study on

Sleep Deprivation and Student Academic Performance of Grade 12 Senior High School Students

at Casay National High School. This chapter also includes the synthesis of the study, theoretical

framework, assumption of the study and definition of terms.

RELATED REVIEW OF LITERATURE

Perez and Santos (2019) conducted a quantitative study to assess the prevalence of sleep

deprivation among high school students and its effects on their daily functioning. The study

surveyed 500 students to measure their average sleep duration and used a standardized sleep

deprivation scale. Results showed that over 60% of the students experienced sleep deprivation,

sleeping less than 6 hours per night. This sleep deficit was linked to higher levels of stress,

difficulty in concentration, and mood swings, which affected students’ overall well-being.

Delgado and Cruz (2018) explored the relationship between sleep deprivation and

cognitive performance in adolescents. The quantitative study involved 300 high school students

who were assessed on their sleep patterns and cognitive functions using a battery of cognitive

tasks. The results indicated that students with sleep deprivation performed worse in areas of

attention, memory retention, and problem-solving abilities. The study used statistical analysis to

demonstrate that cognitive impairments were directly proportional to the severity of sleep-

deprivation.

Lim and Garcia (2019) conducted a quantitative study to investigate the factors

affecting academic performance among senior high school students. The study surveyed 450
students and measured variables such as study habits, socio-economic background, and access to

learning resources. The academic performance of the students was measured through their grade

point averages (GPA). The study found that students with strong study habits and access to

educational resources had significantly higher GPAs, while those from low socio-economic

backgrounds struggled with academic achievement.

Ramos and Delos Reyes (2019) explored the impact of attendance and time management

skills on the academic performance of high school students. The study surveyed 300 students and

analyzed their GPA in relation to their class attendance records and time management practices.

Results revealed a positive correlation between consistent attendance, effective time

management, and higher academic performance. Students who frequently missed classes and

demonstrated poor time management skills had significantly lower GPAs.

Cruz and Medina (2019) conducted a quantitative study to investigate the effects of

sleep deprivation on the academic performance of senior high school (SHS) students. The study

surveyed 300 students regarding their sleep duration and analyzed the correlation between sleep

hours and their grade point averages (GPA). Results indicated that students who slept less than

six hours per night consistently scored lower on academic assessments, with significant deficits

in cognitive functions like attention and memory retention.

Tan and Salazar (2019) explored the negative consequences of sleep deprivation on

cognitive abilities and academic success among high school students. In a sample of 250

students, the study measured sleep patterns and their impact on cognitive performance and GPA.

Students with consistent sleep deprivation showed diminished cognitive performance,

particularly in tasks requiring problem-solving and attention. Their academic performance was

found to be lower than those who reported adequate sleep.

Rivera and Castillo (2019) conducted a quantitative study that examined the various

causes of sleep deprivation among senior high school students and how these factors impact

academic performance. The study identified excessive academic workload, social media use, and

extracurricular activities as the primary contributors to sleep deprivation. Students experiencing

high academic pressure were more likely to suffer from poor sleep, which directly affected their

GPA and concentration in class.

Diaz and Hernandez (2018) analyzed the causes of sleep deprivation among high school

students, focusing on academic pressure and the use of technology before bedtime. The study

included 400 participants who reported that late-night studying and excessive screen time were

the main reasons for insufficient sleep. This lack of sleep was associated with lower academic

performance, particularly in students who engaged in late-night technology use.

Garcia and Lopez (2019) conducted a cross-sectional quantitative study to investigate

the relationship between sleep deprivation and academic performance in 350 senior high school

students. Using surveys and GPA analysis, the study found a strong inverse relationship between

sleep deprivation and academic achievement. Students who reported fewer hours of sleep

consistently had lower GPAs, with their cognitive skills in subjects like math and science being

particularly affected.

Torres and Martinez (2018) explored the correlation between sleep deprivation and

academic performance in a sample of 300 high school students. The study employed a

quantitative method, analyzing sleep patterns and GPA data. Results demonstrated a significant
negative correlation, where students with chronic sleep deprivation experienced a noticeable

decline in their academic performance, particularly in tasks requiring memory and attention.

