TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL - SHS

THE REALTIONSHIP BETWEEN SLEEP QUALITY AND ACADEMIC

COMPREHENSIVE PERFORMANCE OF THE LEARNERS AT TANZA
NATIONAL HIGH SCHOOL

A Research Paper presented to the

Humanities and Social Sciences
Tanza National Comprehensive High School – Senior High School

In Partial Fulfillment of the requirements for the subject

Inquiries, Investigations, and Immersion

12- HERNANDEZ

ARCUSA, JOHNSEL

FABIO, DANICA

GELLADUGA, CARL

LASCIERAS, KENNETH

OCAMPO, ANGELA

OSING, LAIZA

RILI, JEPCY ROSE

ENGR. DARA JURISTELLE A. HICAP

Adviser

May 2024

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APPROVAL SHEET

The Research Paper entitled “THE REALTIONSHIP BETWEEN SLEEP

QUALITY AND ACADEMIC PERFORMANCE OF THE LEARNERS AT
TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL” prepared and submitted
by ARCUSA, FABIO, GAELLADUGA, LASCIERAS, OCAMPO A., OSING, RILI,.
In partial fulfillment for the subject Inquiries, Investigations, and Immersion.

ENGR. DARA JURISTELLE A. HICAP

Subject Teacher

Examined and reviewed by the committee on Research Paper Oral Presentation

and was given a grade of ___________.

GLENIFER T. GAWARAN ARVIN JAMES C. TUGADI

Panel Member Panel Chairman

As approved as a partial fulfillment of the requirements for SENIOR HIGH

SCHOOL – HUMANITIES AND SOCIAL SCIENCES (HUMSS) strand.

MA. GRETCHEN M. MEDIANISTA NOREEN S. MALABANAN

Subject Group Head – STEM Academic Coordinator

ENGR. JODELYN L. TUSCANO

Research Coordinator

ALBERT A. BALANZA
OIC-Assistant School Principal
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TABLE OF CONTENTS

Title Page ………………………………………………………………………………....

Approval Sheet …………………………………………………………………………...

List of Figures …………………………………………………………………………… 5

List of Tables ……………………………………………………………………………..

Acknowledgement ………………………………………………………………………. 7

Abstract ………………………………………………………………………………….. 9

Chapter I. INTRODUCTION

Background of the Study ……………………………………………………………….. 9

Statement of the Problem ………………………………………………………………. 11

Hypothesis ……………………………………………………………………………... 11

Significance of the study……………………………………………………………… 12

Conceptual Framework ………………………………………………………………… 14

Scope and Delimitation ………………………………………………………………....

15

Definition of Terms ………………………………………………………………….…. 16

Chapter II. REVIEW OF RELATED LITERATURE

Sleep Duration …………………………………………………………………………. 18

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Less than 8 hours of sleep ……………………………………………………………….

20

Recommend 8 to 10 hours of sleep ……………………………………………………..

24

Sleep Hygiene…………………………………………………………………………...

25

Importance of sleep……………………………………………………………………...

28

Academic Performance…………………………………………………………………. 28

Chapter III. METHODOLOGY

Research Design ……………………………………………………………………… ...

30

Locale of the Study …………………………………………………….………………..

30

Population and Sampling ………………………………………………………………. 30

Data Gathering ………….……………………………………………………………....

31

Research Instrument …………………………………………………….……………… 31

Data Analysis ………………………………………………….………………………..

34

Chapter IV. RESULTS AND DISCUSSION

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Summary of findings ……………………………………………….…………………...

36

Results………………………………………………………………………………….. 37

Chapter V. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary of Findings ………………………………………….………….…………… 55

Conclusion..…………………………………………………….….………………….... 56

Recommendations ……………………………………………………………………... 58

References ……………………………………………………………………………... 58

APPENDICES

Appendix 1. Gantt Chart ………………………………………………………………..

60

Appendix 2. Letters ……………………………………………………………………..

61

Appendix 3. Certification………………………………………………………………..

63

Appendix 4. Research Instrument ……………………………………………………....

65

Appendix 5. About the Researchers …………………………………………………….

73

LIST OF FIGURES

Figure 1.Conceptual Framework………………………………………………………. 15

LIST OF TABLES
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Table 1. Sample Distribution ………………………………………………….………. 32

Table 2. Formula……………………………………………………………………….. 34

Table 3. Interpretation of Academic Performance……………………………………... 35

Table 4. With a result of ‘I have difficulty of falling asleep”………………………..… 37

Table 4.1.With a result of “I fall into a deep sleep”……..…………………………….. 38

Table 4.2.With a result of “I wake up while sleeping”…..……………………………. 39

Table 4.3.With a result of “I have difficulty getting back to sleep once I wake up in the

middle of the night…………………………………………………………………….. 40

Table 4.4.With a result of “I wake up easily because of noise”………………………. 41

Table 4.5.With a result of “I toss and turn”………………………………………..….. 42

Table 4.6.With a result of “I never go back to sleep after awakening during sleep..…. 43

Table 4.7.With a result of “I feel refreshed after sleep”………………………………. 44

Table 4.8.With a result of “I feel unlikely to sleep after sleep”………………………. 45

Table 4.9.With a result of “Poor sleep gives me headaches”…………………………. 46

Table 4.10.With a result of “Poor sleep makes me irritated” …………………..…….. 47

Table 4.11.With a result of “I would like to sleep more after waking up”……………. 48

Table 4.12.With a result of “My sleep hours are enough”…………………………….. 49

Table 4.13.With a result of “Poor sleep makes me lose my appetite”…….…………... 50

Table 4.14.With a result of “Poor sleep make hard for me to think” …………………. 51

Table 4.15.With a result of “I feel vigorous after sleep”….…………………………… 52

Table 4.16.With a result of “Poor sleep makes me lose interest to study or others…… 53

Table 4.17With a result of “My fatigue is relieved after sleep”……….……………… 54

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Table 5. Gantt Chart ..………………………………………………………………… 60

ACKNOWLEDMENT

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We would like to express our sincere gratitude to everyone who supported and

guided us over the research time. First, we thank God, the Almighty, for the numerous

blessings that we received during the research that allowed us to successfully finish the

project.

We want to thank the assistant principal of Tanza National Comprehensive High

School, sir Albert A. Balanza for permitting us to conduct our study in our school and

using its students as respondents. With the topics we covered in our research, we

significantly expanded as researchers.

We would like to acknowledge our Inquiries, Investigation, and Immersion (3Is)

teacher , Ms. Dara Juristelle A. Hicap , for without her assistance, instruction, and

direction, we would not have been able to complete our research. She gave us all the

information we required, boosting the precision and validity of our study and enabling us

to complete our research.

