Examining the Relationship Between Sleep Quality and Academic

Performance of Grade – 10 Aquarius Students at LNHS

A Research Proposal
Presented to
The School Committee
Leonardo National High School
Leonardo, Josefina, Zamboanga del Sur

In Partial Fulfillment for

The Requirements in Practical Research II

France Arabila Grace B. Mirafuentes

Zenobia B. Decinilla
Eva Mae C. Dragon
Wicks B. Andol
Researchers

November 2024
 Chapter 1
Introduction
Background of the Study

Sleep is an essential and integral part of human health

and life, significantly impacting learning and physical and

mental well-being (Dewald et al., 2010). It is a dynamic,

cyclical, and reversible activity with many purposes,

including repair, growth, learning, memory enhancement, and

rejuvenation. Sleep is crucial for physical, cognitive, and

emotional well-being, occurring throughout the brain and body

and contributing to overall health (Neinstein et al., 2008;

Slats et al., 2013).

Rest is vital for consolidating memories, acquiring

knowledge, making decisions, and engaging in critical

thinking, playing a key role in achieving academic and social

success in higher education. High school students often

experience an irregular sleep-wake cycle, with short sleep

lengths on weekdays (Steven and Cameron, 2010). Research in

medicine and biology shows that night rest is essential for

maintaining mood, motivation, memory, and cognitive

performance. During sleep, the brain integrates new knowledge

and forms new associations, promoting cognitive function

(StijnBaert, 2014).

Recent studies have shown a significant connection

between sleep habits and learning capabilities, which affects

academic success. Certain sleep habits were associated with

lower academic performance, such as using mobile phones and

playing online games late at night (Weale, 2017). A later

bedtime during weekdays and weekends was linked to diminished

academic achievement (Ahmed, 2012). Consequently, lack of

sleep can lead to deficits in language, psychological

functioning, and neurocognitive abilities (Curcio et al.,

2006).

Adolescents and young adults can experience sleep loss

and excessive daytime sleepiness as they attempt to

synchronize their natural delayed schedule with the

requirements of everyday societal schedules such as school and

office hours (Crowley et al., 2007; Alfonsi et al., 2020).

Ahlberg et al. (2012), Baert et al. (2015), and Toscano-

Hermoso et al. (2020) reported a positive relationship between

sleep quality and academic scores. Gomes et al. (2011)

discovered that inadequate and low sleep quality were

significantly linked to lower educational achievement.

Likewise, Zeek et al. (2015) and Raley et al. (2016) observed

that getting more sleep the night before an exam correlated

with better course grades.

Desouky et al. (2015) discovered that over half of the

200 female nursing students in Saudi Arabia sleep only four to

six hours, resulting in poor academic performance. Challenges

like difficulty falling asleep within 30 minutes and frequent

pain affect sleep quality. However, two-thirds of students

have good sleep quality, and students with good total sleep

quality have better academic performance, with a positive

correlation and statistically significant difference.

In contrast, the Philippines has poor sleep quality, with

most students sleeping under 6 hours daily. The 2016 Healthy

Living Index Survey found that 46% of Filipinos do not get

adequate sleep, and 32% get under six hours. Sleep deprivation

affects performance and health, particularly blood pressure

and reaction time (Patrick et al., 2017). According to Sleep

Cycle's recent survey in 2019, Filipinos spend 6 hours and 30

minutes to 6 hours and 45 minutes of sleep per day, ranking

fourth in sleep deprivation worldwide.

According to the National Sleep Foundation (2015) and

the World Health Organization (WHO) (2004), teenagers aged 14-

17 need 8-10 hours of sleep, while young adults aged 18-25

need 7-9 hours of sleep. Sleep has a significant function for

learning.

Moreover, Casaclang's study (2023) examined the impact of

sleep quality and task workload on the academic performance of

undergraduate and graduate students at the University of Santo

Tomas during the COVID-19 pandemic. The analysis showed that

age significantly impacts students' academic achievement.

 5

The researchers chose this study topic after observing

that many students were often sleepy in class and napped

during free periods. They also noted that numerous students

arrived late, primarily because they were engaging with social

media, playing mobile games, and completing schoolwork.

The objectives of this study are firstly, to assess the

sleep quality of Grade 10 students at Leonardo National High

School using the Pittsburgh Sleep Quality Index (PSQI), which

evaluates seven components: subjective sleep quality, sleep

latency, sleep duration, habitual sleep efficiency, sleep

disturbances, use of sleeping medication, and daytime

dysfunction. Secondly, to assess the student's academic

performance by analyzing their first grading average, age, and

gender. Lastly, researchers use correlation analysis to

explore relationships between sleep quality and academic

performance, and the association between age and sleep

quality. This may help in developing strategies to improve

students' sleep habits.

Conceptual Framework

The demeanor of this study is shown by the schematic

diagram presented in Figure 1 below.