RELATED REVIEW OF STUDIES

According to Dela Cruz, L. & Santos, J. (2022) on the study "The Effects of Sleep

Duration on Cognitive Abilities and School Performance in Senior High School Students" the

study surveyed 200 senior high school students to determine the effects of varying sleep

durations on cognitive abilities and school performance. Students reported their average sleep

duration over a two-week period, and their cognitive abilities were assessed using standardized

memory and attention tests. School performance was also tracked through their grade point

averages (GPA). The findings revealed that students who slept fewer than 6 hours a night

showed significantly lower scores in cognitive performance tests, particularly in tasks requiring

sustained attention and memory retention, compared to students who slept 7-8 hours per night.

There is a significant inverse relationship between sleep deprivation and cognitive performance,

particularly in attention and memory. Academic performance, as measured by GPA, also

declines as sleep deprivation increases.

This study’s findings directly support the research by reinforcing the premise that sleep

deprivation negatively affects cognitive functions and academic outcomes. The focus on senior

high school students also aligns well with the study population at Casay National High School.

According to Flores, R. &Bautista, M (2021) on the study "Chronic Sleep Deprivation

and Its Effects on the Psychological Well-being and School Performance of High School

Students" from the Ongoing research at ABC College, the quantitative research, 150 high school

students were examined for the effects of chronic sleep deprivation (defined as less than 6 hours

of sleep over a month) on both their psychological well-being and school performance. The
students’ mental health was assessed using validated psychological stress scales, while their

academic performance was monitored through quarterly school grades. The study found that

students experiencing chronic sleep deprivation were more likely to report increased stress and

anxiety, which was associated with declining academic performance. Sleep deprivation

significantly increases psychological distress, which directly impacts academic performance.

Chronic sleep deprivation has a more pronounced negative effect on school performance

compared to short-term sleep deprivation.

This study emphasizes the long-term consequences of sleep deprivation on both

psychological health and academic performance, which is relevant to the investigation of the

relationship between sleep deprivation and student performance. Understanding these

psychological factors can enhance the study's depth in assessing performance impacts

According to Villanueva, C. & Morales (2020) on the study "The Role of Study Habits

and Sleep Patterns on the Academic Success of Senior High School Students" from the Research

at DEF University the quantitative study surveyed 300 senior high school students to examine

the relationship between their study habits, sleep patterns, and academic performance. Students'

GPAs were compared with self-reported data on their daily study routines and average sleep

hours. The results revealed that students who had regular study schedules and adequate sleep (7-

8 hours per night) consistently performed better academically, as reflected by higher GPAs. In

contrast, students who frequently crammed or had irregular sleep schedules saw lower academic

performance. There is a strong positive correlation between adequate sleep, consistent study

habits, and high academic performance. Students who sacrifice sleep for last-minute studying

perform worse academically in the long term.

 This study is relevant to the research investigation as it highlights the interplay between

sleep patterns and academic success, underscoring the detrimental effects of sacrificing sleep for

academic purposes. The research at Casay National High School can build on these findings by

further exploring the correlation between sleep deprivation and student performance

According to Gomez, P. & Rivera, E. (2019) on the study "Determinants of Academic

Performance in Senior High School Students: A Focus on Sleep and Mental Fatigue" from the

Graduate thesis at GHI University, the study aimed to identify key determinants of academic

performance among senior high school students, with a particular focus on sleep duration and

mental fatigue. The researchers surveyed 250 students on their sleep patterns and conducted

standardized tests to measure their levels of mental fatigue. Academic performance was

measured through semester grades. The study found a significant correlation between inadequate

sleep (less than 6 hours) and higher levels of mental fatigue, which were associated with poorer

academic outcomes. Sleep deprivation is directly linked to increased mental fatigue, which

negatively impacts students' ability to focus and perform well academically. Students who

reported high levels of mental fatigue also experienced a significant drop in academic

performance.

This study aligns closely with the research objectives by exploring how sleep deprivation

leads to mental fatigue and lower academic performance. Its findings can reinforce the

investigation into the effects of sleep deprivation on the performance of senior high school

students at Casay National High School.