Last but not least, we thank the Tanza National Comprehensive High School grade

12 HUMSS students who served as our respondents, without their participation, this

research would not have been possible. They provided us with the truthful responses we

needed for our study, which enabled us to compile the data we needed and draw

conclusions about our research.

ABSTRACT

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Sleep is the restoration time of our body so a small amount of sleep degrades

learning-related cognitive functions. Students are exposed to pressure due to academic

stress and several academic responsibilities. It hinders the students to sleep properly and a

short duration of sleep degrades brain functioning affecting their academics. This study

shows a relationship between sleep quality and academic performance based on the

average sleep quality and academic performance of students. The study is correlational

research with random sampling as its sampling method and Grade -12 HUMSS students

as the respondents. All respondents have an equal chance to be chosen. The data will be

collected from them and analyzed by the use of a contingency table and chi-squared test.

The findings supported the hypothesis that sleep quality has a no relationship with

academic performance. This study will bring awareness to students and will open to more

studies affecting academics as well that will support this sleep study as well. Since

students may experience different factors affecting their sleep and studies.

Chapter I

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INTRODUCTION

BACKGROUND OF THE STUDY

The variance in academic performance (Okano et al., 2019).Sleeping is the

restoration time of our body when our body repairs all minor damages caused by free

radicals and infections. A small amount of sleep degrades learning-related cognitive

functions. Sleep-related learning deficits are results when students are challenged with

self-paced and self-motivated learning requirements like online classes. Sleep including

sleep duration, sleep consistency or how likely a student is to be awake or asleep at the

same time each day, sleep awakenings, disturbed dreaming, and overall sleep quality is

associated with learning and memory, and thus academic performance (Hershner, 2020);

Fonesca et al., (2020). Sleep consistency or the frequency of sleep duration appears to be

a particular factor in academic performance among students (Okano et al., 2019); Philips

et al., 2017). It is also reported that sleep duration, consistency, and quality for the month

and the week before an academic test correlated with better grades and accounted for

nearly 25 percent of sleep impacts mental functioning and therefore impacts students’

performance on grades received. The pattern of sleep one experiences in 24 hours directly

correlates with physical health, mood, and mental functioning. Teenagers who do not get

enough sleep are prone to obesity, diabetes, injuries, poor mental health, and problems

with attention and behavior. Teenagers aged 13 to 18 years who reported sleeping less

than 8 hours were considered to not get enough sleep. Short sleep duration for high

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school students is defined as less than 8 hours of sleep per 24-hour period. It is a national

problem, with more than a quarter of the student population not obtaining the

recommended 8 hours of sleep each night and it is about 7 out of 10 (72.7%) did not get

enough sleep on a school night. Increasing public knowledge of the positive effects of

adequate sleep and increasing the proportion of students who obtain sufficient amounts of

sleep to improve health, wellness, productivity, quality of life, and public safety is a

national health objective.

One may argue that students who performed well in class slept longer the night

before an examination because they were more prepared, hence did not feel they needed

additional time to study. It is reasonable that longer sleep duration would lead to better

academic performance based on the scientific foundation related to the effect of sleep on

cognitive performance. Sleep has an integral role in learning and memory consolidation.

Sleep is necessary to form synapses between dendrite branches that allow for memory

formation of learned information, thus enabling students to recall information more

rapidly and for more prolonged periods. In addition, neurophysiology and imaging

studies show that sleep works to ensure the adequate function of the prefrontal cortex,

which executes higher brain functions including language, working memory, logical

reasoning, and creativity (Belenky et al (n. d.). Inadequate sleep affects the student’s

cognitive performance. It decreases general alertness and impairs attention, resulting in

slowed cognitive processing. Lack of adequate sleep also interferes with the function of

brain structures critical to cognitive processes. It greatly impacts the prefrontal cortex,

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which executes higher brain functions including language, working memory, logical

reasoning, and creativity. It is also demonstrated that a single night of shortened sleep

duration resulted in decreased memory encoding, which led to less knowledge retention,

an effect suggesting the hippocampus was affected (Zeek et al., 2019).

STATEMENT OF THE PROBLEM

his study aims to determine the relationship between sleep quality and academic

performance of Grade-12 HUMSS students at Tanza National Comprehensive High

School

1. What is the sleep quality of students?

2. What is the average academic performance of students in terms of their 1st

quarter grades?

3. Is there a relationship between sleep quality and academic performance?

HYPOTHESIS

Alternative Hypothesis :

H₀: There is a relationship between Sleep Quality and Academic Performance of

Grade 12 HUMSS students at Tanza National Comprehensive High School.

Null hypothesis:

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H₁: There is no significant relationship between Sleep Quality and Academic

Performance of Grade 12 HUMSS students at Tanza National Comprehensive High

School.

SIGNIFICANCE OF THE STUDY

This study aimed to see the relationship between sleep quality and the academic

performance of the students. This will show how this study will benefit the students,

parents, school, and future researchers.

For Students: They will be knowledgeable about the recommended sleep duration

and how it is connected with their performance in school. They will be aware of the ideal

amount of sleep for them to improve their academic performance. In that way, they will

also be convinced to sleep for extended periods so their brain to function better in school.

For Parents: They will be aware of how sleep duration is related to the academic

performance of their children. They can also help their children sleep better at night and

discipline them to sleep longer so that they can perform better during the day.

For the School Administration: Teachers and the school administration will be

knowledgeable of the academic performance of their students mostly the ones who are at

risk of failing academically as it may be related to the sleep they get. Teachers can help

their students to improve academically while gaining the recommended time of sleep and

in turn, will please them since their efforts in teaching are resulting well. The school
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administration can make protocols that will help their students gain healthy sleep like

fewer homework on weekdays or an extension of the deadlines so that students will not

stay the late last night to do all of it. This will improve the performance of students in the

school which can help the school administration as well due to the possibility of an

increase in enrollment. Since students can perform well under these protocols, this will

attract more students.

For Future Researchers: Because of the data that will be gathered, future

researchers can use this study as the basis for future investigations to gather more data

related to this study that will make this study more useful and valuable. Since there is

more to this study that can be used as a topic, future researchers can contribute to the

existing body of knowledge. Students experience different factors affecting their sleep

duration and academic performance and future researchers can help them improve in both

aspects.

