Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Division of Zamboanga Sibugay
ZAMBOANGA SIBUGAY NATIONAL HIGH SCHOOL
Pangi, Ipil, Zamboanga Sibugay

The Relationship of Sleeping Habits to the Academic Performance of Senior High

School Students in Zamboanga Sibugay National High School

A Quantitative Research Presented to the Faculty of

Zamboanga Sibugay National High School, Pangi, Ipil, Zamboanga Sibugay

In Fulfilment of the Requirements for the Subject in

Inquiries, Investigations, and Immersion

Submitted By;
Solis, Cheska N.
Carbaquil, James Brian A.
Branzuela, Nicole
Apusaga, Diana S.
Dominguez, Sosa E.
Campomayor, Alisa
Aquino, Janelle
Rom, Aj Godden
Pansoy, Francis

April 2025

Submitted to:

Roy Andrew Perol

Subject Adviser
 CHAPTER I
INTRODUCTION

1.1 Background of the Study

The connection between sleep and academic performance has long been established

as a critical area of research worldwide. Numerous studies have consistently highlighted the

positive impact of adequate sleep on students’ cognitive functions, suggesting that sufficient

sleep enhances attention, memory retention, and overall academic performance. Conversely,

sleep deprivation has been linked to a decline in focus, concentration, memory recall, and

problem-solving abilities, all of which are crucial for academic success. While this

relationship is well-documented globally, much of the research has focused on younger

students or college-level populations, leaving a gap in the literature concerning Senior High

School students, particularly in the context of the Philippines.

In the Philippines, there is a growing concern about the sleeping habits of Senior High

School students, with factors such as heavy academic workloads, family obligations, and

social media distractions contributing to insufficient sleep. At Zamboanga Sibugay National

High School (ZSNHS) in Region IX, many students struggle to maintain a healthy sleep

schedule due to these pressures. The school’s demanding academic curriculum, along with

personal responsibilities at home and the excessive use of social media, worsens the

challenge of getting enough rest. As a result, students often experience the negative effects of

sleep deprivation, which may negatively impact their academic performance.

 Despite the growing awareness of the importance of sleep in students’ lives, there is a

notable lack of localized research focusing on the specific sleep habits of Senior High School

students in the Philippines, particularly within the context of ZSNHS. Most existing studies

are generalized or focus on other regions, failing to address the unique challenges faced by

students in this specific school and region. This research aims to fill this gap by providing

quantitative data that explores how sleep habits affect the academic performance of Senior

High School students at ZSNHS. By focusing on this particular student population, the study

will offer valuable insights into the relationship between sleep and academic achievement in

a specific educational setting, contributing to the body of knowledge and providing a basis

for potential interventions to improve student well-being and academic outcomes in the

region.

1.2. Statement of the Problem

In the Pursuit of knowledge in examining The Relationship of Sleeping Habits to the

Academic performance among Senior High School students in Zamboanga Sibugay National

High School, the researchers specifically sought to answer the following questions

1. What is the Average amount of sleep the Senior High School students

has?

2. What is the General Weighted Average of the Senior High School

students?
 3. Is there any significant relationship between the Sleeping Habits of the

students to their Academic Performance?

1.3 Significance of the Study

The findings of this study about The Relationship of Sleeping Habits to the Academic

performance among Senior High School students will be beneficial to the following:

1. Students - The result will provide insights towards them into how their

sleeping habits may affect their academic performance and encourage them to have a

more healthier sleeping routine or sleeping habits and how it can drastically increase

their grades.

2. Teachers - this study will help them understand the importance of

sleep in students’ academic performance. Hence, they may reconsider their decision

in giving activities and make it lesser.

3. Parents - The findings of this study will give the parents valuable

information on the importance of monitoring their children’s sleeping habits to ensure

that they are well rested and performs at their best academically.