According to the research conducted by the Undergraduate thesis , University of

Cebu, (2024) on the study "Effects of Sleep Reduction on Senior High School Learners’
Cognitive and Academic Performance" The study gathered data from 200 senior high school

students, finding that those who slept less than 6 hours per night experienced a 15% reduction in

their cognitive performance, as measured by standardized academic tests. The study also

revealed that students who suffered from consistent sleep deprivation saw an average drop of 0.5

points in their overall GPA.

This research aligns with the study as it explores the direct impact of reduced sleep on

academic performance. The findings on GPA decline and cognitive impairment serve to

strengthen the argument that sleep deprivation directly affects students' ability to perform

academically, mirroring the experience at Casay National High School.

According to the research project conducted by the West Visayas State University,

(2023), on the study "Sleep Deprivation and Its Impact on Senior High School Students'

Attention and Learning Retention" the study, involving 150 senior high school students, showed

that students with less than 5 hours of sleep per night had a significant decrease in attention span

during classes, leading to lower scores in retention-based assessments. Their test scores were

10% lower than those of students who averaged 7–8 hours of sleep.

This research supports the study by providing evidence that sleep deprivation hinders

attention span and learning retention, two crucial components of academic performance. It

provides a relevant comparison to the students of Casay National High School, particularly in

how sleep deprivation might affect classroom learning.

According to the research conducted by the Bachelor's thesis at the University of the

Philippines Diliman (2024) on the study "Influence of Academic Workload and Social Media

Usage on Sleep Deprivation Among High School Students" the study surveyed 250 high school
students and found that excessive academic workload and prolonged social media use before

bedtime were the leading causes of sleep deprivation. Students who reported spending more than

3 hours on academic work and more than 2 hours on social media before bed were 70% more

likely to suffer from poor sleep quality, which in turn negatively affected their academic

performance.

The identified causes academic workload and social media usage are relevant to the study

as these are common factors among senior high school students, including those at Casay

National High School. This research provides a basis for understanding how these modern

challenges contribute to sleep deprivation and poor academic outcomes

According to the research conducted by the undergraduate research at Ateneo de Manila

University, (2023) on the study "The Role of Extracurricular Commitments in Sleep Deprivation

Among Senior High School Students" the study analyzed the schedules of 180 high school

students and found that those involved in multiple extracurricular activities reported 40% more

sleep deprivation than their peers. The lack of sleep was attributed to the difficulty in balancing

academic work with extracurricular commitments, leading to a decline in academic performance.

This study is closely related to the research as it identifies extracurricular activities as a

significant cause of sleep deprivation. This is relevant to the student population at Casay

National High School, where students may face similar challenges in balancing their academic

workload and extracurricular participation.

According to the research project, conducted at De La Salle University, (2024) on the

study "A Correlational Analysis of Sleep Deprivation and Academic Achievement in Senior High

School Students" the study used correlational analysis on data from 220 senior high school
students and found a moderate negative correlation (r = -0.57) between sleep deprivation and

academic achievement. Students who reported poor sleep quality consistently had lower GPAs

compared to those who maintained healthy sleep patterns.

The negative correlation found between sleep deprivation and academic performance

mirrors the focus of the study. The data from this research can help you draw comparisons with

Casay National High School, where similar patterns of GPA decline could be observed among

sleep-deprived students.

According to the Bachelor's thesis, conducted at Mindanao State University, (2023) on

the study "The Relationship Between Sleep Deprivation and Test Performance Among Senior

High School Students" the study analyzed the test scores of 190 students and found a significant

negative correlation (r = -0.62) between the number of hours slept and test performance. Students

who slept fewer than 5 hours per night had an average test score 15% lower than those who slept

7–8 hours

The focus on test performance as a measure of academic achievement is highly relevant

to the study. This research provides strong evidence that sleep deprivation leads to lower test

scores, which is a critical component of overall academic performance. This can be used to

compare with the performance of students at Casay National High School.

SYNTHESIS OF THE STUDY:

Sleep deprivation has become a pervasive issue among high school students, significantly

impacting their academic performance. According to the study of Dela Cruz, L. & Santos, J.