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CONCEPTUAL FRAMEWORK

The Relationship between Sleep quality and Academic performance of the

learners at Tanza National Comprehensive High School

Figure 1

Sleep is a natural state of the body at rest that is observed in both humans and

animals. It plays an important role in the work of the brain in terms of memory processes,

behavior, and learning. According to the Restoration Theory of Sleep (Brinkman et

al.,2022), enough sleep is essential for the recovery and restoration of energy and the

repair of the brain for proper functioning during the activities that are done after a person

wakes up. If sleep is deprived, deficits in functioning are possible including poor

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concentration, dysfunction, rebound, loss of focus, and aggression. It affects daily

activities, especially our performance in some areas like academically which results in

difficulty in focusing, receiving and assessing information, and responding properly if

sleep is deprived suggesting that enough hour of sleep is relevant for learning, memory,

and prevention of the breakdown of the brain and body.

The theory perceived that sleep especially its quality affects the cognitive function

and performance of a person. A good night's rest or complete hours of sleep keeps the

brain and body functioning and executing actions while disturbance in the rest and sleep

may lead to a breakdown in the processes of a person’s body.

SCOPE AND DELIMITATIONS

This study is focused on the relationship between sleep quality and academic

performance of Grade-12 senior high school students of Tanza National Comprehensive

High School in the year 2023- 2024. It is concerned if there is a relationship or none

between sleep quality and academic performance. The subjects were chosen among the

Grade-12 students in senior high school. The scope of this research only covers the

relationship between their sleep quality and academic performance comprising all strands

with their respective sections, wherein the general average of the students in the first

grading is used as the basis. This study will encompass the sleep duration of students

wherein the shorter and unhealthy duration is 8 hours and below and long, adequate, and

healthy sleep is at least 8 to 10 hours. This study does not encompass oversleeping which
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is more than 10 hours of sleep duration. All factors affecting the sleep duration of

students such as age, sleep disorders, sleep quality, and other factors are disregarded. The

researchers are only focused on finding out if the Grade - 12 students' sleep duration does

have a relationship or not on their general average.

DEFINITION OF TERMS

For a better understanding of the study, the following terms are defined in the

context of this research.

Academic performance. It is the extent to which a student, teacher, or institution

has attained their short or long-term educational goals and is measured either by

continuous assessment, cumulative grade point average (CGPA), or the general average.

Average. It is the most frequent, typical, and common value.

Adequate. It refers to satisfactory or acceptable in quality or quantity.

Cognitive. It is relating to, being, or involving conscious intellectual activity (such

as thinking, reasoning, or remembering) cognitive impairment.

Concentration. It is the action or power of focusing one's attention or mental effort.

Healthy sleep. It is characterized by 8 to 10 hours of sleep duration.

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Learning capability. It is the ability of a student to take new information or acquire

knowledge and skills and have them readily available from memory.

Memory. It refers to the process of taking in information from the world around us,

processing it, storing it, and later recalling that information, sometimes many years later.

Productivity. It is the efficiency of students’ performance in class and academic

responsibilities.

Sleep. It is the restoration time of our body when our body repairs all minor

damages caused by free radicals and infections.

Student. It is a person enrolled in a school or other educational institution. It can

also refer to a person who formally engaged in learning, studies, investigate, and

examines thoughtfully.

Unhealthy sleep. It is characterized by less than 8 hours of sleep duration

Chapter II
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REVIEW OF RELATED LITERATURE

This section includes literature concerning the topic that the researchers deemed

important and relevant. It encompasses some background and other research studies on

the relationship between sleep duration and the academic performance of students. It

supplies facts and information in the academic literature that are available from different

media from the internet like journals and past studies.

Sleep Duration

Kline (2013) stated that: Sleep duration typically refers to the total amount of sleep

obtained, either during the nocturnal sleep episode or across the 24-h period. Sleep

quality can be measured via a questionnaire, diary, actigraphy, or polysomnography. In

population-based epidemiological studies, single-item questionnaires or self-report

measures of sleep quality have often been utilized (e.g., How many hours of sleep do you

obtain on a typical night?). In clinical and research settings, sleep diaries, actigraphy, and

polysomnography provide assessments of sleep duration. Sleep diaries involve the

subjective report of sleep duration, typically daily for a minimum of 1 week. Actigraphy

provides an objective estimate of sleep/wake status from the detection of bodily

movement, whereas polysomnography measures sleep duration through the assessment of

multiple physiological signals, including brain, eye, and muscle activity.

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Healthy and Unhealthy Sleep: For average adults, the recommended sleep duration

is between eight to ten hours every night. Many suffer from too little sleep and one in

three people doesn’t get enough of it according to Centers for Disease Control and

Prevention (2016). Sleep is a crucial factor in human well-being. Good sleep helps

maintain mental, physical, and emotional health while bad sleep is the opposite. While

you snooze, the body remains remarkably active, depending on this time spent asleep to

repair and heal. Sleep has numerous benefits. Science is showing that sleep allows your

brain to cleanse and detoxify itself. In essence, the body just won’t be healthy if you are

getting bad sleep. Dietary and lifestyle factors play a major role in the quality of your

sleep. There are supplemental strategies that can promote deep sleep. Healthy sleep lasts

around eight hours a night with four to five sleep cycles while unhealthy sleep is any

more or less time spent snoozing. It seems logical that sleeping more than the

recommended amount of time would only improve your health. On the contrary,

oversleeping is nearly as harmful as sleeping too little. Sleeping too much can throw off

your circadian rhythm. It causes you to feel fatigued during the day, but awake at night.

This might even lead to serious health issues like diabetes and fertility issues as to what is

said in the Journal of the American Heart Association (2018). Not getting enough rest is

unhealthy due to a higher chance of dying at a young age. Cutting your body short on the

typical sleep cycle can prevent it from doing its housekeeping and leave you less

prepared to take on the day. While losing a few hours can make you feel tired, irritable,

or unable to focus well which isn’t dangerous in the long term. Consistently losing sleep

whether it’s due to an inability to fall asleep or poor sleep quality, can quickly begin to
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affect your health. A lack of sleep overworks your body and even significantly increases

your risk of heart disease, obesity, diabetes, and stroke.

Less Than 8 Hours of Sleep

Sleep is critical for good health and not getting enough will lead to diminished brain

performance and, in the long term, a greater risk of health conditions. Everyone must

aim to get seven to eight hours of sleep every night. Many can’t get enough sleep.

According to CDCP (2016), more than one-third of American adults are not getting

enough sleep regularly. The National Sleep Foundation recommended sleep time duration

for healthy people without sleep disorders. 8-10 hours of sleep is recommended for

teenagers and young adults and includes grade 12 students. Most of the students can’t

achieve the recommended sleep because of their academic responsibilities and sleep for 5

hours and below. According to the National Sleep Foundation, most people need between

7.5 and 9 hours of continuous sleep nightly, and "sleeping in" on the weekends will not

counteract sleeping five or fewer hours a night for the rest of the week.

