1

CHAPTER 1
THE PROBLEM AND ITS SETTING

I. Introduction
The researchers focused in studying the importance of sleep among students for the
reason of the thought that it is a significant factor of a good and a healthier life.

In the present times, many students especially in higher grades, like senior high
schools and colleges, are at a high risk of not having a right amount of sleep they need at
their ages. 97% of teenagers get less than the recommended amount of sleep (The Good
Body, 2018). Wherein according to The University of Georgia (2019), college students,
like Americans, are not getting enough sleep. Though not getting the right amount of sleep
is more than, than what you think. As Peters (2019) say, you can die from lack of sleep.
However, according to Kittredge (2018), Jones (2019) & National Sleep Foundation (2019),
the amount of sleep you need per night is largely determined by your age.

The sleep duration recommended by age group of Kittredge (2018), Jones (2019) &
National Sleep Foundation (2019), are as follows:

Older adults whose age are 65 and up, need about 7-8 hours of sleep each night, on
average. Adults ranged from 18-64 years of age must obtain 7-9 hours of sleep per night.
Teenagers who are 14-17 years of age of age should have 8-10 hours of sleep every night.
School children of 6-13 years old must get 9-11 hours of sleep. Preschoolers whose age
are 3-5 must have 10-13 hours on average sleep per night. Toddlers of 1-2 years old need
11-14 hours of sleep. Infants who are 4-11 months old must have an average of 15 hours of
sleep. And 14-17 hours of sleep are needed by Newborns who are 0-3 months old.

Being a student is fun but one of the most challenging part of life also. As students,
it is a certainty that different difficulties will be encountered and often lead to pressure, but
because of their young ages, definitely they can’t handle the burden only by themselves.
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This study touches the effects of sleep deprivation among students. As stated by
Walker in Cooke (2017), no aspect of our biology is left unharmed by sleep deprivation. It sinks
down into every possible corner and crack and yet no one is doing anything about it. Things
have to change: in the workplace and our communities, our homes and families.

As stated by Healthy Living Index Survey (2016) in Manila Standard Lifestyle

(2019), the Philippines has one of the highest rates of sleep deprivation in Asia—46 percent
of Filipinos do not get enough sleep, while 32 percent said they sleep for less than six
hours. Lack of sleep is one of the main factors that affect Filipinos’ productivity. In
addition, studies have shown that, in the last few decades, children (and therefore, adults)
have been sleeping less and less (Velasco, 2015).

II. Statement of the Problem

In this study, the researchers aim to determine the impact of sleep deprivation on the
academic performance of the students.

Specifically, the study aims to answer the following questions:

1. Determine the profile of the students as to:
a. Course c. Age
b. No. of units taken d. Gender
2. What is the number of sleeping hours that the students obtain?
3. What is the academic performance of each student?
4. What is the impact of sleep duration on the academic performance of the students?

III. Significance of the Study

The results of the study will be of great benefit to the following:

Policy Maker. The outcome of the study will help policy makers to have an idea on
what to implement, in connection with lack of sleep. They can have an implementation to
lessen works, specifically to students who are one of the greatly affected of the said
phenomenon.
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School. The outcome of the study will provide information and awareness to the
whole management, especially the heads of schools, that most of their students are having a
hard time balancing their personal to school obligations, which may affect their
performance in their academic aspect, as well as their whole being.

Teachers. The study will aim to inform the teachers about the situation that students
are facing nowadays.

Parents. This review will help the parents know that their kids may have been
facing difficulties on having a right amount of sleep, which may give them awareness about
the intriguing effects to their children and even to them.

Students. The study will provide information and arouse students’ awareness and
alertness towards the unwanted effects of not having an accurate duration of sleep in their
academic performance and to their whole being. The study will aim to empower the voice
of the students as to their stands about the issue.

Researchers. The result of this study will satisfy the needed knowledge of the
researchers about the problem and will help them realize the relationship between sleep
duration and academic performance.

Other Researchers. The result of this study will serve as reference and will give
sound and factual information as they choose to conduct similar studies. It may also serve
as back drop on their present works.