Sleep deprivation is a growing problem in schools, with

students struggling to concentrate on lessons due to the lack

of sleep. Children's late-night use of smartphones and tablets

has been connected to sleep deprivation (Weale, 2017).

Students lose their capacity to perform well academically when

they do not receive the recommended 8 to 10 hours of sleep per

night. Students struggle to focus, manage stress, and retain

material (Persky, 2018).

The Pittsburgh Sleep Quality Index (PSQI) is a 19-item

self-report questionnaire that measures sleep quality over the

past month. Subjective sleep quality, sleep latency, duration,

habitual sleep efficiency, sleep disturbances, use of sleeping

medication, and daytime dysfunction are the seven components

of the 19 items in the PSQI. These components assess various

sleep aspects, and their combined scores determine whether an

individual is classified as a "good" or "poor" sleeper. The

questionnaire has been used extensively across age groups and

clinical (i.e., participants reporting a medical condition)

and non-clinical (i.e., control participants with no medical

issues) populations (Mollayeva et al., 2016).

Figure 1: Flowchart regarding the relationship between

sleep quality and academic performance of Grade-10 Aquarius

Students of Leonardo National High School. Sleep quality will

be measured by the seven components using the PSQI test:

subjective sleep quality, sleep latency, sleep duration,

habitual sleep efficiency, sleep disturbances, use of sleeping

medication, and daytime dysfunction.

7 Components Academic Grade-10 Aquarius

of Sleep Performance Students of LNHS
Quality
 7

Statement of the Problem

This study examines the relationship between sleep

quality and academic performance among Grade-10 Aquarius

students at Leonardo National High School.

The research seeks to address the following specific

questions:

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

1.1 Age;

1.2 Sex?

2. What is the level of academic performance of the Grade-10

Aquarius students?

3. What is the level of sleep quality of the respondents in

terms of:

3.1. Subjective sleep quality;

3.2. Sleep latency;

3.3. Sleep duration;

3.4. Habitual sleep efficiency;

3.5. Sleep disturbances;

3.6. Use of sleeping medication;

3.7. Daytime dysfunction?

4. Is there a significant relationship between sleep quality

and the academic performance of Grade 10 Aquarius

students?
 5. Is there a significant relationship between the age and

sleep quality of Grade-10 Aquarius students? 8

Research Hypothesis

Ho – There is no significant relationship between the sleep

quality and academic performance of Grade-10 Aquarius

students.

Ha – There is a significant relationship between the age and

sleep quality of Grade 10 Aquarius students.

Ho – There is no significant relationship between the age and

sleep quality of Grade-10 Aquarius students.

Ha – There is a significant relationship between the sleep

quality and academic performance of Grade 10 Aquarius

students.

Significance of the Study

This study is beneficial to the following:

Students: This study provides students with essential

knowledge on the significance of sleep and how it affects

their academic performance. Promoting healthy sleeping habits

could improve students' health, mood, and academic

performance.

Teachers: Teachers could learn how sleep affects student

learning and behavior. This knowledge would help them devise

teaching models, manage classrooms, and formulate policies

that benefit students.

Parents and Guardians: Parents value their children's academic

success and understand that adequate sleep is essential. This

will help parents establish healthier sleep habits at home and

ensure children receive the support they need for learning. 9

School Administrators: This study may influence school policy,

such as starting school time and the amount of work assigned

to the students to help prevent a sleep-deprived future

generation.

Future Researchers: This study will help researchers learn

more about sleep and how it impacts academic achievement. It

provides a foundation for further research, and future

researchers can use these findings to explore similar subjects

and develop practical solutions.

Healthcare Providers: Pediatricians and other healthcare

professionals inform families about the critical importance of

sleep. They also identify students with sleep issues and

provide support.

Scope and Limitation

The scope of this study examines the relationship between

sleep quality and academic performance, and the association

between age and sleep quality among Grade 10 Aquarius students

at Leonardo National High School. The researchers use

correlation analysis and the Pittsburgh Sleep Quality Index

(PSQI) to evaluate the seven components affecting sleep

quality. It assesses academic performance based on average

10
grades from the first grading period, considering age and sex.

The study will be limited by its geographic focus on

Leonardo National High School and the findings may not be

generalizable to other schools or regions. Furthermore, the

study will only include Grade-10 Aquarius students enrolled

for the 2024–2025 academic year, it will not include the

experiences of students in other grades or under different

conditions.

Definition of Terms

The following terms are further defined either

operationally or conceptually:

Academic Performance - Academic performance describes how well

a student does in their speculative pursuits. It is usually

evaluated by looking at a student's abstract achievements,

test results, and grades (Singh & Saumya, 2021).

Daytime Dysfunction - Daytime dysfunction refers to difficulty

carrying out daily tasks. It can impede driving, working, and

eating meals (Hardy, 2019).

