International Journal of Advanced Research and Publications

ISSN: 2456-9992

The Relationship Of Sleep Hours On The Academic

Performance And Classroom Participation Of
Senior High School Students
Ghian Louie B. Garcia1, Airus Benedict Recio2, Hannah Gabirelle Escueta3, Marithe Ilagan4, Zyra Danica
Morales5, Nenalyn Torres6, Ken Joseph Novilla7, Mark Kenneth Dacles8
1
Nazareth School of National University Philippines, Sampaloc, Manila, Philippines
[email protected]
2
Nazareth School of National University Philippines, Sampaloc, Manila, Philippines
[email protected]
3
Nazareth School of National University Philippines, Sampaloc, Manila, Philippines
[email protected]
4
Nazareth School of National University Philippines, Sampaloc, Manila, Philippines
[email protected]
5
Nazareth School of National University Philippines, Sampaloc, Manila, Philippines
[email protected]
6
Nazareth School of National University Philippines, Sampaloc, Manila, Philippines
[email protected]
7
Nazareth School of National University Philippines, Sampaloc, Manila, Philippines
[email protected]
8
Nazareth School of National University Philippines, Sampaloc, Manila, Philippines
[email protected]

Abstract: Senior high school students often face a multitude of academic responsibilities that make time management a challenging task,
particularly when it comes to compromising their sleep. Sleep deprivation has become increasingly prevalent, with a significant number of
students receiving less than the recommended six hours of sleep per day. The consequences of insufficient sleep are numerous, including
tiredness, mood disorders, memory loss, a diminished attention span, and physical ailments. Although the recommended sleep duration for
students aged 13 to 18 is 8 to 10 hours, the transition to senior high school poses difficulties in balancing academic workloads, resulting in
shorter sleeping hours and subsequently lower general weighted averages. To shed light on this issue, a study was conducted at NU-
Nazareth School during the academic year 2022-2023. The study employed a descriptive-correlational design, utilizing a multi-stage
sampling technique to select the participants. The researchers developed a researcher-made questionnaire as the primary research
instrument, which was administered to the 312 senior high school students of NU-Nazareth. The collected data was analysed using
Spearman's correlation and JASP statistical software, with all tests conducted at a significance level of 5%. Surprisingly, the findings of the
study revealed that, on average, senior high school students slept for only 6 hours per night. However, contrary to expectations, no
significant relationship was found between sleep hours and academic performance or classroom participation. These results suggest that
while sleep deprivation remains a prevalent issue among senior high school students, it may not directly impact their academic performance
or classroom engagement. Further research is needed to explore additional factors that may influence academic outcomes in this student
population.

Keywords: Academic Performance, Classroom Participation, Correlation, Senior High School Students, Sleeping Hours

1. Introduction Most students experienced sleep deprivation due to lack of

sleep that leads to tiredness of students and mood disorders.
1.1. Background of the Study It was shown that 88% of students were sleep deprived, and
With the transition of classroom setup from online to they often slept for less than 6 hours a day [15]. They
blended learning setup that has two days online class and experienced suffering from memory loss, low attention span,
three days face-to-face class, there is a shift of schedule in and a variety of physical problems. The recommended hours
terms of sleep that has an effect on the academic of sleep for students aged 13 to 18 is a minimum of 8 to 10
performance of students. Senior high school students faced hours per 24 hours [7], [3]. However due to the transition of
numerous academic responsibilities, including assignments, classes from online to face-to-face, students having difficulty
projects, and exam preparations. However, one significant to manage their time in doing their academic works with the
factor that can affect students' ability to manage their time limited time, and they experienced short sleeping hours.
efficiently is their sleep hours. Sleep is an essential aspect of Also, with the short sleeping hours they experienced, they
overall well-being and has a profound impact on cognitive experienced to have low general weighted average (GWA).
functions, including concentration, memory, and problem-
solving skills [6].