IV. Scope and Delimitation

Out of 231 selected College of Business and Management students of Partido State
University, Goa Campus, 70 students will be used as a sample in conducting the survey.
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Due to limited time allotted, this is the only place that the researchers have chosen to
conduct their study.

The research data was based on survey on the selected College of Business and
Management- Bachelor of Science in Accountancy (BSA) and Bachelor of Science in
Financial Management (BSFM) students of Partido State University, Goa Campus. The
questionnaire comprises the course, units taken, age and gender as to the demographic
profile, and the sleep time frame and GPA of each respondent as variables in this study.

Figure 1. Map of Partido State University, Goa, Main Campus

Chapter II
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter presents the related literature and studies, conceptual and theoretical framework,
synthesis of the art, gap bridged of the study and the definition of terms needed in this study.

I. Related Literature and Studies

Going to sleep late at night and getting up early in the morning is a struggle for most
of the students. Almost all teenagers, as they reach puberty, become walking zombies
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because they are getting far too little sleep, Maas (2007) in Carpenter (2001). As stated in
Survey: Teens Not Getting Enough Sleep (n.d.), at least once a week, more than one-quarter
(28 percent) of high school students fall asleep in school, 22 percent fall asleep doing
homework, and 14 percent arrive late or miss school because they oversleep.

The National Sleep Foundation stated that sleep is food for the brain and as
important as the air you breathe, the water you drink and the food you eat. According to
Gonzalez and Sleeprate (2015), sleep is defined as a natural behavioral state where the eyes
are closed, governed by the nervous system that becomes relatively inactive, and is
characterized by perceptual disengagement and motor inactivity. Wherein, sleep is also a
vital indicator of overall health and well-being throughout your life. (National Sleep
Foundation & National Heart, Lung, and Blood Institute).

According to Okano, Kaczmarzyk, Dave, Gabrieli & Grossman (2019), sleep is

linked with academic performance in school and stated that most studies looking at the
effects of sleep quality and duration on academic performance have linked longer and
better-quality sleep with better academic performance such as school grades and study
effort.

Based from Sleep Cycle as stated by Horan, there is no country in the world
manages to achieve 8 hours of sleep on a regular basis. As the recommended range of sleep
for an adult is 7-9 hours a night, this highlights a worrying lack of sleep throughout the
world. In fact, in Japan, the national average is 5 hours and 59 minutes, representing a
drastically low sleep average for the country. The 5 worst countries for average hours of
sleep, in order of worst sleepers, include: Japan = 5 hours and 59 minutes; Saudi Arabia =
6 hours and 8 minutes; Sweden = 6 hours and 10 minutes; India = 6 hours and 20 minutes;
The Philippines = 6 hours and 22 minutes.

One of the biggest percentage experiencing sleep deprivation are students. According to
Neal in Stanford Medicine News Center (2015), over 87% of U.S. high school students get far
less than the recommended 8-10 hours of sleep each night. On the other hand, as stated by
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Schlarb et al. (2017), up to 60% of all college students suffer from a poor sleep quality, and 7.7%
meet all criteria of an insomnia disorder. Because of too much pressure in the academic life of
the students, they tend to sacrifice much of their time doing an activity rather than sleeping.

In this modern-day, most of the time, students, especially those in higher years, lend and
spend their time doing academic works, e.g., research, projects, reviewing, etc. which becomes a
threat for them to bond with their loved ones, to go out with friends and to socialize with other
people. “A good night's sleep is accepted to be an important factor in the daily performance of a
child. It is also suggested that children go to bed early in order to promote a better concentration
and attention.” (Unalan et al., 2013). In these days, academics are one of the major factors of
sleep deprivation, anxiety, and depression. According to Thakkar (2018), “excessive levels of
academic stress can result in an increased prevalence of psychological and physical problems like
depression, anxiety, nervousness and stress related disorders, which in turn can affect their
academic results.”

This issue touches important impacts from three (3) aspects that affect students,
stated as follows:

(1) Cognitive- When you lose sleep, it’s harder to focus and pay attention. This affects
school performance and job productivity (National Sleep Foundation). When you lack
sleep, you often say you feel “foggy”. Why is that so? As said by Peri, there are three
reasons; (1) sleepiness slows down your thought processes, (2) Excessive sleepiness
impairs memory, (3) Poor sleep makes learning difficult.
Also, lacking sleep may have greater risk factors, which are: Depression, Irritability,
Anxiety, Forgetfulness, and Fuzzy thinking (Health, 2019).