4. School – The findings of this study will give the school insights on

how to handle problems regarding this kind of issue

5. Future Researchers – The result of this study will help the future

researchers have insights into how they will conduct their study. Additionally, this

study will also serve as their guide and one of their possible RRL.
1.4 Scope and Delimitation

This study focuses on the SHS students only that are enrolled in Zamboanga Sibugay

National High School (ZSNHS) during S.Y 2024-2025. This study will examine their

sleeping habits such as average hours of sleep. The study will also explore the correlation

between these sleeping habits and students’ academic performance.

This study will only focus on the data’s about sleeping habits and academic

performance from the respondents. It will no longer account on any factors that may affect

students’ academic performance such as extract curricular activities involvement,

socioeconomic status and health.

1.5 Definition of Terms

To facilitate and give more in depth understanding of the study, the following terms

are defined:

1. Academic Performance – The Dependent Variable of the study, refers

to the grades of the students.

2. Sleeping Habits – The Independent Variable of the study, refers to the

amount of sleep students have.

1.6 Conceptual Framework

Independent Variable Dependent Variable

ACADEMIC
SLEEPING HABITS PERFORMANCE

This study, examines The Relationship of Sleeping Habits to the Academic

Performance among Senior High School students in Zamboanga Sibugay National High

School with the use of Pearsons correlation. Sleep is important for cognitive functions such

as memory retention, concentration, and problem solving. To determine the strength and

direction of this relationship, Pearson’s correlation is used as a statistical tool. A positive

correlation would indicate that more sleep is associated with higher grades, whereas a

negative correlation would suggest that increased sleep leads to lower grades. If there is no

significant correlation, it would imply that sleep duration does not directly impact academic

performance.

By establishing this conceptual framework, the study provides a structured approach

to understanding how sleep patterns may influence students’ academic success. The findings
will offer insights that can help students and educators make informed decisions regarding

sleep and study habits.

Theoretical Framework

This research is based on a number of well-established theories that account for the

correlation between sleep habits and academic performance. The Health Belief Model (HBM)

posits that students' sleep behaviors are affected by their perceived susceptibility to the ill

effects of sleep deprivation and the severity of its outcomes. Alamir et al. (2022) discovered

that students who were aware of the influence of poor sleep on school performance were

more likely to embrace healthier sleeping habits, but those suffering from academic workload

stress tended to compromise on sleep even though they knew about its significance. This

theory can account for why some students value sleep while others do not.

The Theory of Planned Behavior (TPB) broadens this yet further by predicting that

students' intentions to stay on a standard sleep schedule are influenced by the attitudes

students hold toward sleep, the impact of social norms, and the judgment students make as to

whether or not they control their time skillfully (Ajzen, 1991). Studies indicate that students

who consider sleep as a factor for academic performance and enjoy environments that

promote appropriate sleep hygiene are likely to adhere to regular sleep routines. Yet, students

who see academic work as an inescapable obstacle to getting enough sleep may find it

challenging to control their habits.

The Cognitive Load Theory (Sweller, 1988) outlines how sleep loss affects the ability

of students to learn. This theory suggests that the brain has a finite capacity for information
processing, and when students don't receive adequate sleep, their mental resources are

overwhelmed. Sleep deprivation has been found to weaken memory retention, decrease

problem-solving capacity, and slow down cognitive processing speed (Casement et al., 2006).

This is consistent with research that indicates students with disrupted sleep patterns or

inadequate sleep have difficulty with challenging academic tasks, especially in areas of high

cognitive demand.

In the same way, the Restorative Theory of Sleep (Oswald, 1969) highlights that sleep

is vital for cognitive and physiological restoration. Plihal and Born (1997) research showed

that sleep, especially deep sleep stages, is critical for memory consolidation and learning.

Adopting good sleeping habits helps learners achieve better recollection, higher problem-

solving skills, and superior overall academic results. Chronic lack of sleep reverses these

operations, making retention and application of knowledge more challenging for students.