Habitual Sleep Efficiency - Habitual sleep efficiency is your

sleep efficiency habitually. According to sleep experts, the

ideal sleep efficiency should be 85% or higher and is

considered good. Sleep efficiency below 85% is deemed poor and

can result in sleep deprivation, leading to both mental and

physical health issues (Brandon, 2024).

Pittsburgh Sleep Quality Index (PSQI) – The PSQI is a

standardized self-report questionnaire designed to measure

sleep quality and disturbances over one month (Farah et al.,

2019). 11

Sleep – Sleep is a state of body and mind that usually lasts

several hours each night. During this time, the eyelids are

closed, the postural muscles relax, the brain activity

changes, and increased awareness about environmental issues is

essentially suspended (Dewald et al., 2010).

Sleep Deprivation - Sleep deprivation occurs when you don't

get enough sleep or don't get good quality sleep (Persky,

2018).

Sleep Disturbances - Sleep disturbances are conditions that

change the way you sleep. If you have a sleep disorder, you

may not get enough sleep or feel rested when you wake up. You

may be very sleepy during the daytime (Brandon, 2024).

Sleep Duration - Sleep duration refers to the amount of sleep

a person gets throughout the night. (Bryan and Cotliar, 2024).

Sleep Latency - Sleep latency, also known as sleep onset

latency, refers to the time it takes to go from being fully

awake to sleeping. An average sleep latency generally hovers

between 10 and 20 minutes (Larson, 2024).

Sleep quality - Sleep quality refers to how much restorative

sleep you get, including completed sleep cycles assessed

through various factors such as sleep duration, sleep depth,

sleep consistency, and the overall restfulness of the sleep

experience (Toscano-Hermoso et al., 2020). 12

Sleeping Medication—Sleeping medication involves the

application of drugs intended to promote or enhance sleep

(Bryan and Cotliar, 2024).

Subjective Sleep Quality - According to Toscano-Hermoso et al.

(2020), subjective sleep quality is a person's subjective

evaluation and perception of their sleep.

Chapter 2
Review Of Related Literature and Studies

This chapter presents essential literature and studies

related to or associated with this research undertaking.

Related Literature

Sleep Quality

Sleep serves a fundamental physiological function for

human beings, and the quantity and quality of required sleep

depend on several interacting environmental factors and

underlying physiological variables (Åkerstedt et al., 2007;

Bliwise, 2008; Fietze et al., 2009; Fischer et al., 2008;

Muzet, 2007). 14

Sleep quality has a significant impact on learning and

memory development. Sleeping aids memory consolidation by

creating ideal conditions for successful representation

rearrangement (Rasch and Born, 2013). According to Rauchs et

al. (2008), sleep aids in spatial and contextual memories.

During sleep, neurophysiological processes occur that forward

the integration of new data into pre-existing cortical

networks (Ferrara et al., 2012). Electrophysiological

hippocampal activity has been linked to memory consolidation

(Moroni et al., 2007) and learning (Moroni et al., 2008).

Sleep disturbances have been associated with learning

difficulties, neurocognitive performance, and poor academic

achievement (Curcio et al., 2006; Gilbert & Weaver, 2010;

Gomes et al., 2011). Previous research has revealed that more

than 60% of the university population has sleep problems (Lund

et al., 2010), and more than 25% sleeps less than 7 hours per

night, as measured by indices suggesting poor sleep quality

(Quick et al., 2015). Between 16–23% of university students

report insomnia symptoms (Bixler et al., 2012, Cukrowicz et

al., 2006; Hardison et al., 2005) and significant mental

health problems related to sleep disturbances (Taylor et al.,

2011).
 Senior Sleep Physiologist from a hospital in the United

Kingdom, Amy Gallagher, stated some benefits of a good night's

sleep. It improves attention and concentration, helps to learn

and make memories, helps maintain a healthy weight, keeps the

heart healthy, keeps the immune system strong, helps with

emotional and mental well-being, and reduces stress levels.

The outlined benefits can be a basis for whether the student

can get enough sleep despite the adjustments in education

setup and environment.

The purpose of sleep is to keep life in balance by

replenishing energy expended throughout the day through rest

at night. However, when sleep is disrupted and teenagers don’t

have a good night's sleep, their health and ability to

complete their activities suffer. Young adults require a

minimum of 8 to 10 hours of sleep. (Sygaco and Keanu, 2021). 15

The research paper, entitled Sleep and Academic

Performance: Considering Amount, Quality, and Timing by Angela

Gomez Fonseca and Lisa Genzel (2020) states that sleep control

is a mixture of internal clocks and external regulators and

the general need for sleep for homeostatic pressure. Both

forces are in harmony in optimal conditions, allowing the

person to do the right thing at the right time (Fonseca &

Genzel, 2020).