According to Harvard Medical School, a sleep debt caused by continual deprivation

is not only more difficult to recognize the more it is accumulated, but also comes with

health risks that include weight gain, diabetes, heart disease, and memory loss. A student

needs most of the brain functioning in studying and if one can’t sleep completely verbal

skills, reasoning skills and overall ability to think will not be at full capacity. Excessive

sleepiness, yawning, lack of concentration, irritability, daytime fatigue, forgetfulness, and

anxiety are the symptoms observable in a student with a lack of sleep. Symptoms may
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worsen the longer a student goes without sleep and might lead to experiencing

hallucinations. Lack of sleep shows brain performance similar to aging. A 2018 study

looked at severe sleep deprivation (no more than four hours a night) and found a decline

in thinking ability equivalent to adding nearly eight years of age. A 2010 review and

meta-analysis found that sleeping too little at night increases the risk of early death. A

2011 review of 15 studies found that people who sleep fewer than seven hours per night

have a far greater risk for stroke or heart disease than people sleeping seven to eight

hours per night.

A student’s typical sleep quality requires at least 8 to 10 hours of sleep but there are

situations when one can’t obtain the recommended sleeping hours. However, 6 to 7 hours

of sleep can be considered but it is not healthy enough unlike 8 hours of sleep. It is

between 5 and 8 hours of sleep just the minimum for our body and brain to function

properly. One Arianna Huffington, a sleep advocate, indicated that people who sleep 6

hours per night in two weeks are equivalently fatigued to those who don’t sleep for 48

hours. According to studies, almost 30% of American young adults sleep for 6 to 7 hours

a night regularly and they can function optimally. This is not healthy but this is possible

because of a phenomenon called renorming. It means that humans can compare how they

feel today to how they felt yesterday or the day before. If someone regularly sleeps for 8

hours and the next day he has slept for 6 or 7 hours, the way they function will be the

same but it will not be the same the next day he slept below 8 hours. Continuous sleeping

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of 6 to 7 hours will also cause a decline in their productivity and performance as said in

With 6 hours of sleep (2014).

The American Academic of Sleep Medicine (AASM) and the Sleep Research

Society (SRS) have issued that 7 hours is the magic sleep number because not all students

can attain the recommended sleep. In an article in Seattle Times, Dr. Nathaniel F. Watson

says 7 hours of sleep is the lower limit for how much a young adult should sleep or just

the bare minimum. It does not say that one should sleep for 7 hours for 8 hours of sleep

every day is impossible. One should try their best to sleep 8 to hours since it is considered

healthy because 7 hours of sleep is not deemed healthy enough but just enough for us to

function according to American Academics of Sleep Medicine (2015).

Duffy (2016) stated: Getting six hours of sleep a night simply isn’t enough for you

to be your most productive. Not getting enough sleep is detrimental to both your health

and productivity. We’ve heard it all before but results from one study impress just how

bad a cumulative lack of sleep can be on performance. Subjects in a lab-based sleep study

who were allowed to get only six hours of sleep a night for two weeks straight functioned

as poorly as those who were forced to stay awake for two days straight. The kicker is the

people who slept six hours per night and thought they were doing just fine.

This sleep deprivation study, published in the journal Sleep, took 48 adults and

restricted their sleep to a maximum of four, six, or eight hours a night for two weeks; one

unlucky subset was deprived of sleep for three days straight. Subjects who got six hours

of sleep a night for two weeks straight functioned as poorly as those who were forced to
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stay awake for two days straight. During their time in the lab, the participants were tested

every two hours (unless they were asleep, of course) on their cognitive performance as

well as their reaction time. They also answered questions about their mood and any

symptoms they were experiencing, basically, “How sleepy do you feel?” As you can

imagine, the subjects who were allowed to sleep eight hours per night had the highest

performance on average. Subjects who got only four hours a night did worse each day.

The group who got six hours of sleep seemed to be holding their own, until around day

10 of the study.

In the last few days of the experiment, the subjects who were restricted to a

maximum of six hours of sleep per night showed cognitive performance that was as bad

as the people who weren’t allowed to sleep at all. Getting only six hours of shut-eye was

as bad as not sleeping for two days straight. The group who got only four hours of sleep

each night performed just as poorly, but they hit their low sooner. The six-hour sleep

group didn’t rate their sleepiness as being all that bad, even as their cognitive

performance was going downhill. One of the most alarming results from the sleep study

is that the six-hour sleep group didn’t rate their sleepiness as being all that bad, even as

their cognitive performance was going downhill. The no-sleep group progressively rated

their sleepiness level higher and higher. By the end of the experiment, their sleepiness

had jumped by two levels. But the six-hour group only jumped one level. Those findings

raise the question of how people cope when they get insufficient sleep, perhaps

suggesting that they’re in denial (willful or otherwise) about their present state. Even just

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a little bit of sleep deprivation, in this case, six rather than eight hours of sleep across two

weeks, accumulates to jaw-dropping results.

Recommended 8 to 10 hours of sleep

Feruza (n. d.) stated that having a good night's sleep is important for students

allowing them to be alert, concentrate better, and have a sharp memory. All are vital for

carrying out all sorts of school-related activities and getting good grades. Unfortunately,

there are many things in the lives of students that can keep them from enjoying enough

sleep per night including piles of homework to complete and the stresses that come with

trying to perform well inside the classroom. Adding to their failure to is the emotional

strain of being in their teenage year that cannot be completely avoided since they are at a

stage where they are no longer kids, but they are not yet adults. It will be a messy time

for them. Sleeping on time and getting plenty of sleep are important to students to avoid

getting stressed more. There are many benefits that sleep has on both the mind and body.