The Self-Regulation Theory (Zimmerman, 2000) emphasizes the importance of self-

discipline and time management for academic achievement. Those who successfully regulate

their study timetables, prioritize tasks, and have consistent sleep routines perform better in

school. Empirical studies in educational psychology have established that students possessing

good self-regulation capabilities are less prone to procrastination and more likely to manage

their academic tasks with the necessary rest, resulting in enhanced cognitive function and

improved grades.

Synthesizing these theories, this research hypothesizes that students' sleep patterns are

influenced by their health beliefs, behavioral intentions, cognitive constraints, physiological

requirements, and self-regulatory capacities. These sleep behaviors, in turn, affect cognitive
processes like memory recall, attention, and problem-solving, which eventually impact

academic performance. Environmental factors such as academic pressures, social pressures,

and technological distractions also significantly influence sleep patterns.

By applying these theoretical perspectives, this study aims to provide a

comprehensive understanding of how sleep habits influence students' academic outcomes. It

highlights the importance of promoting sleep hygiene awareness, encouraging self-regulation,

and addressing institutional factors such as school workload and start times to enhance

students' overall well-being and academic success.

HYPOTHESIS

- Null Hypothesis: Sleeping Habits does not have any significant relationship on

academic performance of senior high school students.

- Alternative Hypothesis: Sleeping Habits has significant relationship towards

senior high school students’ academic performance

 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related studies that can enhance the researchers’ perspective

on different concepts of this study entitled “The Relationship of Sleeping Habits to the

Academic Performance among Senior High School students in Zamboanga Sibugay

National High School”. This will help the researchers view this study more deeply and

expound its content further.

Sleeping Habits and Academic Performance

Research have already demonstrated that sleeping habits plays a crucial role in

determining academic performance. According to the study of Lopez et al. (2022) that

students with less than six hours of sleep showed significant decrease in performance in

school, specifically in subjects like mathematics and science. Similarly, Chen and Liu (2023)

also stated that irregular sleep schedules disrupt students cognitive thinking in Senior High

School in China, reducing their ability to focus on subjects with complex problem-solving

tasks.
 In the study conducted by Santos et al. (2021) about the correlation between sleep

quality and students Grade Point Average (GPA) among Senior High School students in

Metro Manila, he identified a strong positive relationship between consistent sleeping

patterns and higher GPAs. Additionally, Ramirez et al. (2023) analyzed Mexican

Adolescents, noting that total sleep time can directly impact academic performance.

Furthermore, Villanueva and Cruz (2022) stated that detrimental effects of irregular sleep

patterns, showing that students who regularly stayed up late has lower attention spans and

struggled a lot to retain various information from different subjects in a day.

According to the study of Anderson et al. (2022) sleep disturbance were linked to

impaired concentration and reduced attention span in high school students, ultimately

lowering their academic performance. Similarly, Tan et al. (2024) found that sleep

deprivation reduced cognitive flexibility in Malaysian adolescents, hindering their ability to

think critically and adapt to new academic challenges. In the longitudinal study on sleep

consistency by Jones and Miller (2023), it revealed that students who maintained regular

sleep schedules demonstrated improved performance on standardized tests.

Additionally, Gautley (2023) and Curcio et al. (2023) explored the short and long-

term effects of sleep reduction on memory and concentration. Both studies concludes that

chronic sleep deprivation that results to short-term memory loss and difficulty concentrating

during lectures and exams, further affecting their academic performance.

According to the study of Lopez et al. (2022) that students with less than six hours of

sleep showed significant decrease in performance in school, specifically in subjects like

mathematics and science. Similarly, Chen and Liu (2023) also stated that irregular sleep
schedules disrupt students cognitive thinking in Senior High School in China, reducing their

ability to focus on subjects with complex problem-solving tasks.