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ISSN: 2456-9992

There is a lot of study that discusses sleeping habits and considered as participation in recitation, group activities,
sleeping hours on academic performance. Moreover, lack of exam, quizzes, written works, and other classroom activities
sleep became frequent when students transitioned to blended discussion.
learning setup and students were having difficulty balancing
their schedule on academic performance and their sleep. 1.4. Definition of Terms
However, there is a lack of literature that investigates the The following terms that were used in this study was define
relationship between sleeping hours, academic performance, accordingly by alphabetical order:
and classroom participation among senior high school
students on a blended learning setup in Manila, Philippines. Academic Performance: Steinmayr et al. [14] states that
Although there are studies that have explored the relationship academic performance is the individual‘s level of
between sleep habits and academic performance among achievement in educational settings, such as schools,
adolescents, most of them were conducted in other countries. colleges, and universities. The measurement of student
Additionally, there are studies that have investigated the achievement across various academic subjects. It is usually
impact of study habits and independence on academic measured by the general weighted average (GWA) or the
performance among high school students, but there is a lack grades.
of research that specifically examines the relationship
between sleep hours, academic performance, and classroom Blended Learning Setup: It is an instructional approach that
participation among senior high school students in Manila, combines traditional face-to-face classroom instruction with
Philippines. By investigating the relationship, the study seeks digitally enhanced learning possibilities of online learning
to identify the students' sleeping hours and how it relates the [13]. In this study, it uses the modality of classes in a setting
academic performance and classroom participation. of NU-Nazareth that has 2 days online class and 3 days face-
to-face classes.
1.2. Research Questions
This study aims to investigate the relationship of sleep hours Classroom Participation: According to Zhou [16], it refers
on the academic performance and classroom participation of to the behaviors that students engage in during class. In this
SHS students for the academic year 2022-2023. Specifically, study, it is the overall behavior of students‘ engagement and
it intends to answer the following research questions: participation during class discussion, and contribution on
1. What is the average sleeping hour of SHS students on a group activities.
blended learning setup?
2. Is there a significant relationship between SHS students‘ Sleeping Hours: As defined by Olson [10], sleeping hours is
sleeping hours and academic performance? the amount of time of an individual spent sleeping in a 24-
3. Is there a relationship between sleep hours and hour period. In this study, it is the hours spent by the students
classroom participation of SHS students? on sleeping in a 24-hour period.

1.3. Scope and Delimitations 2. Methodology

This study will investigate the relationship of sleep hours on
the academic performance and classroom participation of 2.1. Research Design
senior high school students in Nazareth School of National This study utilized quantitative research design to investigate
University (NU-Nazareth). It will specifically assess their the relationship of sleeping hours on the academic
average sleep duration and how this is related with their performance of SHS students during blended learning at NU-
academic performance, which is measurable by their grades, Nazareth. It aims to describe and analyze the relationship
and their classroom participation which is their performance between two or more variables. It is used to determine the
inside the classroom. The research will be conducted within degree of association between variables and to identify
the school year 2022-2023. patterns or trends in data. Hence, it is used to find patterns
and correlations between variables without changing any
The study will be limited to quantitative data on hours they variables or establishing cause-and-effect relationships [8],
spent sleeping, and their academic performance that is [3]. This design will determine the population of SHS
measured by GWA during blended learning setup that will students that measured their duration on sleep in hours, and
be used by survey questionnaire. The study will focus on the their general weighted average (GWA) during blended
sleep hours, and it will not involve any activities that learning setup.
students used before they sleep, factors affecting poor sleep
hours among senior high school students, their sleep 2.2. Research Setting and Participants
environment, and the strategies they use to improve their The research setting for this study will be at NU-Nazareth, a
sleep quality and its effectiveness. It will only focus on the university located in Sampaloc, Manila, Philippines. The
SHS students in NU-Nazareth. It will not include students participants of this study consists of three-hundred and
from other grade levels, or other universities. Also, the study twelve (312) SHS students. Researchers utilized a multi-
will only consider the academic performance of the senior stage sampling technique to have respondent from huge
high school students as measured by their grades of General populations that applies two or more sampling techniques
Weighted Average (GWA). Other factors that may affect [11], [2].The sampling method enables the researchers to
their academic performance, such as socio-economic status, collect contextual data from respondents applying two or
school environment, IQ level, and study habits and behavior more sampling technique such as simple random technique
will not be examined in this study. Additionally, this study and cluster sampling technique on a population of SHS level
focuses on the classroom participation that students used to with the strands of Accountancy, Business, Management
engage during classroom discussion. It will only be (ABM), General Academic Strand (GAS), Humanities and