Unfortunately, many students may not be able to enjoy all or most of those perks as they

do not get plenty of sleep per night. Students are challenged in falling asleep on time, and

not being able to sleep enough. The need to carry out school-related tasks does not end

when the school bell rings in the afternoon since students also have to do their

homework, review for upcoming exams, and prepare for reports or projects at home. This

is why most of the time they spend outside the campus is also devoted to studying. They

have no choice but to create a daily schedule around their school and school-related tasks

and will have to engage in fun and exciting activities and hop into bed only after they

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have completed their homework and other tasks related to school. With so many chores

to pack in 24 hours, many students have a difficult time coming up with a schedule that

allows them to do everything that they need to do. Sufficient amounts of high-quality

sleep are of the utmost importance for students or they may perform terribly in school

and end up with bad grades. It is recommended by experts to have 8 to 10 hours of sleep

every night so students should create a schedule that will enable them to obtain plenty of

sleep and, at the same time, allow them to complete their school as well as household

chores. It is up to them to create a strategy that is appropriate for them, whether they are

morning larks or night owls. Otherwise, failure to get sufficient amounts of sleep at night

may create a domino effect that can have an unfavorable impact on everything, from their

social life to school performance. Night owls tend to have plenty of energy after sunset so

it is a good idea for students who sleep and wake up late to complete their homework

before hitting the sack. Morning larks should do their homework before going to school

as they wake up early and have plenty of energy in the morning when school ends early

in the afternoon and they have free time as well as some energy and concentration to

spare devoting their time to doing their homework as soon as they get home. This action

will allow them to spend their morning doing other things, such as preparing for school or

partaking in their hobbies.

Sleep Hygiene

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Sleep Foundation (2022) noted that good quality sleep will help you feel like your

best self. Healthy sleep patterns improve learning, memory, creativity, and mood and

strengthen the immune system and make it easier to maintain a healthy diet. In contrast,

getting unhealthy sleep will make you feel slow, foggy, depressed, and low-energy. It is

obvious when you are not sleeping well. Poor sleep and its adverse effects accumulate

gradually, so it’s possible to become accustomed to them without recognizing the impact

they are having on your health and life. Not only does healthy sleep requires successfully

sleeping for a certain number of hours, but it also means getting quality, uninterrupted

sleep over those hours and doing so with consistency. Sleep is a complex process

affecting our entire body. As we sleep, a series of sleep stages occur, from light sleep

(stages 1 and 2) to deep sleep (stage 3) and then rapid eye movement (REM) sleep.

Successfully cycling through all of these sleep stages multiple times each night allows

sleep to perform its critical function of restoring our bodies and minds. You will reap the

greatest benefits from sleep when you get enough hours of sleep each night, have

relatively uninterrupted sleep, and maintain a consistent sleep schedule suiting your

natural circadian rhythms. A healthy amount of sleep is a key part of a good sleep pattern.

It is recommended by National Sleep Foundation that most adults get between 7 and 9

hours of sleep each night and that older adults over 65 years of age get between 7 and 8

hours. The rapid growth and development of youth mean that children need additional

hours of sleep, with specific recommendations varying by age. Babies need up to 17

hours per night, while teens are 8 to 10 hours.

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Quality sleep is continuous. Sleeping straight through the night with minimal

disruption is more restorative than night’s sleep interrupted frequently for long periods.

Disrupted sleep interferes with the natural process of the sleep cycle and keeps you from

getting healthy sleep. For example, people with sleep apnea experience brief partial

awakenings caused by lapses in breathing at the night. Their sleep duration appears to be

normal but they suffer from the effects of sleep deprivation by experiencing interruptions

in sleep. Getting continuous sleep serves a critical role in supporting our brain and body

functioning and continuous sleep and sleep duration are important. A research study

found that participants who had greater sleep continuity had a positive effect on their

cognitive capability.

Eide & Showalter (2012) proved that: We explore the relationship between sleep

and student performance on standardized tests. We model test scores as a nonlinear

function of sleep, which allows us to compute the hours of sleep associated with

maximum test scores. We refer to this as “optimal” hours of sleep. We also evaluate how

the sleep and student performance relationship changes with age. We use the Panel Study

of Income Dynamics-Child Development Supplement, which includes excellent control

variables that are not usually available in sleep studies. We find a statistically significant

relationship between sleep and test scores. We also find that optimal hours of sleep

decline with age.

The findings also revealed that students who indicated they have adequate sleep

perform better academically this may be related to the result of a physiological study that

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confirmed that adequate sleep may be important for the consolidation of memory which

could have important implications for school success in adolescence. This implies that

the amount of sleep a person gets per night affects the individual’s ability to learn. Sleep

deprivation might affect certain parts of the brain, especially the frontal lobes. The frontal

lobes control executive function, which is the ability to make decisions, form memories,

plan for the future and inhibit socially undesirable behavior therefore concluded that

children who have trouble sleeping tend to do worse in school than their peers who get a

good night's sleep. Students adopt healthy sleep schedules, such as fixed bedtimes and

waking times, fixed school starting times, and limit psycho social and environmental

pressure that may adversely affect academic performance.

Importance of Sleep

Sleep influences academic performance wherein shorter sleep duration and poor

sleep quality have negatively affected GPA. GPA is the measurement of a student’s

performance and academic achievement. Sleep consistency measures how likely a

student is to be awake or asleep at the same time each day. Better academic performance

is seen in students with good sleep consistency. A student at risk of academic failure

needs to be screened for a sleep disorder. Frequent sleep disturbances can affect students’

memory detention. Devices are under development that may allow students to better

monitor their sleep habits, sleep consistency, chronotype, and sleep behaviors. It can

greatly improve the academic performance and sleep of students. Schools need to

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develop sleep-friendly policies and interventions to promote healthy sleep for their

students according to Hershner (2020).

Academic Performance

Academic performance is the measurement of student achievement across various

academic subjects. According to Narad and Abdullah (2016), academic performance is

the knowledge gained which is assessed by marks by a teacher and/or educational goals

set by students and teachers to be achieved over a specific period. Teachers and education

officials will measure achievement from classroom performance, graduation rates, and

results from standardized tests. Academic achievement is almost entirely measured with

grades (by course or assignment) and GPA. This is unsurprising since grades and GPA

measures are by far the most readily available assessments for institutions. The academic

performance of students is important since it will lead to increased employment. If the

students perform well in their examinations, then they will graduate on time. Graduation

on time means they still have a lot of time to further their study for the next stage. The

results show students with poor academic performance have five significant

characteristics. It is composed of low enthusiasm, lack of motivation, lack of interest,

weak willingness to learn, and poor learning mentality as stated by Thornton (2022).

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Chapter III

METHODOLOGY

RESEARCH DESIGN

By analyzing the correlation, researchers can determine whether a longer or shorter

sleep duration is associated with any specific outcomes or changes in behavior. For

example, the study might find a positive correlation, indicating that longer sleep duration

is related to better academic performance, effective time management, or improved

mental health.