(2022), the study establishes a clear inverse relationship between sleep deprivation and cognitive

performance among senior high school students, particularly affecting attention and memory
retention. Students who slept less than 6 hours exhibited lower cognitive performance and GPAs

compared to those with sufficient sleep. These findings align with the research at Casay National

High School, supporting the negative correlation between reduced sleep and academic

achievement.

According to the study of Flores, R. & Bautista, M. (2021) Chronic sleep deprivation,

defined as less than 6 hours of sleep over a month, was found to increase stress and anxiety

among high school students, which further led to declining academic performance. The study

emphasizes the long-term psychological consequences of inadequate sleep, which is relevant to

Casay National High School's research as it investigates the multifaceted impact of sleep

deprivation on academic success.

According to the study of Villanueva, C. & Morales (2020), the study shows a positive

correlation between regular sleep patterns, consistent study habits, and higher academic

performance. Students who maintained regular sleep schedules and study habits performed better

academically than those who sacrificed sleep for cramming. This reinforces the investigation at

Casay National High School by illustrating how sleep and study habits jointly affect academic

success.

According to the study of Gomez, P. & Rivera, E. (2019), the research highlighted the

connection between inadequate sleep and increased mental fatigue, which hampers students'

focus and academic performance. Students with high levels of mental fatigue performed worse

academically, demonstrating how sleep deprivation can lower performance through cognitive

fatigue, a key focus of the study at Casay National High School.

 According to the study from the University of Cebu (2024), The study found that

consistent sleep deprivation, defined as fewer than 6 hours of sleep per night, caused a

significant drop in students' cognitive performance and overall GPA. This mirrors the expected

outcomes at Casay National High School, where sleep-deprived students are likely to experience

declines in academic performance.

According to the study from the West Visayas State University (2023), the study

revealed that students who slept less than 5 hours experienced reduced attention spans and lower

retention scores, which directly affected their academic performance. This supports Casay

National High School's research by highlighting how sleep deprivation impairs learning retention

and attention in classroom settings.

According to the study from the University of the Philippines Diliman (2024),

excessive academic workload and prolonged social media usage were found to be key

contributors to sleep deprivation, leading to poor academic outcomes. This is relevant to the

study at Casay National High School, where students may similarly struggle with modern

distractions and workloads that impair sleep quality and academic performance.

According to the study from the Ateneo de Manila University (2023), The study

identified extracurricular activities as a significant cause of sleep deprivation, with students

involved in multiple activities experiencing greater sleep loss and subsequent academic decline.

This highlights a potential area of focus for Casay National High School's research, as balancing

extracurricular commitments could be a factor in students' sleep deprivation and academic

outcomes.
 According to the study from the De La Salle University (2024), A correlational analysis

found a moderate negative relationship between sleep deprivation and academic achievement,

with students reporting poor sleep quality showing lower GPAs. This finding is pertinent to

Casay National High School, where the correlation between sleep deprivation and GPA could

reveal similar patterns of academic decline.

According to the study from the Mindanao State University (2023), The study

demonstrated a significant negative correlation between sleep deprivation and test performance,

with students who slept fewer than 5 hours scoring 15% lower on tests than those with adequate

sleep. This focus on test performance is crucial for Casay National High School's research, as it

offers evidence of how sleep deprivation directly affects students' ability to perform in academic

assessments.
 CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

-Number of hours of sleep per -Survey or checklist. -Correlation between sleep

night. deprivation and academic
-Collection of academic performance.
-Sleep quality (waking up performance data from school
frequently, trouble falling records or student-reported -Specific patterns of sleep
asleep). grades. deprivation that most
significantly affect
-Consistency of sleep patterns -Collection of self reported performance.
(variations on weekdays vs. sleep records per night of
weekends). students. -Possible recommendations
for students to integrate
wellness programs that
address sleep health.

FEEDBACK
 Sleep-Wake
Cycle Theory

-Correlation
between sleep
The Information deprivation and Cognitive Load
Consolidation
academic Theory
Theory of Sleep
performance.