(2) Physical- On the word of Cohen (2014), here are the areas where being sleep deprived
affects your body. (1) Stomach. Production of leptin, the hormone that makes you feel
full and regulates fat storage, is 15.5 percent lower in those who habitually sleep just
five hours, according to University of Wisconsin researchers. (2) Waistline. A poor
sleeper’s BMI is 3.6 percent greater on average, according to Stanford University
researchers, who found that those who typically get only five hours of shut-eye a night
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have more body fat. A lack of sleep can affect body weight. Two hormones in the body,
leptin and ghrelin, control feelings of hunger and satiety, or fullness. The levels of these
hormones are affected by sleep. According to Davis (2018), sleep deprivation also
causes the release of insulin, which leads to increased fat storage and a higher risk
of type 2 diabetes.

(3) Social- Many studies say that sleep deprivation kills someone’s urge to socialize with
other people. According to a study conducted at the University of California,
Berkeley and published in the journal Nature Communications, researchers have found
that not only are those who experience sleep loss are less eager to interact with people,
but results show sleep-deprived people tend to come across as socially unappealing to
others, (Cohut, 2019). As stated by Gordon et al. in Ludden (2017), there are three areas
that are known to be impacted by lack of sleep, (1) Close relationships. Sleep has a big
impact on our social relationships, especially our most intimate ones.

When one partner has slept poorly the night before, there’s more conflict in the
relationship the next day. This is because we have less empathy when we’re sleep deprived,
and we’re less likely to engage in effective conflict resolution. (2) Person perception. To
effectively interact with others, we need to accurately read their emotional facial expressions.
Yet people who are sleep deprived have a lot more difficulty doing this. (3) Social stress.
Negative experiences, such as conflict with a spouse or family member, being discriminated
against, or feeling rejected, can make a good night’s sleep hard to get. Although stressful social
situations are inevitable, our ability to cope with these experiences depends on how well rested
we are.

As stated by Walker in University of California, Berkeley, the less sleep you get, the
less you want to socially interact. In turn, other people perceive you as more socially repulsive,
further increasing the grave social isolation impact of sleep loss. That vicious cycle may be a
significant contributing factor to the public health crisis that is loneliness.
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Therefore, having the right amount of sleep is very important for the proper flow our
healthy life. However, even though sleep is vital and has noticeable consequences like these,
the worth of sleep is underestimated in our society.

II. Conceptual Framework

Grade Point Average (GPA)

Impact
of Sleep Deprivation

Units Taken Sleep Time Frame

Figure 1. Conceptual Paradigm

III. Theoretical Framework

Restoration
Theory

Theory of Sleep

Evolutionary
Theory
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Figure 2. Theoretical Paradigm

The researchers found different theories regarding to the study that will help strengthen
the foundation of this research. There are two main theories of sleep: namely, Restoration
Theory and Evolutionary Theory.

Restoration Theory

The theory of Oswald (1980), Restoration Theory, claims that sleep re-establishes
worn-out resource of energy. He argues that sleep, especially Rapid Eye Movement (REM),
helps to bring back energy, repair cells and allow growth to occur. According to Ezenwanne
(2011) & Cherry (2019), the theory of restoration strongly believed that, sleeping is essential
for revitalizing and restoring the physiological processes that keep the body and mind healthy
and properly functioning. Various experts and studies have agreed on this concept. One of
which is Dement (1960) in Oswald's Restoration Theory of Sleep, where he conducted an
experiment. Dement deprived participants of REM sleep for 4-7 nights. During their first
uninterrupted night, participants’ rem sleep increases by 10%, which is called a REM rebound.
This suggests the importance of REM and the possibility that the purpose of sleep is to get into
REM sleep. The participants reported anxiety, irritability and difficulty concentrating which
shows that REM sleep is needed to avoid these affects and enable brain recovery which
corresponds with Oswald’s theory. Even so, Dement’s study has low ecological validity, it has
low population validity because there were only 8 participants and they were a self-selected
sample. Participants would probably have shown demand characteristics because the
experiment took place in a lab. It also has low mundane realism because people would not
usually sleep in a lab and be interrupted repeatedly (Oswald's Restoration Theory of Sleep).