LOCALE OF THE STUDY

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The taking of respondents will take place within the school which is at the Tanza

National Comprehensive High School, in the school year of 2023- 2024

SAMPLING TECHNIQUE

A population is separated into smaller groups, or strata, for the purpose of sampling

using a method known as stratified random sampling. In stratified random sampling, or

stratification, the groups are arranged based on the characteristics that they have in

common, such education or money. Research on population demographics and life

expectancy are only two of the many applications and benefits of stratified random

sampling. We will use stratified random sampling to get respondents for our research, in

entitled of "Relationship between sleep duration and academic performance of greade 12

student at Tanza National Comprehensive High School”

DATA COLLECTION/ GATHERING PREOCEDURE

Data gathering is the first and most important step in the research process,

regardless of the type of research being conducted. It entails collecting, measuring, and

analyzing information about a specific subject and is used by businesses to make

informed decisions. The procedure in collecting data in this study is by investigating the

"Relationship between sleep duration and academic performance of grade 12 students at

Tanza National Comprehensive High School" by conducting a non- experimental type of

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data gathering and verifying data gathered before considering if it is rightfully able to use

it.

RESEARCH INSTRUMENT

A survey is an appropriate research instrument. Surveys allow you to collect

numerical data efficiently by obtaining responses from a large sample. In this case, you

can design questions to gather information on students' sleep quality habits and academic

performance, providing quantitative data for analysis. The structured nature of surveys

facilitates statistical analysis, making it a suitable choice for exploring correlations

between sleep quality and academic outcomes

Table 1. SAMPLE DISTRIBUTION OF RESPONDENTS

SECTION POPULATION PERCENTAGE SAMPLE

HUMSS 12- 49 3.253 4

ALMARIO

HUMSS 12- 58 3.851 4

ARCELLANA

HUMSS 12- 43 3.855 4

ATALIA

HUMSS 12- 53 3.519 4

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BALAGTAS

HUMSS 12- 53 3.519 4

BATACAN

HUMSS 12- 49 3.253 4

BAUTISTA

HUMSS 12- 48 3.187 4

BULOSAN

HUMSS 12- 41 2.722 4

CELERIO

HUMSS 12- 42 2.788 4

FLORENTINO

HUMSS 12- 44 2.921 4

FRANCISO

HUMSS 12- 53 3.519 4

GALANG

HUMSS 12- 47 3.120 4

GONZALES

HUMSS 12- 50 3.320 4

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HERNANDEZ

HUMSS 12 3.054 3.386 4

JOAQUIN

HUMSS 12- 46 3.054 4

LUMBERA

HUMSS 12- 44 2.921 4

SANTOS

HUMSS 12- 46 3.054 4

ZAIDE

Table 2. Formula use to get the number of the respondents

DATA ANALYSIS PROCEDURE

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Employ a methodical approach that includes descriptive and inferential statistical

techniques. To create a visual summary, first arrange the data using graphs and charts.

Calculate key metrics such as means, medians, and standard deviations to understand

central tendencies and variations. Correlation analysis can be used to determine the

relationships between variables.

Table 3. Interpretation of Academic Performance

RANGE INTERPRETATION

1.0-1.75 Rarely

1.76-2.5 Sometimes

2.51-3.25 Often

3.25-4 Almost always

The summary of the learner's progress is shown quarterly through parent-teacher

conferences given to guardians and parents. The report card given corresponds with the

grading scale and its descriptor (DepEd Order No.8, Series 2015).

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CHAPTER IV

RESULTS AND DISCUSSION

Summary of findings

The findings were analyzed after the data was collected. The finding shows the

average sleep quality of students is less than 8 hours. While the average academic

performance of students is ranging from 40%-60% which is considered not passed. The

average of the two variables is both shown in the contingency table and the charts used.

The sleep quality of students differs which may not either affect their cognitive

functioning and the need to finish their academic responsibilities such as concentration,

attention, memory, recalling ability, productivity, learning capability, and understanding.

The majority of the students sleep for less than 8 hours and their performance in

academics and school is concerning it. They experience the effect of sleep quality on how

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they can perform and do their tasks. Since the majority stated that their academic

performance is affected by the quality of sleep they get. The findings rejected the

alternative hypothesis and confirmed that sleep duration has no relationship with

academic performance.

Table 4. Results of the respondents with this statement:

1. Based on the figures provided, it seems that a significant portion of the people

surveyed experience difficulty falling asleep to some degree. "Rarely" indicates that only

a small minority (7.1%) seldom face for this issue, while the majority experiences it at

least occasionally with 50% reporting "sometimes" difficulty. Moreover, a notable

proportion (27.1%) encounters this problem "often," and a substantial minority (15.7%)

struggles with it "almost always." This suggests that sleep difficulties are relatively

common, affecting a diverse range of individuals to varying degrees.

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Table 4.1 Results of the respondents with this statement:

2. Based on the figures and percentages suggests that the frequency of experiencing

deep sleep varies among individuals. Rarely, around 15.7% of people may seldom reach

deep sleep stages, while sometimes, about 42.9% of individuals experience it

intermittently. Often, around 24.3% of people tend to achieve deep sleep more frequently,

and almost always, approximately 17.1% of individuals consistently enter deep sleep

stages. This interpretation highlights the diversity in sleep patterns and the variability

how often individuals attain deep sleep.

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Table 4.2 Results of the respondents with this statement:

3. Based on the figures and percentages seem to describe the frequency of this

experience among individuals, with the majority experiencing it rarely (28.6%), followed

by sometimes (37.1%), often (21.4%), and almost always (12.9%). This suggests that

while some people rarely or occasionally experience waking up during sleep, for others,

it's a more frequent occurrence, with a smaller percentage experiencing it nearly every

time they sleep.

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Table 4. 3 Results of the respondents with this statement:

4. Based on the provided figures and percentages, it seems that a significant portion

of individuals experience difficulty getting back to sleep after waking up in the middle of

the night. The distribution indicates that while a minority rarely encounter this issue

(12.9%), the majority sometimes (37.1%) or often (28.6%) struggle with it. Furthermore,

a notable percentage almost always (21.4%) find it challenging to return to sleep after

waking up at night. This suggests that interrupted sleep is a common occurrence for many

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people, impacting their overall sleep quality and potentially leading to daytime fatigue

and other related issues.

Table 4.4 Results of the respondents with this statement:

5. Based on the provided figures and percentages, it seems that a significant portion

of people (42.9% sometimes, 30% almost always) are likely to wake up easily due to

noise. This indicates that noise disturbance plays a notable role in disrupting their sleep

patterns. However, it's worth noting that there is still a portion (11.4% rarely, 15.7%

often) who are less affected by noise when it comes to waking up easily.