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 International Journal of Advanced Research and Publications
ISSN: 2456-9992

Social Sciences (HUMSS), and Science, Technology, researchers used the used Spearman‘s rho Correlation
Engineering, and Mathematics (STEM) students at NU- formula to analyze the relationship between the sleep hours
Nazareth's sleep hours and academic performance. This of SHS students and academic performance. Lastly, the
additional data can offer quantitative data into the larger researchers formulate the ordinal data of sleep hours and
context and aid in the interpretation of the study's findings. classroom participation of SHS students. The researchers
This method is used to ensure that the sample is used JASP statistical software to analyze the data that was
representative of the population and to reduce bias in the gathered by the researchers. All tests were tested in 5% level
selection process. of significance.

2.3. Research Instrument To interpret the values that the researchers got on the
This study used a close-ended survey questionnaire as a Spearman‘s rho Correlation, they used Dancey and Reidy [6]
research instrument to gather quantitative data to determine correlation interpretation table.
the relationship of sleeping hours on academic performance
of SHS students during blended learning setup. The survey Table 1. Dancey and Reidy Spearman's Correlation
questionnaire was divided into three parts. The first part of Interpretation Table
the questionnaire is the profile status of the SHS students, Spearman’s rho Correlation
which includes grade level and section, gender, age, ≥ 0.70 Very strong relationship
academic performance. The second part was a researcher
0.40-0.69 Strong relationship
made questionnaire which involves the sleep hours of SHS
students on online class and face-to-face classes. The last 0.30-0.39 Moderate relationship
part of the study uses a Likert scale to measure the classroom 0.20-0.29 Weak relationship
participation of students. Also, it involves their experiences 0.01-0.19 No or Negligible Relationship
to determine the difference and relationship between
sleeping hours and classroom participation of SHS students
during blended learning setup. 3. Results and Discussion

The experts on a research field in a health department will 3.1. Demographic Profile of Participants
check validity of the research questionnaire. Six (6) experts The summary of the demographic profile of respondents
rate the questionnaire from 1 (not relevant) to 4 (highly included in this study was shown in Table 2. The study was
relevant). The researchers analyzed the ratings from the six composed of four hundred and nineteen (419) SHS students
(6) experts that have resulted into 0.98 that states that the currently enrolled in NU-Nazareth in the school year 2022-
overall validity of items on the research instrument were 2023. The participants' ages ranged from 16-20 years old,
accepted. The reliability of the research instrument will with one-hundred and sixty (160) females and ninety-four
depend on the pilot testing to the fifteen (15) respondents on (94) males. There are one-hundred nineteen (119)
the survey questionnaire. Then, the researchers analyzed the respondents from grade 11, and one hundred thirty-five (135)
preliminary data that they gathered using Cronbach‘s Alpha respondents from grade 12. Also, there are sixty-four (64)
that has a value of 0.93 that states that the data that they from ABM, twenty-three (23) from GAS, sixty-nine (69)
gathered was ―very reliable‖. from HUMSS, and ninety-nine (99) from STEM. Seventy-
seven percent (77%) of the students have a general average
2.4. Procedure of 90-100 which is categorized as ―outstanding‖ in the K-12
The researchers formulate questions for the survey grading system.
questionnaire that is based on the research question. Prior to
commencing the actual data collection, a pilot study was Table 2. Demographic Characteristics of Participants
conducted to evaluate the survey questionnaire and Profile Variables Frequency Percentage
incorporating feedback from the pilot study to refine and Age
enhance their reliability and validity. The data collection 16 69 22%
phase involved the distribution of consent letters to all SHS 17 112 36%
students from grade 11 and grade 12. The Respondents filled 18 119 38%
out and answered the consent form. If the Respondents 19 37 12%
consent to participate the study, they answered the survey 20 9 3%
questionnaire. Then, the researchers distributed the surveys Total 312 100%
face-to-face where they went to every classroom to gather Sex
Male 115 37%
respondents for their study. The researchers ensured that
Female 197 63%
participants are fully informed about the study and that all Total 312 100%
responses are kept private and confidential. Then, the Grade
researchers apply the proper statistical treatment to the data 11 147 47%
that they gathered to have a valid analysis and interpretation. 12 165 53%
Total 312 100%
2.5. Data Analysis Strand
The profiles and sleeping hours of the respondents were ABM 78 25%
calculated and analyzed using frequency and percentage. The GAS 28 9%
data is not distributed properly according to the Shapiro- HUMSS 84 27%
Wilk Test because the p-value is less than the significance STEM 122 39%
level which has a value of 0.966 and p-value of 0.001. The Total 312 100%