This theory plays an important part for this study. Thus, it will help the study to illustrate
and elaborate further information and contributes credibility and strong foundation in the study.
In connection with this, restoration theory, explains how getting a right amount of sleep helps to
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bring back energy that was worn-out. That sleeping is a vital factor for human selves, as it keeps
the body and mind healthy and well-functioning.

Evolutionary Theory

According to Rigby (2016), evolutionary theory of sleep focuses on the behavioral

features of sleep to explain its function rather than the physiological features.

Evolutionary theory (ET) less eagerly describes the need for these different stages of
sleep. Like restoration theory, the ET suggests that sleep serves some restorative function as a
method for animals to save energy. In this way, sleep is similar to hibernation. However, the
ET goes further by asserting that sleep also helps to protect us at night when we might be
vulnerable to predators.
Sleep is, thus, an evolutionarily stable strategy which increases individual, and in turn
species, survival. The ET predicts that animal species should vary in their sleep needs
depending on how much time they need to search for food each day and how safe they are from
predators when they sleep as stated by Gross (2005).
In comparing these two theories, Restoration and Evolutionary theory are mostly have
the same purpose on why we sleep. In some way, according to the article Why Do We Sleep,
Anyway? (2007), restorative theory aids to restore what is lost in the body while we are up,
where sleep offers an opportunity for the body to repair and refresh itself. While on the other
hand, evolutionary theory suggests that period of activity and inactivity evolved as a means of
conserving energy. This theory accords that all species have adapted to sleep during periods of
time when wakefulness would be the most hazardous, added by Cherry (2019).

Evolutionary theory asserts that sleep is a kind of strategy for survival, also, a means of
conserving energy - serves some restorative function as a method for animals to save energy.

IV. Synthesis of the Art

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This research presents the review of related literature and studies and states that
sleep has a big impact on the overall health and well-being of a person. However, according
to the study conducted by Sleep Cycle, various countries don’t meet the right amount of
sleep needed by a person. In 1942, 8 hours of sleep was the norm, now, 6.8 hours is the
average, according to Horan.
In connection with this, students are one of the high contributors on the percentage of
sleep deprivation. Hence, students’ performances in school, especially on their cognitive
aspect, are highly affected, resulting to poor grades and performance.

V. Gap Bridged of the Study

Although there were many studies conducted about sleep duration/deprivation, and
have numerous similarities to our study, hence, there are no studies similar to ours in the
Province of Camarines Sur.
VI. Definition of Terms
To allow the readers to have a better understanding on the study, the succeeding
words are defined conceptually and operationally:

Grades. According to Meriam Webster Dictionary, grade is a level of study that is

completed by a student during a one year.

Performance. According to Meriam Webster Dictionary, performance is an activity

(such as singing a song, or acting in a play) that a person or group does to entertain an
audience.

Performance Task. According to STEM (2019), performance task is any learning

activity or assessment of a student to perform and to demonstrate their knowledge,
understanding, and proficiency.

Rho. According to the New International Webster’s Comprehensive Dictionary, rho

is the seventeenth letter and twelfth consonant in the Greek alphabet.
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Sleep. According to Meriam Webster Dictionary, sleep is defined as the natural

state of rest during which your eyes are closed and you become unconscious.

Sleep Deprivation. The Oxford Dictionary defined sleep deprivation as a situation

or condition of suffering from a lack of sleep.

Sleep Duration. Kline Christopher (2013) referred sleep duration as the total
amount of sleep obtained either during the nocturnal sleep episode or across the 24-hr
period.

Written Task. According to Language & Literature (2019), written task

demonstrates the student’s ability to choose an imaginative way of exploring an aspect of
the material studied in the course.
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Chapter III
RESEARCH DESIGN AND METHODOLOGY

This chapter presents the design, respondents, data gathering procedure, data analysis and
statistical tools, and instruments that will be utilized in gathering data. These will enable the
researchers to realize the objectives of this study.