Previous research found that longer sleep duration,

higher sleep quality, and more sleep consistency were

connected with improved academic performance. Richter

(2015) found sleep deprivation to be negatively correlated

with psychological well-being within a university student

population. Zhai et al. (2018), examined the role of sleep

quality in the psychological well-being of final-year

undergraduate students and reported that poor sleep quality is

associated with high levels of negative psychological well-

being.

Academic Performance and Classroom Behavior 16

Teens and adolescents who lack sleep frequently struggle

in school. School can be difficult, and sometimes you must

stay up late to complete homework or other assignments. They

stay up late to do necessary tasks and get up early to attend

school. The average amount of sleep they may get during the

week can be as little as 4-5 hours per night. They feel tired

during the lessons and nothing seems to stay in mind. The

problem is not only in poor performance at school but also

outside of school; on the roads (drowsy driving), at home,

with friends, etc. School-related sleep deprivation

contributes to several mental and physical health problems

(Richter, 2015) as cited by (Henna, 2018).

Poor grades at school are linked to sleepiness and sleep

deprivation. When a child does not get to sleep eight to nine

hours per night, alertness and school performance become

significantly impaired. Many surveys and studies have

concluded that the students who succeed at school sleep

significantly longer and go to bed earlier than those who

succeed poorly (Wolfson & Carskadon, 2003).

According to Duval (2010), only about 8 percent of high

school students get enough sleep on an average school night,

according to a significant recent study. The others are living

with borderline-to-serious sleep deficits that could lead to

daytime drowsiness, depression, headaches, and poor

performance at school.

National Sleep Foundation (2015) research shows that

delaying school start times by an hour or more increases the

amount of sleep adolescents get and improves their performance

in school. However, to promote optimal sleep, Short et al.

(2011) said that adolescents should have set bedtimes before

10 p.m. on school nights and consistent wake-sleep times every

night. 17

According to an article by Patrick et al. (2017), sleep

deprivation is widespread among students who live in a culture

that encourages lower sleep due to the stress of academic work

and social activities. Alcohol and coffee consumption,

stimulants, and electronics all contribute to poor sleep

hygiene, preventing students from getting enough good quality

sleep. A cross-sectional survey found that 71 percent of

students did not achieve the recommended 8 hours of sleep,

with 60 percent classified as poor sleepers. Students studying

architecture have reported an average of 5.7 hours of sleep,

with sleepless nights due to academic work throughout the

night, as defined by the Oxford English Dictionary.

Pittsburgh Sleep Quality Index (PSQI)

The Pittsburgh Sleep Quality Index (PSQI) is a commonly

used self-report sleep measure that uses 19 items to assess

subjective sleep quality over the previous month. It consists

of seven component scores ranging from 0 to 3, including

subjective sleep quality, sleep latency, sleep length,

habitual sleep efficiency, sleep disruptions, usage of

sleeping medication, and daytime dysfunction. The worldwide

score goes from 0 to 21. A score greater than 5 indicates poor

sleep quality, with a specificity of 86.5% and a sensitivity

of 89.6%. The scale has been translated into several languages

and has demonstrated acceptable psychometric potentials in

the variability of clinical and nonclinical populations (Ait-

Aoudia et al., 2013; Manzar et al., 2015; Nakajima et al.,

2014). 18

PSQI is the most widely used instrument for assessing

individuals' subjective sleep quality in clinical and

community settings (Mollayeva et al., 2016). Although this

instrument was originally designed for mental patients, it has

been validated in various populations of adult cancer patients

(Beck et al., 2004; Fontes et al., 2017). The PSQI is

increasingly being used to assess children's sleep quality

(Tietze et al., 2014); there is evidence that it is a reliable

and valid tool for young people (de la Vega et al., 2015),

community-based adolescents (Raniti et al., 2018), and college

students (Gelaye et al., 2014).

It has been widely used to study the relationship between

sleep quality and academic performance. Research repeatedly

suggests that poor sleep quality, measured by the PSQI, is

linked to decreased academic achievement. For example, Huang

et al. (2024) discovered that sleep quality significantly

influenced students' cognitive processes, such as learning,

memorizing, and recall, all essential for academic

achievement. 19

Research has continuously demonstrated a robust link

between sleep quality and academic achievement in pupils. Poor

sleep quality, as defined by criteria such as extended sleep

latency, frequent night awakenings, and short sleep duration,

has been associated with lower academic performance. For

instance, a study by Huang et al. (2024) found that sleep

quality significantly impacts students' ability to learn,

memorize, and recall information, which is critical for

academic success. This test proposes to evaluate your sleep

habits, whether you have disturbed sleep, and your motivation

and concentration when awake (Magee et al., 2008).

The questionnaire is utilized in the clinical evaluation

of sleep problems, along with research tools, such as when

drugs or other factors affecting sleep are investigated in

research investigations (Magee et al., 2008).