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ISSN: 2456-9992

General Weighted
Average
75-79 0 0%
80-84 29 9%
85-89 66 21%
90-100 217 70%
Total 312 100%
The researchers will present the analysis of data gathered
through a survey questionnaire. The data was analyzed by
using proper statistical treatment of Spearman‘s rho
Correlation.

3.2. Sleep Hours of Senior High School Students

As for the sleeping hours of SHS students during blended Figure 2. Percentage Sleep Hours of Senior High School
learning, the findings are presented in Figure 1. The Students
categories of the sleep hours were made by the researchers
because there were no accurate categories for the sleeping
hours based on the existing literature. According to the data,
67% of SHS students reported sleeping for 4 to 6 hours a
day, which falls into the category of ―inadequate sleep
hours‖. Additionally, 20% of SHS students reported getting 7
to 9 hours of sleep, categorized as ―recommended sleep‖.
However, 10% of SHS students stated that they sleep for 1 to
3 hours a day, categorized as ―short sleep hours‖.
Furthermore, 2% of students reported sleeping for 10 to 12
hours a day, falling into the category of ―extended sleep
hours‖. Finally, 1% of respondents mentioned sleeping for Figure 3. Percentage of Academic Performance of Senior
more than 12 hours, categorized as ―excessive sleep hours‖. High School Students
Based on the data from this study, the average sleep duration
for SHS students was 6 hours. Table 3 shows the results for the relationship of sleeping
hours on the academic performance of SHS students. Also,
Figure 4 presents the scatter plot of the relationship of
sleeping hours on the academic performance of SHS
students. The researchers used Spearman‘s rho correlation
which has a value of -0.077 and p-value of 0.172. According
to Dancey and Reidy ‗s interpretation table, the data
presented that there is no relationship between sleep hours
and academic performance.

Table 3. The Relationship of Sleep Hours on the Academic

Performance of SHS Students
Spearman’s
Variables p-value Interpretation
rho
Figure 1. Percentage Sleep Hours of Senior High School Sleep Hours
Students and Academic 0.010 0.858 No relationship
Performance
This result is consistent with the findings of Toyong [15],
who reported that students sleep less than 6 hours a day.
Moreover, Amenabar [1], citing Creswell et al. [5], also
supports the findings of this study, indicating an average
sleep duration of 6 hours for students.