In the study conducted by Santos et al. (2021) about the correlation between sleep

quality and students Grade Point Average (GPA) among Senior High School students in

Metro Manila, he identified a strong positive relationship between consistent sleeping

patterns and higher GPAs. Additionally, Ramirez et al. (2023) analyzed Mexican

Adolescents, noting that total sleep time can directly impact academic performance.

Furthermore, Villanueva and Cruz (2022) stated that detrimental effects of irregular sleep

patterns, showing that students who regularly stayed up late has lower attention spans and

struggled a lot to retain various information from different subjects in a day.

According to the study of Anderson et al. (2022) sleep disturbance were linked to

impaired concentration and reduced attention span in high school students, ultimately

lowering their academic performance. Similarly, Tan et al. (2024) found that sleep

deprivation reduced cognitive flexibility in Malaysian adolescents, hindering their ability to

think critically and adapt to new academic challenges. In the longitudinal study on sleep

consistency by Jones and Miller (2023), it revealed that students who maintained regular

sleep schedules demonstrated improved performance on standardized tests.

Additionally, Gautley (2023) and Curcio et al. (2023) explored the short and long-

term effects of sleep reduction on memory and concentration. Both studies concludes that

chronic sleep deprivation that results to short-term memory loss and difficulty concentrating

during lectures and exams, further affecting their academic performance.

Sleep Quality and Academic Performance

Lots of studies have already explored the correlation between sleep quality and

academic success. According to the study conducted by Chen at al. (2021), students with

interrupted sleep struggles to survive a test that will require long-term retention. Additionally,

Walker et al. (2022) highlighted the sleep hygiene in predicting better academic performance,

as students who has practiced good sleep habits such as reducing screen time before bed for

an instance has significantly scored higher on cognitive assessment that those who doesn’t

have a great sleeping habit results to a bad sleep quality.

Liu et al. (2023) identified sleep disorders, particularly insomnia, as a significant

factor that negatively affects senior high school students’ academic performance.

Additionally, the study and findings of Ramirez et al. (2022) supports their findings as he

discovered that poor sleep quality resulting from disorders or messed up sleep schedule, was

a key factor on lower GPAs among senior high school students.

Moreover, Santos and Cruz (2023) have examined how high sleep quality predicts

high academic success. It shows that uninterrupted, deep sleep, and complete hours of sleep

were a huge help in excelling better at memory retention and problem-solving tasks.

Additionally, Villanueva (2022) has explored the role of mindfulness in improving both sleep
quality and academic outcomes, concluding that mindfulness exercises has significantly

improved students’ sleep hygiene and how they perform inside the class.

According to the study conducted by Jenkins and Turner (2024) on their exploration

on how sleep quality affects performance during high-stake exams, students with consistent

high-quality of sleep performed better and outshined their peers who has poor sleeping

patterns that result to them having a poor sleep quality. Lopez at al. (2023) and Choi and Park

(2022) explored how noise, light exposure, and other environmental factors affect sleep

quality and academic performance of a student---finding out that students who slept in a

quiet, dark, and calming environments performed better in academics.

In the study conducted by Torres et al. (2022) they have found out a direct correlation

between classroom engagement and sleep quality, indicating that students who has a better

sleep quality engages better during class discussions. River et al. (2023) and Mahmood and

Karim (2022) both found out that regular physical activities improved both sleep quality and

academic performance significantly, as physically active students performed better, has

higher GPAs and has better focus in school.

The relationship between sleep habits and academic performance has been widely

studied, with some research suggesting a strong connection, while others report no significant

correlation. A research done by Almojali et al. (2017) in Sleep and Biological Rhythms

analyzed medical students' sleep quality in Saudi Arabia. Though 78.5% of the respondents

showed poor sleep quality, the result indicated no notable relationship between academic

performance and sleep quality. In the same line, Krajewski et al. (2015) in the American
Journal of Pharmaceutical Education analyzed student pharmacists' academic performance

and sleep duration. Their research found that although students slept an average of 6.34 hours

during school nights, no significant relationship was found between the duration of sleep and

grades.