Sleeping Habits and Duration

Sleeping habits refer to the hours of sleep per night

practiced over time. These include the time of night sleep and

bedroom rest. When you are a student, your habits concerning

sleep may be different than before. This may be so for various

reasons, but it is common for students to study a great deal

before an exam or a deadline for an assignment, and therefore

might need to work late at night. However, you are not so

efficient if you are tired when studying. Both sleep and rest

are required for your body to be healthy and for your brain to

digest what it absorbs. Between six and nine hours of sleep

per night is recommended to give the body the recovery it

needs (Mid Sweden University, 2019).

The World Health Organization (WHO) (2004) and the

National Sleep Foundation (2015) state that young adults (18–

25 years old) require 7-9 hours of sleep, while teenagers (14–

17 years old) require 8–10 hours. Sleep plays a crucial role

in learning. 20

Some good advice for a good night's sleep: Plan your time

so you do not spend late nights studying. Stop physical and

mental activity an hour before going to bed. Avoid substances

that can disturb sleep, like caffeine, nicotine, and alcohol.

 Do not eat right before you go to bed. If you do that,

your body cannot relax satisfactorily. Your sleeping

environment should be satisfactorily arranged (a good bed,

pleasant temperature, and silence) (Mid Sweden University,

2019).

Colten and Altevogt (2006) state that sleep deprivation

is the cumulative effect of inadequate sleep. Inadequate sleep

harms the body, brain, mood, and cognitive function. Sleep

deprivation can have an impact on every part of your health.

Sleep deprivation is also characterized as not getting enough

total sleep. When a person is chronically sleep-deprived, they

will experience increased daytime sleepiness, exhaustion,

clumsiness, and weight gain or loss. Furthermore, sleep

deprivation affects both the brain and cognitive functions. 21

According to Phillips et al. (2017), research findings

show that going to sleep and waking up around the same time is

just as significant as the number of hours. Sleep regularity

is a potentially essential and changeable feature independent

of sleep duration. Students with more consistent sleep

patterns performed better academically on average. The

researchers discovered no significant difference in average

sleep duration between most students with irregular sleep

patterns and most regular sleepers.

Smartphone Addiction and Sleep Quality

 A recent study found that technology plays a pivotal role

in many facets of modern life and exposes pupils to a wide

range of global knowledge (Aljomaa et al., 2016). Smartphones

have become the devices students use to communicate messages,

submit assignments, and search for data in academic settings

(Gruber et al. 2014). Excessive smartphone use or addiction

may negatively impact academic performance, as students often

prioritize amusement over academic tasks (Chaudhury &

Tripathy, 2018).

Students who do not get enough sleep perform poorly in

school. Most students who score poorly on tests appear to have

poor sleep quality. Multiple studies have indicated that lack

of sleep affects memory consolidation (Kline, 2013), decision-

making, learning, and concentration levels among students,

resulting in bad academic performance (Wagner et al., 2004).

Students must get enough sleep to function well in

school. Rafidi's (2019) report indicates that university

students have adequate sleep quality. Several variables

influence sleep quality, including stress from studying and

using electronic devices before bed. 22

Sleep quality refers to one's satisfaction with sleep,

encompassing sleep initiation, maintenance, duration, and

feeling refreshed upon waking. According to the National Sleep

Foundation (2017), adequate sleep quality for adults is

defined as falling asleep in 30 minutes or less, sleeping

peacefully through the night with no awakenings, and drifting

back to sleep within 20 minutes after waking (Akca, 2019).

Overuse of a smartphone before bedtime has also been shown to

impact sleep quality (Rehbein, 2010).

According to certain studies, internet use may impair

sleep quality, resulting in less rapid eye movement (REM)

sleep, slow-wave sleep, and sleep efficiency (Scutti, 2017).

Excessive use of smartphones and tablets in the evening makes

it harder to sleep because the blue light from smartphones

disturbs melatonin production, which is crucial in our bodies'

natural rhythms. As a result, people who use smartphones

before going to bed will have poorer sleep quality (Kwon,

2013).

The previous study also showed that most students spend

more time on Facebook and other social media than on academic

purposes (Rosen et al., 2013). Students who send text messages

and browse Facebook while working on homework have lower

speculative achievement (Junco & Cotten, 2012). Thus, it has

been demonstrated that a high level of smartphone addiction

negatively affects academic performance (Chaudhury & Tripathy,

2018). 23

Related Studies
Sleep Quality and Sleep Deprivation: Relationship

with Academic Performance in University Students

during Examination Period

University brings about changes that often lead to

insufficient or poor-quality sleep, severely impacting

students' academic performance. Exam season is a meaningful

component of the academic year. However, much research has

examined sleep during this time (Suardiaz-Muro, 2023).