3.3. The Relationship of Sleep Hours on the Academic

Performance of Senior High School Students
Figure 2 presents the percentage of sleep hours and Figure 3
shows the percentage of academic performance of SHS
students. It shows that 67% of SHS students reported that
they sleep for more than 4 to 6 hours a day, and 77% of
students mentioned that they have an academic performance
of 90 to 100 that is measured by their GWA. Figure 4. Scatter Plot of the Relationship of Sleep Hours on
the Academic Performance of SHS Students

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The results of this study contradict the existing literature that

there is a relationship between sleep hours and academic
performance. Among the respondents, an astonishing 67% of
SHS students disclosed that their sleep duration falls within
the range of more than 4 to 6 hours per day—a period that is
often deemed inadequate for optimal cognitive function and
scholastic success [12]. Remarkably, despite this ostensibly
limited amount of sleep, a majority of 77% of participants
indicated that they have achieved exceptional academic
performance, as evidenced by attaining grades between 90 to
100 on their General Weighted Average (GWA). The finding
states that there is no relationship between sleep hours and
academic performance. Hence, sleep hours cannot be the
Figure 6. Scatter Plot of the Relationship of Sleep Hours on
reason for the 90 to 100 GWA of students, there are other
the Classroom Participation of SHS Students
factors such as I.Q level, study habits, and the school
curriculum, and other factors affecting their academic
The result of this data shows that there is no relationship
performance.
between sleep hours and classroom participation of SHS
students. It is a new finding and contribution to the body of
3.4. The Relationship of Sleep Hours on the Classroom
knowledge that sleep hours cannot be affected by classroom
Participation of Senior High School Students
participation. Even though students sleep for 4 to 6 hours a
Figure 5 presents the pie graph of the percentage of
day, 28% were sometimes active, 49% were frequently
classroom participation of SHS students. The data was
active, and 18% were always active when they participate
measured by (1.0-1.79) Never, (1.80-2.59) Rarely, (2.60-
during classroom discussion. Hence, this result is a new
3.39) Sometimes, (3.40-4.19) Frequently, and (4.20-5.00)
finding that there is no literature to support the result of the
Always. It shows that 49% of the SHS students were
study.
―Frequently Active‖ in classroom participation despite their
sleep hours.
4. Conclusion, Limitations, and
Recommendations
4.1. Conclusion
The results of the study enabled the researchers to arrive at
the following significant findings and conclusions. 67% of
SHS students reported that they sleep for more than 4 to 6
hours a day, and 70% of students mentioned that they have
an academic performance of 90 to 100 that is measured by
their GWA. Also, the study found that the average sleeping
hours of students is 6 hours. The researchers have concluded
that the data that they gather has no relationship between
sleep hours and academic performance. Also, they found out
that there is no relationship between sleep hours and
Figure 5. Percentage of the Classroom Participation of classroom participation of students. Hence, the findings
Senior High School Students states that academic performance and classroom participation
cannot be affected by their sleep hours. It indicates that there
The results for the relationship of sleep hours on the are factors other than sleep, such as motivation, interest in
classroom participation of SHS students was shown in Table the subject matter, teaching methods, classroom
4 and the scatter plot was shown in Figure 6. The data environment, and individual learning styles, may have a
presented are in the form of scale and ordinal data. The greater impact on students‘ participation level.
researchers used Spearman‘s correlation with a value of -
0.115 and p-value of 0.043. According to Dancey and 4.2. Limitations
Reidy‘s interpretation table, the data presented that there is The researchers encountered several limitations that affect
no relationship between sleep hours and classroom the results of their study. Firstly, the study had a limited
participation. sample size, focusing on a specific population, namely a
particular age group or academic institution. This limited
Table 4. The Relationship of Sleep Hours on the Classroom scope may hinder the generalizability of the findings to a
Participation of SHS Students broader population. In this case, the study was conducted in
Spearman’s NU-Nazareth, where only two sections from grades 11 and
Variables p-value Interpretation
rho
Sleep Hours and
12 GAS were included, while there were a significant
Classroom 0.008 0.890 No relationship number of students in grades 11 and 12 STEM.
Participation Consequently, the findings may not accurately represent the
wider population. Furthermore, the study was influenced by
cultural or contextual factors inherent to the population under
investigation. Sleep patterns, academic expectations, and
classroom dynamics can vary considerably across different

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ISSN: 2456-9992

cultures or educational systems, potentially influencing the [5] Creswell, J. D., Tumminia, M. J., Price, S., Sefidgar,
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