Research Design
This study will involve a descriptive research design using quantitative method.
This method will be used to determine the impact of sleep duration on the academic
performance of the students. It will include the daily sleep time frame and GPA of the students.
The demographic data as to age, units taken and gender of every participant will also be
involved.

Respondents of the study

The respondents of this study were the selected 70 out of 231 students of the
selected Business Courses in Partido State University, the BSA and BSFM, from 2nd year to 4th
year.

PSU-CBM POPULATION NO. OF SELECTED

DEPARTMENT RESPONDENTS
BSA (2nd year) 23 7
BSFM
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2nd year 87 26
3rd year 59 18
4th year 62 19
TOTAL 231 70

Table 1. Respondents of the Study

Data Gathering Procedure

The researchers would first send an authorization letter to the Principal of

Laboratory High School and Dean of College of Business and Management to be approved.
This will enable them to gather the necessary data for their study. After which, the researchers
will send a permission letter to the chosen respondents and will immediately conduct a survey.
If the respondents were not present, the researchers will go back the next day to complete the
needed respondents in this study.

Data Analysis and Statistical Tool

Slovin’s Formula will be used in order to get the total number of respondents that
will be needed in the study.
𝐏
𝒏=
(𝟏 + 𝐏)𝒆𝟐

Where:
P= Total Population
e= Margin of error
1= Constant
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231
𝑛=
(1 + 231)(0.10)2
231
=
(1 + 231)(0.01)
231
=
1 + 2.31
231
=
3.31
𝑛 = 69.78
𝑛 = 70

Percentage Technique is used in order to interpret the gathered data. Percentage is

equal to the quotient of frequency and population multiplied by one hundred.
𝐅
𝐏= (𝟏𝟎𝟎)
𝑵
Where:
P = Percentage
F= Frequency of the response
N= Population

In order to identify the correlation between sleep duration and academic

performance, along with its significance, the researchers used the Spearman’s Rank
Correlation. It measures the strength of association between two variables.

Rho Value Formula (in Excel)

rho = CORREL(whole of the first column, whole of the second column)

where:
CORREL = correlation
First Column = first variable (SDQs)
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Second Column = second variable (GPA)

T-stat Value Formula

𝑡 = rho√(𝑛 − 2)/(1 − 𝑟ℎ𝑜2 )
Where:
n = total data points (population)

P-value Formula (in excel)

p-value = T.DIST.2T (ABS(t-stat), n-2)

where:
T.DIST.2T – Returns the two-tailed Student’s t-distribution
CHAPTER IV
DATA PRESENTATION ANALYSIS AND INTERPRETATION

This chapter focuses on the presentation, analysis and interpretation of the data gathered to

ATTRIBUTES FREQUENCY PERCENTAGE

answer the problems present in this study. Data from this part were taken from the responses of
the respondents in the survey questionnaire. Results were tallied, tabulated, computed and
statistically analyzed to come up with logical conclusion and recommendations.

Table 2. Demographic Profile

Table 2 shows the demographic profile of the respondents as to their age, number of
units taken, and gender. Out of 70 college students, 24 of them or 41.43% belongs to the age
group ranging from 19-20 years old. Followed by the range of 21-22 years old with a percentage
entry of 34.29% (24 students). The least percentage entry consists of 0 percent of the respondents
with age ranging from 25-26 years old. Considering the number of units taken of each
respondent, majority of them took 23 units with 33 or 47.14% of the total population. Second, 16
respondents or 22.86% took 26 units. No respondent or 0 percent has taken 22 and 25 units. As
to their gender, females are dominant with 68.57% (48 students), while only 31.43% (22
students) are male.
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AGE
29-30 1 1.43
27-28 2 2.86
25-26 0 0
23-24 14 20
21-22 24 34.29
19-20 29 41.43
NO. OF UNITS TAKEN
26 16 22.86
25 0 0
24 10 14.29
23 33 47.14
22 0 0
21 11 15.71
GENDER
Male 22 31.43
Female 48 68.57
TABLE 2
Table 3. Average Sleep Duration
Table 3 presents the average sleep duration (in hours) of each student, wherein majority of the
respondents’ sleep at night is ranging from 4-6 hours with 42 respondents (60%). Only 1 (1.43%)
respondent obtains sleep duration with an average of 1-3 hours.
Average Sleep Duration Frequency RF (%)
(in hours)
7-9 27 38.57
4-6 42 60
1-3 1 1.43
TABLE 3