University years are connected with an increased risk of

sleep disorders, including regularity, duration, and quality,

which often result in insufficient sleep. The most noticeable

outcome is excessive daytime sleepiness (Hershner & Chervin,

2021; Millman, 2020). Considering the critical role of sleep

in general homeostasis, such difficulties may result, among

other things, in poor daytime functioning and severely

impaired academic performance (AP) (Hershner, 2020; Suardiaz-

Muro et al., 2020).

Two types of factors contribute to sleep problems:

general and specific. Among the general factors are those of a

biological nature, associated with the maturational changes of

the life cycle (Vela-Bueno et al., 2019), and those of a

psychosocial nature, such as those linked to the processes of

individuation and socialization (Millman, 2020). Specific

factors include academic demands (Vela-Bueno et al., 2019).

 24

Researchers seek to investigate the relationship between

sleep quality sleep deprivation and academic performance

throughout the exam period. A descriptive, cross-sectional,

and correlational study was conducted with the participation

of 640 students in the first three years of five faculties at

the Universidad Autónoma de Madrid. The instrument employed

was a questionnaire that comprised sociodemographic and

academic data, the Pittsburgh Sleep Quality Index, the Epworth

Sleepiness Scale, and academic performance data (Suardiaz-

Muro, 2023).

During the examination period, a link was discovered

between sleep quality and academic achievement. University

students slept less than anticipated on weekdays and weekends

and sleep debt during the week was connected with a lower

student sense of theoretical achievement (Suardiaz-Muro,

2023).

Overall, 61.3% of students stated that obtaining more

sleep would help them perform better. In addition, reduced

sleepiness and napping were seen. In conclusion, during

increased academic demand, low sleep, and poor quality are

widespread, severely impacting academic performance.

Approximately two-thirds of our participants thought more

sleep would improve their performance (Suardiaz-Muro, 2023).

The Correlation of Sleep and Academic Performance

The purpose of sleep is to keep life in balance by

replenishing energy extended throughout the day through rest

at night. However, when sleep is disrupted and teenagers don’t

get a good night's sleep, their health, and ability to

complete their activities suffer. Young adults require a

minimum of 8 to 10 hours of sleep (Sygaco, 2021).

The addition of two years of senior high school in the

Philippine education system has become an overwhelming

situation for grade 12 students. They are bombarded with an

overload of academic tasks such as assignments, product

making, practices, and other activities that comprise a more

significant portion of their grade. That is why it is no

surprise that these students with STEAM as their academic

tracks are drowned with academic undertakings. Working on

projects consumes many hours, causing students to stay up late

and study for exams the next day. Consequently, if these

students continue to be sleep-deprived, they may face health

risks in the future (Sygaco, 2021).

Grade 12 STEAM students from Silliman University Senior

High School in the Philippines completed an online

questionnaire on sleep deprivation and its association with

academic performance (Sygaco, 2021).

These responders in school were swamped with multiple

academic responsibilities for nearly eight hours, including

after-class hours, leaving little time to sleep. While this

study demonstrates that sleep deprivation may influence

academic performance, the study has 95% confidence that

respondents have a mean of 6.85 hours to 7.40 hours 6. This

suggests that respondents may occasionally sleep for 1 to 2

hours less than the recommended 8 to 10 hours (Sygaco, 2021).

It also shows no linear relationship between the number

of hours of sleep and the overall average. This illustrates

that students can sacrifice some of their sleep to achieve

their desired results and become adapted to a lack of sleep

and demanding academic obligations. Aside from that, 17

respondents are not sleep-deprived. At the same time, 70% have

partial sleep deprivation since they spend the majority of

their time studying for examinations, working on school

assignments, accessing social media, and playing video games

(Sygaco, 2021).

The top three effects of sleep deprivation are

exhaustion, fatigue, and pessimism, followed by health

concerns and a loss of thinking. To decrease sleep debt,

practice time management, create a comfortable resting

environment, and spend less time on social media. The

researchers conclude that there is no link between sleep and

academic achievement. (Sygaco 2021).

Wake Up or Stay Up?: The Correlation of Sleep Quality and Task

Workload to Academic Performance of UST Graduate and

Undergraduate Students During the COVID-19 Pandemic

 27

Sleep deprivation is noted as one of the prevalent causes

of disrupted circadian rhythms, especially in students and

young adults. From a local perspective, around 46% of

Filipinos do not get adequate sleep, and 32% stated that they

get below six hours daily (National Nutrition Council 2021). A

survey from Sleep Cycle found that Filipinos spent between 6

hours and 30 minutes and 6 hours and 45 minutes of sleep on

average.

This study aimed to lessen sleep deprivation cases in the

Philippines by contributing to the sleep studies available in

the country. Based on current research conducted by Sleep

Cycle, the Philippines ranks fourth among countries

experiencing sleep deprivation. Additionally, the study aims

to serve as a tool for experts to understand better the

circadian rhythms of college students in the country and

reduce the number of sleep deprivation cases(Casaclang, 2023).