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Table 4.5 Results of the respondents with this statement:

6. Based on the data provided, it is evident that a significant percentage of

individuals experience difficulty sleeping. Specifically, (55.7%) of the respondents

reported tossing and turning sometimes during their sleep. Furthermore, the data reveals

that (12.9%)of individuals experience tossing and turning often, while an additional

(12.9%)reported experiencing this almost always. On the other hand, (18.6%)of the

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respondents claimed to rarely experience tossing and turning during their sleep. While

this percentage is lower compared to the other categories, it is still noteworthy as it

represents a minority of individuals who are able to maintain a more stable and

uninterrupted sleep routine.

Table 4.6 Results of the respondents with this statement:

7. Based on our survey, the majority, with (48.6%)sometimes never go back to sleep

after awakening during their sleep, while (22.9% )rarely do, (14.13%)often do, and

(14.13%)almost always do. This data shows that many of them struggle to go back to

sleep after being awakened.

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Table 4.7 Results of the respondents with this statement:

8. Based on the provided figures and percentage it shows that a significant portion

of individuals (32.9%) sometimes feel that refreshed after sleep while (18.6%) rarely and

often (20%) and almost always (28.6%) The data gathered here show that we need more

and more adequate sleep to refresh ourselves even more.

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Table 4.8 Results of the respondents with this statement:

9. Based on the data provided, it is evident that a significant portion of individuals

surveyed experience varying frequencies of difficulty in falling asleep. The statistics

reveal that approximately (58.6%) of respondents reported feeling unlikely to sleep at

times, while (15.7%) indicated experiencing this issue often. A further breakdown shows

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that (12.9%)of participants almost always struggle to fall asleep, with an equivalent

percentage of (12.9%)stating that they rarely face difficulties in achieving sound sleep.

Table 4.9 Results of the respondents with this statement:

10. Based on the data provided, it is evident that a significant portion of individuals

surveyed experience varying frequencies of difficulty in falling asleep. The statistics

reveal that approximately (58.6%) of respondents reported feeling unlikely to sleep at

times, while (15.7%) indicated experiencing this issue often. A further breakdown shows

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that (12.9%)of participants almost always struggle to fall asleep, with an equivalent

percentage of (12.9%)stating that they rarely face difficulties in achieving sound sleep.

Table 4.10 Results of the respondents with this statement:

11. According to respondents, they have more likely to have headaches in just having a

poor sleep habits. As it can see in diagram that 42.9% of 70 people knowned that they

said they are more likely to have headaches because of poor sleep. 27.1% said that only

sometimes poor sleeping habits can trigger headaches. 21.4% said that often, such poor
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sleep triggers headaches and meanwhile, 8.6% said that rarely headache are cause of poor

sleep to them.

Table 4.11 Results of the respondents with this statement:

12. Based on the report on the graph. Almost half of 70 people which is 47.1% that

irritation is common as the effect of poor sleep, while 21.4% reported that only often,

24.3% said that sometimes, irritation occurs because of poor sleep habit, and 7.1% rarely

to have irritation despite of having a poor sleep.

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Table 4.12 Results of the respondents with this statement:

13. As of the result. 32.9% out of 70 people said that they have oftenly sleep more after

waking up. 30% of them that sometimes only. 24.3% reported that they are more likely to

sleep more after waking up, and only 12.9% of 70 people that only rarely in some cases

they likely to sleep again after they woke up.

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Table 4.13 Results of the respondents with this statement:

14. Based on the data provided, it seems that a significant portion of individuals (51.4%)

sometimes feel that their sleep hours are enough, while (24.3%) percentage rarely and

often (15.7%) feel this way. A minority (8.6%) almost always feel that their sleep hours

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are enough. This suggests that a substantial number of students may not consistently feel

satisfied with their sleep duration.

Table 4.14 Results of the respondents with this statement:

15. This data suggests that poor sleep negatively affects appetite for a significant portion

of respondents. Specifically, about 50% of respondents sometimes experience a loss of

appetite due to poor sleep, while smaller percentages experience this issue rarely

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(24.3%), often (11.4%), and almost always (15.3%). This highlights the potential link

between sleep quality and appetite regulation..

Table 4.15 Results of the respondents with this statement:

16. The data show a wide range of experiences with how insufficient sleep impacts

cognitive function. 10% rarely of the students having difficulty thinking due to

insufficient sleep. 42.9% in sometimes and 27.1% almost always. On the other end of the

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surveyed, 20% often of respondents reported consistently experiencing a challenges to

think due to poor sleep.

Table 4.16 Results of the respondents with this statement:

17. Based on the data provided, it appears that the majority of respondents (58.6%) feel

vigorous after sleep of sometimes, while a smaller minority (17.1%) feel vigorous on a

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regular basis. A sizable minority (18.6%) feel vigorous very little, while a rather tiny

percentage (5.7%) feel vigorous almost always after sleep.

Table 4.17 Results of the respondents with this statement:

18. Based on the data provided, the majority of respondents report experiencing this

issue, with 51.4% indicating it occurs sometimes. Additionally, both often and rarely got

17.1, while 14.3% students lose interests to study and other, this implies that insufficient

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sleep might negatively impact motivation or concentration levels for academic or other

pursuits.

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

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This study aims to determine the relationship between sleep quality and academic

performance of Grade-12 students in Tanza National Comprehensive High School, in the

year 2023-2024. The three specific questions will help determine the average results of

the variable and their relationship with each other. The respondents are the Grade-12

students including HUMSS strand and their sections. The population is 817 students and

the sample is 70 students. The respondents were given an online questionnaire for almost

3 weeks time period. After all sampled respondents have answered, the data were

collected and analyzed using the statistical treatment.

Summary of findings

The findings were analyzed after the data was collected. The finding shows the

average sleep quality of students is less than 8 hours. While the average academic

performance of students is ranging from 40%-60% which is considered not passed. The

average of the two variables is both shown in the contingency table and the charts used.

The sleep quality of students differs which may not either affect their cognitive

functioning and the need to finish their academic responsibilities such as concentration,

attention, memory, recalling ability, productivity, learning capability, and understanding.

The majority of the students sleep for less than 8 hours and their performance in

academics and school is concerning it. They experience the effect of sleep quality on how

they can perform and do their tasks. Since the majority stated that their academic

performance is affected by the quality of sleep they get. The findings rejected the

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alternative hypothesis and confirmed that sleep duration has no relationship with

academic performance.

Conclusion

According to the data gathered, it is evident that the biggest percentage of

respondents (40–60%) oppose that a student's academic performance is unaffected by the

quality of their sleep.