Self-Regulation
Theory
 THEORETICAL FRAMEWORK

The Sleep-Wake Cycle Theory , proposed by Nathaniel Kleitman and Eugene

Aserinsky. The Sleep-Wake Cycle Theory, also known as the Circadian Rhythm Theory,

explains that human sleep is regulated by biological processes that follow a roughly 24-hour

cycle. Disruptions in this cycle, such as sleep deprivation, lead to impairments in cognitive

function, attention, and overall performance. The Circadian Rhythm is the internal body clock

that regulates various physiological functions, including the sleep-wake cycle. When individuals

experience sleep deprivation, this biological rhythm is disrupted, resulting in reduced cognitive

abilities such as memory, focus, and decision-making. Kleitman and Aserinsky's research

showed that REM sleep and other sleep stages play a crucial role in restoring the brain and body.

A lack of sufficient sleep compromises these restorative processes, leading to decreased mental

acuity and physical energy.

In the context of the research on "Sleep Deprivation and Student Academic

Performance," the Sleep-Wake Cycle Theory is highly relevant. The selected senior high school

students' sleep patterns and their academic performance are closely tied to the biological

processes described in the theory. As students experience sleep deprivation due to academic

workload, lifestyle factors, or other causes, their cognitive performance, such as memory

retention, attention span, and learning capabilities, is likely to deteriorate. This correlation

between sleep disruption and reduced academic performance forms the foundation of the
research, providing a scientific basis for investigating how sleep deprivation impacts students'

abilities to excel in school.

_"The greatest wealth is health." — Virgil_

Cognitive Load Theory proposed by John Sweller. The Cognitive Load Theory posits

that the human brain has a limited capacity to process information, and when cognitive resources

are overburdened, performance in tasks requiring attention, memory, and learning is negatively

affected. According to Cognitive Load Theory, learning and performance are optimal when the

brain's working memory is not overwhelmed. Sleep is a critical factor that influences cognitive

load. Adequate sleep allows the brain to recover and organize information, while sleep

deprivation impairs the brain’s ability to process and retain new information. As a result,

students who are sleep-deprived face a higher cognitive load, leading to poor performance in

tasks that require focus, critical thinking, and retention of information. Without enough sleep, the

brain struggles to process information efficiently, negatively affecting academic performance.

This theory directly relates to the research on sleep deprivation and student performance, as it

explains how lack of sleep increases cognitive load and hinders students' ability to perform

academically. For the grade 12 senior high school students at Casay National High School, sleep

deprivation likely impairs their ability to learn, memorize, and process information effectively,

leading to poor academic outcomes. The study seeks to explore this correlation, showing how the

relationship between sleep deprivation and cognitive load impacts students' overall performance

in school.
 Self-Regulation Theory, proposed by Albert Bandura, explains that individuals have the

capacity to control their behaviors, thoughts, and emotions, and these self-regulation processes

are heavily influenced by physical states such as sleep. Sleep deprivation diminishes a student's

ability to regulate emotions, attention, and behavior, which are critical for academic success.

Poor self-regulation can lead to procrastination, lack of focus, and difficulty managing academic

responsibilities, ultimately resulting in lower academic performance. This theory relates to the

research by highlighting how sleep deprivation negatively affects self-regulation abilities. The

study aims to correlate how diminished self-regulation, due to lack of sleep, impacts students'

academic performance, making it difficult for them to stay organized, manage time, and stay

motivated.

The Information Consolidation Theory of Sleep, proposed by Matthew P. Walker

suggests that sleep is critical for memory consolidation and learning, where the brain processes

and stores information gathered during the day. Sleep plays a vital role in consolidating

memories, processing new information, and reinforcing learning. When students are sleep-

deprived, this consolidation process is impaired, leading to difficulties in retaining information

and performing well on exams or academic tasks. This theory is directly relevant to the research

as it addresses how sleep deprivation disrupts memory consolidation, which is essential for

academic success. The study explores the correlation between lack of sleep and academic

performance by focusing on how students' ability to retain and recall information is affected by

insufficient sleep.

HYPOTHESIS
Null Hypothesis (H₀): There is no significant correlation between sleep deprivation and the

academic performance of Grade 12 Senior High School students.