This study discussed how the sleep quality and task

workload of undergraduate and graduate students taking

different courses offered by the University of Santo Tomas

affected their academic performance during the COVID-19

pandemic. The study measured the seven components of sleep

quality using the Pittsburgh Sleep Quality Index (PSQI), the

five components of task workload through the NASA Task Load

Index (NASATLX), and the age, gender, and year level of the

respondents. The academic performance of the respondents was

measured through their General Weighted Average (GWA) for two

academic years. The correlation between the variables was then

calculated using multiple linear regression. After an in-depth

analysis of the data, it has been concluded that age was a

crucial factor influencing graduate and undergraduate

students' academic performance (Casaclang, 2023).

The results of this study are profoundly essential for

UST graduate and undergraduate students currently enrolled in

online classes at the university during the pandemic. The

information acquired will serve as the basis for determining a

link between sleep quality, task workload, demographics, and

academic success. This would help students stay aware of their

sleep quality by providing recommendations such as improving

their sleeping habits and lifestyle (Casaclang, 2023).

Sleeping Habits, Classroom Behaviour, and Academic Performance

of Senior High School Students

A student's academic performance can suffer significantly

if he or she falls asleep in class. Inadequate sleep can be

detrimental, even fatal. It is a basic requirement of

existence and an essential component of learning. This study

used a descriptive and correlational approach to investigate

119 senior high Electrical Installation and Maintenance (EIM)

students chosen by simple random sampling (Toyong, 2020).

 29

The findings found that 88 percent of the students were

sleep deprived, with an average sleep time of fewer than 6

hours. Two of the causes for sleeping late were utilizing

Facebook and Messenger accounts, as well as playing mobile

games. The third purpose was to do assignments and homework.

The most common classroom behaviors were students becoming

sleepy during class discussions, sleeping in class during

unoccupied intervals, and feeling fatigued during class.

Sixty-one percent of kids have a general average of 75-79,

which is only moderately satisfactory, and 29 percent get 80-

84 marks, which is merely acceptable in the K-12 grading

system (Toyong, 2020).

There was a significant negative connection (cc=-0.420

and p=0.000) between the hours of sleep at night and tiredness

in the classroom. This revealed that the number of hours of

sleep each night is associated with a high incidence of

tiredness within the classroom setting. There was a

substantial positive link (cc=0.627, p=0.000) between the

number of hours of sleep per night and academic achievement.

This implies that adequate sleep at night is linked to

improved academic performance (Toyong, 2020).

Students who slept less had lower academic achievement.

There was a substantial negative correlation (cc= -0.544 and

p=0.000) between tiredness in the classroom and academic

performance. High classroom tiredness is linked to poor

academic performance (Toyong, 2020). 30

These findings can guide legislators, school officials,

and teachers in educating students and their parents on the

appropriate application of mobile phones and other devices.

Parents must establish sleeping or lights-off restrictions to

limit their children's use of cell phones. Sleeping time or

routines will be imposed. To achieve high academic

accomplishment, school administrators and teachers must have a

well-planned and well-designed policy for assigning homework

and assignments (Toyong, 2020).

A Relationship between Academic Performance and Nighttime

Sleep in Japanese University Students

Sleep deprivation can result in a variety of behavioral

and psychological disorders. Sleep deprivation has been linked

to reduced academic performance. To investigate the

association between nighttime sleep and academic performance,

we conducted a survey using a questionnaire of university

students majoring in social sciences (Toshihiko, 2023).

To recruit undergraduates for participation, we chose a

few psychology-related classes at a university in Nagano

Prefecture, Japan. They continued into the classroom to ask

the students to complete a questionnaire about nighttime sleep

and grade point average (GPA), which correlates with academic

performance. We approached 116 students, 109 of whom agreed to

participate and completed the questionnaire. The average age

of the final sample was 20.11 years (Toshihiko, 2023). 31

Participants were separated into six groups, three by

grade and two by gender. A two-factor analysis of variance

(ANOVA) revealed that students with poorer grades reported

considerably shorter sleep durations than those with

intermediate or higher grades. It is also claimed that male

students with higher grades had delayed sleep habits, meaning

they went to bed and woke up later than the other two male

groups, although females with higher marks did not (Toshihiko,

2023).

Sleep length significantly influences undergraduates'

academic performance. Getting enough sleep may enhance our

quality of life and improve academic performance. Students

should prioritize getting sufficient sleep each night as an

essential aspect of managing their sleep hygiene. In addition,

the finding also suggests that Japanese male students with

better grades may stay up late to study more, while the

females with better grades may not (Toshihiko, 2023).

 Chapter 3

Research Methodology

This chapter outlines the study's methodology. It is

structured under these subheadings: research design,

participants involved in the study, research location, data

collection methods, research tools, and quantitative data

analysis.