Another research by Abdulghani et al. (2020) in the Journal of Family & Community

Medicine looked at the link between sleep quality, stress, and academic achievement among

medical students. The outcomes revealed no statistical association between such variables.

Similarly, a published study on ResearchGate by Bacus et al. (2021) compared the correlation

of sleep quality to academic achievement for Grade 11 STEM students and revealed no

corresponding relationship.

Another similar study by Siddique et al. (2021) in the Pakistan Journal of Medical

Sciences compared sleep habits and academic achievement among medical students. Through

the Pittsburgh Sleep Quality Index, the researchers established that there was no significant

correlation between sleep quality and grades. Furthermore, Griffin et al. (2023) at The

Neighborhood Academy explored sleep quality, quantity, and routines among high school

students and found that none of these variables demonstrated a significant influence on

academic performance.

Additional research by Roberts et al. (2023) on ResearchGate investigated the sleep

quality of Grade 11 STEM students and how it is associated with academic achievement. No

statistically significant relationship was reported, in line with earlier findings indicating that

sleeping patterns are not the direct predictor of academic achievement.

A meta-analysis conducted by Becker et al. (2023) in Sleep Health analyzed sleep

duration and academic performance among adolescents. The study found that sleep duration

was not significantly correlated with overall academic performance, reinforcing the findings

of previous individual studies.

 CHAPTER 3
METHODOLOGY

3.1 Research Design

This research will apply a descriptive correlational research design in investigating the

relationship between sleeping habits and academic achievement of Senior High School

students of Zamboanga Sibugay National High School. Through this design, the

researchers can establish if there is a significant relationship between

students' sleep quality and sleep duration and their General Weighted Average (GWA).

3.2 Locality of the Study

The study will be conducted at Zamboanga Sibugay National High School (ZSNHS) in

Pangi, Ipil, Zamboanga Sibugay. The school serves as the primary research setting, providing

a structured environment to analyze the relationship between students’ sleeping habits and

their academic performance.

3.3 Respondents of the study

The subjects of this research will be Senior High School students taking Zamboanga

Sibugay National High School for school year 2024-2025. They will be chosen from various
strands of study, such as Science, Technology, Engineering, and Mathematics (STEM),

Humanities and Social Sciences (HUMSS), Accountancy, Business, and Management

(ABM), and Technical-Vocational-Livelihood (TVL). The research will provide a sampling

of students with different sleep habits and academic performance.

3.4 Sampling Procedure

This study employs stratified sampling to ensure fair representation of Senior High

School students across different academic strands, such as Science, Technology, Engineering,

and Mathematics (STEM), Humanities and Social Sciences (HUMSS), Accountancy,

Business, and Management (ABM), and Technical-Vocational-Livelihood (TVL). The

student population is divided into these distinct strata, and participants are randomly selected

from each group in proportion to their overall representation in the school.

Using stratified sampling allows the study to obtain a more balanced and accurate

representation of students with varying academic backgrounds, minimizing selection bias.

This approach ensures that the findings reflect the experiences and sleeping habits of students

across different academic disciplines, improving the reliability of the results.

GRADE LEVEL SECTION TOTAL SAMPLE SIZE

POPULATION

G12 STEM A 32 14

STEM B/ABM 35 15

HUMSS A 39 17

HUMSS B/TVL 45 19

SMAW 57 25

G11 STEM A 38 16
 STEM B/ABM 34 15

HUMSS A 47 20

HUMSS B/TVL 43 18

SMAW 48 21

TVL 47 20

3.5 Research Instrument

To analyze the selected study, a survey questionnaire will be employed as a primary data

collection tool and supplemented by their class record provided and validated by their

advisers. The survey questionnaire tool utilized here is a pre-existing question already that

has been previously utilized across different study, that will also be referenced.