Alternative Hypothesis (H₁): There is a significant correlation between sleep deprivation and

the academic performance of Grade 12 Senior High School students.

These hypotheses will guide the statistical analysis to determine whether sleep

deprivation is significantly related to the students' academic outcomes, with the expectation that

higher levels of sleep deprivation may correspond to lower academic performance.

ASSUMPTION OF THE STUDY

This study was guided by the following assumption:

1.it is assumed that there is a statistically significant relationship between sleep deprivation and

the academic performance of Grade 12 senior high school students at Casay National High

School.

2.it is assumed that the students' self-reported sleep patterns and academic performance metrics

(such as academic grades) accurately reflect their real-life experiences and academic capabilities.

3.It is assumed that the sample of students selected from Casay National High School is

representative of the broader population of senior high school students, allowing for

generalizable conclusions within the context of the school environment.

4.It is assumed that the researcher would give recommendations to the students after the study to

lessen the effect of sleep-deprivation.

 DEFINITION OF TERMS

For a clearer understanding of some terms used in this study, the researcher

presented the Conceptual and Operational definition of the following.

SLEEP-DEPRIVATION- A condition resulting from inadequate or insufficient sleep, either

in terms of sleep quality or sleep duration.

In this study, sleep deprivation refers to students sleeping less than the recommended 7-9

hours per night for teenagers, as reported in surveys.

STUDENTS PERFORMANCE - The measurable academic output of a student, typically

reflected in grades, test scores, attendance, and class participation.

For this research, student performance will primarily focus on grades or standardized test

results provided by the school or self-reported by the students.

CORRELATION - A statistical relationship between two variables, in this case, sleep

deprivation and student performance.

The correlation can be positive, negative, or nonexistent, indicating the degree to which

one variable predicts changes in the other.

SLEEP QUALITY - Refers to how restful or restorative a student’s sleep is, factoring in

elements such as how easily they fall asleep, how often they wake up during the night, and

whether they feel rested upon waking.

This will be assessed through self-reported survey.

 CHAPTER 3

INSTRUMENT

Survey checklist and Academic Performance records of students.

RESPONDENTS OF THE STUDY

The respondents of this study were selected using purposive sampling, focusing on a

specific group of students that meet certain criteria relevant to the study. A total of 103 Grade 12

Senior High School students from Casay National High School were chosen as the sample

population for this quantitative research.

The selection criteria for these respondents were based on their academic standing and

sleep patterns, as these factors are essential to exploring the correlation between sleep

deprivation and academic performance. These students were chosen because they represent a

diverse range of academic performance levels, making them suitable for identifying patterns and

correlations between their sleep habits and academic outcomes.

By selecting these respondents through purposive sampling, the study ensures that the

population is relevant and capable of providing the necessary data to answer the research

questions.
 RESEARCH DESIGN

This research study utilized a correlational research design to determine the relationship

between sleep deprivation and academic performance among grade 12 senior high school

students at Casay National High School. A correlational design is appropriate for this study

because it allows the researcher to explore the strength and direction of the relationship between

two variables—sleep duration and academic performance—without manipulating them.

Treatment Used in the Study are as follows:

Treatment A:

Sleep Log Tracking: Participants that are being tracked that has a sleep log based on the

survey.

Treatment B:

Academic Performance of students: An Academic performance records of students was

administered to evaluate the students’ This allowed the study to capture real-time cognitive

functioning and relate it to sleep deprivation, serving as an additional measure of performance

beyond academic GPA.

VALIDITY AND RELIABILITY

In this study, both validity and reliability are essential to ensure that the findings

accurately reflect the relationship between sleep deprivation and academic performance among

Grade 12 Senior High School students.

Validity-refers to the degree to which the research accurately measures what it intends to

measure. To ensure content validity, the study’s survey and measurement tools were designed

based on established instruments from previous research studies on sleep patterns and academic

performance.

Expert review- The survey questions were reviewed by experts in the fields of education and

psychology to confirm that they comprehensively cover the factors related to sleep deprivation

and academic performance.