Research Design

This study will use a quantitative design in which the

researchers will collect numbers systematically to understand

patterns and relationships in the data.

Additionally, this study uses a correlation approach to

prove the relationship between sleep quality and academic

performance and the association between age and sleep quality

of Grade-10 Aquarius students from the Leonardo National High

School.

Participants of the Study

 The students selected for this study are all Grade-10

Aquarius students currently enrolled at Leonardo National High

School during the academic year 2023–2024. Approximately 16

students will be involved to ensure a representative sample

comprising male and female students from diverse backgrounds.33

Research Locale

The research locale is at Leonardo National High School

in Leonardo, Josefina, Zamboanga del Sur, covering nearly a 2-

hectare area. The school’s academically diverse population

makes it ideal for investigating the relationship between

sleep quality and academic achievement among Grade-10 Aquarius

students.

Data Gathering Procedure

The first step in data gathering is preparation. The

researchers will request permission from their adviser and

send a formal letter signed by the principal for the

interview-based research conducted with students. This would

be necessary to maintain ethical standards and the trust of

all those subjects.

Next, 16 students from Aquarius, Grade 10, were involved,

composed of a mix of different backgrounds, including gender

and age to ensure fairness.

The researchers will distribute the Pittsburgh Sleep

Quality Index (PSQI) questionnaires to the students. They will

 provide detailed explanations to ensure the accuracy of

entries. Additionally, they will collect the completed

questionnaires within the specified time frame, aiding the

researchers in gathering data promptly.

The first grading grade of the students during the school

year 2023–2024 will come from their teacher. This data will be

analyzed to identify probable connections with students' sleep

quality. 34

After collecting the data, it will be compiled and stored

in a secure database to ensure it remains protected

and confidential to students. Statistical analysis will then

be used to analyze the data by computing the correlational

analysis considering the connection of these variables.

Finally, the findings will be interpreted to clarify the

connection between sleep quality and academic success. This

report will include key findings in tables, graphs, and

statistical analysis.

Figure 2. The process and method of gathering the data.

First, permission
must be asked
Third, administer
from the research Second,
the PSQI
teacher and the identify the
assessment form
principal to participants.
to students
survey the study.
during an
interview.

Finally, evaluate Fourth, get the

and explain the first grading
participants' period average for
responses. the students from
their adviser.
Research Instruments
35
The tools utilized in this research are as follows:

1. Pittsburgh Sleep Quality Index (PSQI) - PSQI is a

standard questionnaire students use to measure their

sleep quality. The PSQI collects the name, age, and

gender of Grade-10 Aquarius students.

2. Grading Sheet - The grading sheet reflects the academic

performance of the student's first grading average.

Quantitative Data Analysis

After gathering the data from the Pittsburgh Sleep

Quality Index (PSQI), academic performance records, age and

gender of the respondents, the responses were thoroughly

organized, and each item was calculated.

The formula to calculate the mean:

x=
∑x
N

Where:

x - mean

∑x – the sum of terms

N - number of terms

The mean, commonly denoted as the 'average,' is a single

value that indicates the central point of a collection of

numbers. To calculate it, you sum all the numbers in the

collection and divide that total by the number of numbers in

the set (Hayes, 2024).

The formula to calculate the correlation analysis:

r =N ¿ ¿

Where:
36
r - correlation coefficient

X - independent variable

Y - dependent variable

N - number of terms

X Y

(Global PSQI (Academic XY X2 Y2

Score) Performance)

(Age) (Sleep Quality)

Total

¿ ¿) ¿ (∑ X 2) (∑ Y 2

Correlation analysis is a statistical technique used to

evaluate the strength and direction of the relationship

between two or more variables. The correlation coefficient can

vary between -1 and 1 (Muhammad, 2024).

Interpretation of r

The absolute value of r Interpretation

 (Degree of Correlation)

0.9 to 1.0 Very high

0.7 to 0.9 High

0.4 to 0.7 Moderate

0.2 to 0.4 Small

Less than 0.2 Negligible

37

The range values of r are expressed in absolute terms.

This indicates that the calculated value may have either a

positive (+) or a negative (-) sign. If preceded by a plus (+)

sign, the computed r indicates a positive correlation of

various degrees (reject Ho and accept Ha); if preceded by a

negative (-) sign, it will reveal a negative correlation of

multiple degrees (accept Ho and reject Ha) (Muhammad, 2024).

A correlation coefficient of 1 signifies a perfect

positive correlation. This means that as one variable

increases, the other variable also increases (Muhammad, 2024).

A correlation coefficient of -1 indicates a perfect

negative correlation. This means that as one variable

increases, the other variable decreases (Muhammad, 2024).

A correlation coefficient 0 means no linear relationship

between the two variables (Muhammad, 2024).