These functions are needed to finish academic responsibilities although the effects

are not noticeable, it is expected that sooner or later with unhealthy sleep there will be

changes in academic performance negatively. Some studies stated that there is no

relationship since a student who lacks sleep can still get higher grades compared to a

healthy sleeper.

To summarize, sleep duration has no relationship with academic performance but a

student needs at least 8-10 hours of sleep to function properly. There are possibilities one

can still perform well with less sleep but consistent less sleep will not result in higher

academic performance but to opposite.

Recommendations

The following recommendations are based on the finding offered to the beneficiaries

of the study.

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Based on what has been proven by the study, that enough sleep is important for our

body, so that it becomes more healthy and nutritious, we recommend that we get enough

sleep for our body, because it is one of the most necessary of our body. This is for

everyone, whether young, old, studying or working.

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Ahrberg, K., Dresler, M., Niedermaier, S., Steiger, A., & Genzel, L. (2012). The

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Appendix 1

Table 6. Gantt Chart

The Relationship between Sleep quality and Academic performance of the learners

at Tanza National Comprehensive High School.

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Appendix 2

Letters

Approval Letter to conduct the study

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Informed Consent Letter

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Appendix 3

Certifications

Statistician Certification

English Critic Certification

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Appendix 4

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Research Instrument

The Relationship between Sleep quality and Academic performance of the learners

at Tanza National Comprehensive High School.

Email:

Name: (optional)

General Weighted Average (1st sem):

1. I have difficulty falling asleep.*

 Rarely

 Sometimes

 Often

 Almost always

2. I fall into a deep sleep.*

 Rarely

 Sometimes

 Often

 Almost always

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3. I wake up while sleeping.*

 Rarely

 Sometimes

 Often

 Almost always

4. I have difficulty getting back to sleep once I wake up in the middle of the night.*

 Rarely

 Sometimes

 Often

 Almost always

5. I wake up easily because of noise.*

 Rarely

 Sometimes

 Often

 Almost always

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6. I toss and turn*

 Rarely

 Sometimes

 Often

 Almost always

7. I never go back to sleep after awakening during sleep*

 Rarely

 Sometime

 Often

 Almost always

8. I feel refreshed after sleep*

 Rarely

 Sometimes

 Often

 Almost always

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9. I feel unlikely to sleep after sleep.*

 Rarely

 Sometimes

 Often

 Almost always

10. Poor sleep gives me headaches.*

 Rarely

 Sometimes

 Often

 Almost always

11. Poor sleep makes me irritated.*

 Rarely

 Sometimes

 Often

 Almost always

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12. I would like to sleep more after waking up.*

 Rarely

 Sometimes

 Often

 Almost always

13. My sleep hours are enough.*

 Rarely

 Sometimes

 Often

 Almost always

14. Poor sleep makes me lose my appetite.*

 Rarely

 Sometimes

 Often

 Almost always

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15. Poor sleep make hard for me to think.*

 Rarely

 Sometimes

 Often

 Almost always

16. I feel vigorous after sleep.*

 Rarely

 Sometimes

 Often

 Almost always

17. Poor sleep makes me lose interest to study or others*

 Rarely

 Sometimes

 Often

 Almost always

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18. My fatigue is relieved after sleep.*

 Rarely

 Sometimes

 Often

 Almost always

Adapted from Sleep Quality Scale Shahid, A., Wilkinson, K., Marcu, S., & Shapiro, C.

M. (2012). STOP, THAT and one hundred other sleep scales. In Springer\eBooks.

https://doi.org/10.1007/978-1-4419-9893-4

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APPENDICES

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Appendix 5

About the Researchers

Arcusa, Johnsel lives in Brgy. Tanza 4 July, Cavite.

seventeen years old. On November 2, 2005, he was born in

Cavite's St. Martin Hospital Noveleta. He is a Roman

Catholic, single, and a citizen of the Philippines. He is a

grade 12 Humss senior in high school. Tanza National

Comprehensive High School (TNCHS) is his school of

choice. At Julugan Elementary School in Julugan Tanza Cavite, he completed his

elementary education. He joined the Saint Augustine Band in 2019, although he had to

pause for a while due to the epidemic in 2020–2021, only to resume in 2022 and the

present.

Danica Anne C. Fabio is a Brgy resident at Tanza (Julugan

8) Cavite. 17 years old. She was born on July 10, 2006, is

single, and belongs to the Filipino nationality as a Roman

Catholic. He is a HUSS grade 12 senior in high school.

Tanza National Comprehensive High School is her place of

education (TNCHS). She completed her elementary education at Julugan Tanza Cavite's

Julugan Elementary School.

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On November 15, 2005, Carl David Gelladuga was born

in Guimbal, Iloilo, at the Rep. Pedro Trono Memorial

District Hospital. He currently resides in the Casa

Amaya community in Tanza, Cavite, and is eighteen

years old. He attends Tanza National Comprehensive

High School as a senior high school student.

At Julugan Elementary School, he was a student in

elementary school. Though he didn't have a steady job at

this point, in his free time he would sometimes help his

father at work. Despite his struggles in school, he wants

to graduate in order to secure his employment, achieve

success, and support his family in the future.lementary at

Julugan Elementary School. He was currently no stable job, but he was sometimes

helping his father at work when have free time. He wants to finish School and to ensure

his future he will have work, become successful and to help his family despite of

Difficult in studying no matter what.

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Tanza Cavite welcomed a new born daughter into the

world on October 3, 2006.

LaizaFe M. Osing was raised in Amaya Tanza , Cavite.

Her parents are Mrs.

Marife M. Osing and Mr. Lazaro D. Osing. She is their second child, Lazaro Jr. and Cielo

Marie is the name of her two siblings, they lived in Amaya 1 Tanza Cavite. She finished

elementary in Amaya 1 and currently studying secondary education in Tanza National

Comprehensive Highschool located in Daang Amaya 2 Tanza Cavite.

Sta Cecilia Julugan 8 Tanza Cavite is where Angela F.

Ocampo resides. twenty-one years old. Her birthday is

September 14, 2002. Her parents are Mr. Angelito N. Ocampo

and Mrs. Marietta L. Francisco. She is a grade 12 Humss

senior in high school. Tanza National Comprehensive High

School (TNCHS) is her school of study. At Julugan

Elementary School in Julugan Tanza Cavite, she completed her elementary education.

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At the age of 18, Rili, Jepcy Rose resides in Bucal,

Tanza, Cavite. She was born in Quezon City on March

29, 2006, which is her birthday. Floredeliza Rili and

Jorge F. Rili are her parents. She graduated in Marick

Elementary School in Cainta Rizal.

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