3.6 Data Gathering Procedure

The survey questionnaire that will be used will be distributed to selected Senior High

School students at Zamboanga Sibugay National High School, with consent obtained from

both students and school administrators to ensure voluntary and ethical participation. After

distribution, students will be given time to complete the survey, which will then be collected,

and their responses encoded for analysis. Additionally, students’ academic performance will

be verified through school records such as their Grade Point Average (GPA) with the

permission of the classroom advisers. Prior to full data collection, a pilot test will be

conducted with a small group of students to assess the clarity and reliability of the survey

items, allowing for revisions based on the test results.

3.7 Statistical Tool

 To compute the strength and direction of the relationship between sleep habits (sleep

quality and sleep duration) and academic performance (GWA), Pearson's Correlation

Coefficient will be utilized. Descriptive statistics will also be utilized to present students'

sleeping habits in terms of average sleep hours and typical sleep patterns. These statistical

instruments will enable an effective analysis of the relationship between the sleeping habits

of students and their grades, serving to enhance the objectives of the study.

CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis on the data on our research which aims to examine

The Relationship of Sleeping Habits to the Academic Performance among Senior High

School students in Zamboanga Sibugay National High School

Research Problem 1:

What is the average amount of sleep the Senior High School Students has?

Table 1.1 Descriptive Statistics of Sleep Duration

Question N Minimum Maximum Mean Standard

Deviation

What is the 200 2 10 6.40 1.638

average

amount of

sleep the

Senior High

School
 students has?

Table 1.1 indicates that, on average, students are obtaining 6.40 hours of sleep per

night, which is significantly lower than the established minimum of 8 to 10 hours of sleep for

adolescents. This is cause for concern as studies continually illustrate that proper sleep is

essential to cognitive growth, emotional stability, and general health during adolescence. The

lack of sleep may be due to numerous reasons, including academic pressures, extracurricular

activities, use of social media, or even poor sleep hygiene.

The standard deviation of 1.638, being a measure of variability, indicates that there is

moderate scatter in the sleeping patterns of the students. What that implies is that while some

of the students’ sleep near the mean of 6.40 hours, yet there remains quite a range within

sleep durations. For example, there are students who are getting only 2 hours of sleep, which

can highly disrupt their concentration, memory, and overall health, and there are students

who are sleeping for 10 hours at night, which can suggest over-sleeping possibly related to

some hidden health conditions, poor quality sleep, or out-of-the-norm lifestyle.

This variability points to a broader trend: while many students may be consistently

sleeping less than the recommended amount, others are experiencing unusually long periods

of sleep, possibly suggesting that sleep patterns among students are not uniform and may

reflect a combination of individual habits, lifestyle factors, or even mental health issues. This

variance highlights the importance of addressing not only the average sleep deficit but also

understanding and mitigating the factors contributing to both insufficient and excessive sleep

in order to help students achieve more balanced and restorative sleep routines.

In summary, the data shows a concerning trend where the majority of students are not

meeting their sleep needs, with moderate variability suggesting diverse underlying factors
influencing sleep duration across the student population. This emphasizes the need for

targeted interventions and greater awareness regarding the importance of sleep health in the

adolescent population.

Research Problem 2:

What is the General Weighted Average (GWA) of Senior High School students?

Table 2.1 Descriptive Statistics of students’ Academic Performance

Question N Minimum Maximum Mean Standard

Deviation

What is the 200 75 96 87.03 4.395

General

Weighted

Average

(GWA) of

Senior High

School

Students?

Table 2.1 illustrates information indicating that the General Weighted Average

(GWA) of Senior High School students stands at 87.03 on average. This is a reasonably high

academic level, which signifies that students are generally doing well academically, as a

whole. The range of GWA is from a minimum of 75 to a maximum of 96, which depicts that
some students are barely passing while others are performing very well and scoring almost

perfect scores.