Conceptual framework-Additionally, to strengthen construct validity, the study uses clear

definitions and conceptual frameworks regarding both sleep deprivation and academic

performance.

Pilot test-A pilot test was also conducted with a small group of students to assess the clarity and

relevance of the questions, ensuring that the tools effectively measure the intended variables.

Reliability- refers to the consistency and stability of the measurement instruments over time. To

ensure high reliability, the study employed standardized instruments for measuring sleep

deprivation (e.g., sleep diaries and sleep quality surveys) and academic performance (e.g., grade

point averages).

Cronbach's Alpha- The instruments have been tested for internal consistency using Cronbach’s

alpha to confirm that the questions within each instrument reliably measure the same construct.

The test-retest method was also used to verify that the results remain consistent when the same

respondents complete the survey at two different points in time. By ensuring both validity and

reliability, the study aims to provide accurate and consistent data on the correlation between

sleep deprivation and academic performance among Grade 12 students.

 SOURCE OF DATA

Data can be gathered from two places: internal and external sources. The information

collected from internal sources is called “primary data,” while the information gathered from

outside references is called “secondary data.” A primary source is an original source that

documents an event in time, a person, or an idea. Secondary sources involve analysis, synthesis,

interpretation, or evaluation of primary sources. They often attempt to describe or explain

primary sources.

In this research, the researchers use secondary sources such as journal articles that

analyses research. The researcher gets this idea through articles, and journals from internet while

browsing the web that is about academic hacks that students can use as a strategy on their

studies.

PROCEDURE

Step-by-step procedure:

Step I: Participant Selection and Consent

1. The researcher will identify and purposely select all 103 Grade 12 senior high school students

from Casay National High School. These participants will represent the same academic tracks

and sections to ensure diversity in the sample.

2. A letter of permission will be sent to the school head, senior high school coordinator, and class

advisers to seek approval for conducting the study. Consent will also be obtained from the

participants and their parents/guardians to ensure ethical compliance.

3. Once consent is secured, participants will be briefed on the study's purpose, procedures, and

confidentiality of their data.

Step II: Data Collection (Sleep Survey and Academic Records)

1. The researcher will distribute a Sleep Deprivation Survey to the participants. The survey will

gather information about their average nightly sleep hours, sleep routines, and factors affecting

their sleep quality.

2. To complement the survey, the academic performance data of the participants will be

obtained. The researcher will collect the students’ Grade Point Averages (GPA) from the

previous semester from school records with appropriate consent.

3. Students will be traced for one-week where the participants will record their own exact

number of hours sleep each night and any disturbances they experience. This log will be

submitted at the end of the week.

Step III: Data Analysis and Interpretation

1. Once all surveys, sleep logs, and academic records have been collected, the data will be

analyzed using Pearson’s correlation coefficient to determine if there is a significant relationship

between sleep deprivation (as measured by sleep hours) and academic performance (as measured

by GPA).

2. Descriptive statistics will be computed to summarize overall sleep patterns and academic

performance in the group. The correlation results will then be interpreted to draw conclusions

about the impact of sleep deprivation on student performance.

3.The final findings will be reported, and recommendations for improving student sleep habits

will be developed and presented to the school administration for potential implementation.

STATISTICAL TREATMENT
 DATA GATHERING TECHNIQUE

In this study, data will be collected through two primary methods: Sleep Deprivation

surveys and academic performance records. The first method will involve administering a Sleep

Deprivation Survey to gather data on students' sleep patterns, including the average number of

hours of sleep per night, bedtime routines, and factors influencing sleep quality (such as use of

electronic devices before bed). Participants will also record their own sleep hours each night to

ensure accuracy and supplement the survey responses.

The second method will involve collecting academic performance data in the form of

students' Grade Point Averages (GPA) from the previous semester, obtained with permission

from school records. These GPAs will serve as the measure of student performance.

The gathered data will be recorded and organized in a structured data sheet, allowing for

a systematic comparison of sleep deprivation levels with academic performance. Pearson's

correlation coefficient will be used to analyze the strength and direction of the relationship
between the two variables, revealing any significant trends between sleep duration and student

achievement.