The standard deviation of 4.395 indicates that there is a low degree of variability in

the academic performance of students. This means that grades of most students are likely to

cluster around the mean of 87.03, and very few are extreme either way on the continuum. In

other words, the majority of the students are consistently performing, and extreme

educational outcomes—very low or very high—are not common. This may imply a

comparatively even level of teaching, access to learning resources, and study support

throughout the student body.

Yet, in spite of low variation, the existence of outliers at the bottom (75) and the top

(96) of the range still points to diversity of individual academic capability, study skills,

learning conditions, and potentially motivation or external support structures like family or

tutoring. It also calls into question what is influencing those at both extremes of the academic

achievement scale. Are students who excel getting enrichment activities that enable them to

excel even more? Are they at the lower end having difficulties with something like learning

difficulties, no support, or issues of a personal nature?

Overall, though the comparatively low standard deviation indicates a generally stable

academic achievement among all students, the spread of the scores indicates that there

remains a requirement to adapt educational strategies to cater to both struggling and high-

achieving students. A deeper understanding of these dynamics may enable educators to create

more inclusive and responsive pedagogies for teaching and learning.

Research Problem 3

Is there any significant relationship in the sleeping habits and academic performance

among Senior High School students?

Table 3.1 Correlation Between Sleep Duration and Academic Performance

QUESTIONS On average, what is What is you

the average sleeping General

time of students? Weighted

Average?

On average, what is Pearsons Correlation 1 .135

the average sleeping Sig. (2 tailed) .056

time of student? N 200 200

What is your General Pearsons Correlation .135 1

Weighted Average? Sig. (2 tailed) .056

N 200 200

The analysis of correlation between sleeping patterns of the students and academic

achievement of the students finds that there exists no statistically significant association.
Precisely, Pearson correlation coefficient (r) value between sleeping duration and General

Weighted Average (GWA) is 0.135 and corresponding p-value is 0.056. The value of

correlation coefficient indicates very weak positive association—implying that slightly longer

sleep of students tends to correspond with marginally better grades—but such an association

is not significant enough to qualify as statistically meaningful.

An outcome is generally held to be statistically significant if its p-value is less than or

equal to 0.05. Here, though only just, the p-value of 0.056 is greater than that threshold, so

we cannot reject the hypothesis that there is no real association between sleep duration and

academic achievement based on this finding. Rather, the weak association found could have

arisen simply by chance and without indicating a persistent, underlying pattern in the

population.

This finding suggests that, although students exhibit varying sleep durations, these

differences do not have a significant or consistent impact on their academic outcomes. It’s

also important to note that this analysis focuses solely on the quantity of sleep and not other

potentially influential factors such as sleep quality, bedtime consistency, or lifestyle-related

variables like screen time, stress levels, or study habits. These unmeasured factors could still

play a meaningful role in academic performance and might account for the lack of a stronger

correlation in the current study.

In summary, while there is a slight positive trend between longer sleep and higher

grades, the relationship is not statistically significant due to the p-value exceeding 0.05.

Therefore, based on the available data, we cannot conclude that sleep duration has a

meaningful effect on academic performance among the students surveyed.

 CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter summarizes the results, conclusions and recommendations of a

quantitative study that was carried out to gather information about the research study entitled

“The Relationship of Sleeping Habits to the Academic Performance of Senior High

School Students in Zamboanga Sibugay National High School”

5.1 Summary of Findings

The study revealed that Senior High School students have an average sleep duration

of 6.40 hours, which is below the recommended 8–10 hours necessary for optimal cognitive

function. Table 1.1 shows that students' sleep duration ranges from as little as 3 hours to as

much as 11 hours, with a standard deviation of 1.638. This variability suggests that while

some students maintain a relatively stable sleep schedule, others experience significant

variation in their sleeping habits. The findings highlight the potential risks of inadequate

sleep, as insufficient rest may lead to decreased concentration, lower energy levels, and

reduced cognitive performance in the long run.

As for academic performance, Table 2.1 indicates that the mean General Weighted

Average (GWA) of the students is 87.03, ranging from 75 to 96. The standard deviation of

4.395 signifies a low range in students' performance, which implies that although the majority
of the students have academic performance near the mean, there are those that have

remarkably higher or lower grades.

Lastly, in examining the relationship between amount of sleep and academic

achievement, Table 3.1 shows a very weak positive association (r = 0.135, p = 0.056). This

association is particularly not statistically significant, which implies that the quantity of sleep

obtained by students does not strongly influence their academic performance as indicated by

their GWA. Although sleep continues to be a factor in overall well-being, the results indicate

that other variables, including personal motivation, teacher performance, study methods, and

extracurricular responsibilities, may be more instrumental in determining success in school.

5.2 Conclusion

The results of this research demonstrate that Senior High School students report on

average 6.40 hours of sleep, which is short of the 8–10 hours required for peak cognitive

performance. The tendency in the variation of sleep patterns, as evidenced in Table 1.1, is

that there are students who tend to have a fairly consistent sleep pattern, while others have

high fluctuations. This inconsistency in the amount of sleep may be responsible for some

possible health dangers, including poor concentration, less energy, and poor cognitive

functioning, which in turn may have an indirect influence on students' performance in

academic work.

With respect to academic achievement, Table 2.1 shows the following findings:

students' average General Weighted Average (GWA) is 87.03, and the standard deviation is

4.395. The low variation indicates that some students attain higher academic achievement

while others perform below the average. The findings indicate that several external variables,

including learning strategies, study habits, instructor effectiveness, and individual motivation,

may be a greater contributing factor towards academic achievement than sleep hours alone.
 In looking at the relationship between duration of sleep and academic achievement,

Table 3.1 reflects a very weak positive correlation (r = 0.135, p = 0.056), not statistically

significant. This implies that although adequate sleep is essential for general health, it does

not directly have an influence on the GWA of students. This result suggests that other factors,

including quality of study time, teaching styles, and socio-economic status, may have a

greater influence on students' academic performance.

Overall, the study concludes that while sleep is essential for students’ health and

cognitive function, it does not significantly impact their academic performance in this

sample. Future research should explore other variables that may have a more substantial

effect on academic outcomes, including stress levels, learning environments, and study

behaviours.

5.3 Recommendations

Based on the findings of this study, several recommendations are proposed for different

stakeholders who can benefit from addressing the issue of students' sleep habits and academic

performance. For students, it is important to prioritize effective time management to create a

balance between academic and personal responsibilities. Utilizing tools such as planners or

simple to-do lists can significantly improve organization and productivity. Additionally,

minimizing gadget use and screen time at night—perhaps by setting a personal digital curfew

—can enhance sleep quality by reducing blue light exposure and mental stimulation before

bedtime. For educators, it is recommended to recognize the impact of heavy academic

workloads on students’ sleeping patterns. Teachers might consider adopting more flexible

deadlines, encouraging collaborative work, and incorporating mental health awareness into

classroom discussions to help alleviate student pressure. Furthermore, introducing sleep

education programs can raise awareness about the vital role of sleep not only among students

but within the entire school community. For parents, monitoring and regulating their

children’s use of technology, especially during the evening, is crucial in reducing late-night

screen exposure. Establishing a supportive home environment that promotes consistent and

early bedtime routines can greatly contribute to better sleep hygiene for adolescents. For

school administrators, it would be beneficial to organize workshops focused on time

management skills and to implement policies that limit excessive student workload.

Collaborating with the health care department to conduct symposiums on the importance of

proper sleep can further reinforce the message at an institutional level. For future

researchers, it is encouraged to conduct more refined studies that explore the long-term

effects of improper sleep habits on students’ academic and overall well-being. Future studies

should also consider additional variables such as physical health, mental health, and socio-

economic status to provide a more comprehensive understanding of the factors influencing

both sleep and academic performance.

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