Table 4. Bed Time on a Typical School Week

The respondents’ bed time on a typical school week is shown in Table 4. Almost half of
the total respondents, which is 34 (48.57%) college students, usually sleep between 9:00 to 10:00
o’clock in the evening. 29 or 41.43% of them sleep around 11:00 p.m. to 12:00 a.m. None (0
percent) of the respondents go to sleep from 1:00 a.m. onwards.
Bed Time Frequency RF (%)
1 am onwards 0 0
11pm-12am 29 41.43
9-10pm 34 48.57
7-8pm 7 10
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TABLE 4.

Table 5. Average Wake-up Time during School Week

Table 5 presents the average wake-up time of the students, specifically during school
week. Majority of the respondents, 65 or 92.86%, answered that they wake-up at 5:00-6:00 am.
Second, 5 (7.14%) of respondents usually wake-up at 9:00 -10:00 am. No respondent (0 percent)
wakes up at around 7:00 -8:00 am and 11:00 am onwards.
Average Wake-up Time Frequency RF (%)
11 am onwards 0 0
9-10 am 5 7.14
7-8 am 0 0
5-6 am 65 92.86
TABLE 5

Table 6. Bed Time (Night before an Exam or Quizzes)

Table 6 shows that half (35) of the respondents, go to bed at the time of around 11:00
p.m-12:00 a.m. on a night before an exam or quizzes. Other respondents sleep at around 9:00
p.m-10:00 p.m. and only 1 (1.43%) respondent sleep at around 2:00 a.m. onwards.
Bed Time Frequency RF (%)
2 am onwards 1 1.43
1-2am 3 4.29
11pm-12am 35 50
9-10pm 29 41.43
7-8pm 2 2.86
TABLE 6

Table 7. Frequency of Naps in school within a Week

Table 7 shows the frequency of naps of each respondent in school within a week. More
than half of the total respondents, which are 38 students (54.29%), only nap for 0-1 day. The
least percentage entry is 4.29%, 3 college students, where they nap for 4-5 days.
Frequency of Nap (in days) Frequency RF (%)
4-5 3 4.29
2-3 29 41.43
0-1 38 54.29
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TABLE 7

Table 8. General Point Average (2nd sem: a/y 2018-2019)

The General Point Average of the students was shown in Table 8. Out of 70 respondents,
45 or 64.29% of them got a GPA between 1.6 and 2.0. A general point average between 1.1 and
1.5 got by 12 college students, which is 17.14%. Also, 12 out of the total respondents got a GPA
between 2.1-2.5. Only 1 student got a GPA between 2.6 and 3.0.
General Point Average Frequency RF (%)
2.6-3.0 1 1.43
2.1-2.5 12 17.14
1.6-2.0 45 64.29
1.1-1.5 12 17.14
TABLE 8

Table 9. The Impact of Sleep Duration on the Academic Performance of the Students
Table 9 shows the answers of every respondent to the survey questions which were
labeled as SD1 – SD5 and GPA for the academic performance. First option to a certain question
is marked as 1 up to the last option which was marked as 5. It can be seen that most of the
responses of the respondents were the same with each other.

Respondents SD1 SD2 SD3 SD4 SD5 GPA SD1 SD2 SD3 SD4 SD5 GPA
1 2 3 2 3 1 3 48 15.5 4.5 22 52 7
2 2 3 3 3 2 2 48 15.5 2 22 19 35.5
3 2 3 3 3 1 2 48 15.5 2 22 52 35.5
4 3 2 1 3 1 2 13.5 47 38 22 52 35.5
5 2 2 1 2 2 2 48 47 38 54 19 35.5
6 3 2 1 3 1 2 13.5 47 38 22 52 35.5
7 2 2 1 3 1 3 48 47 38 22 52 7
8 2 3 1 3 1 3 48 15.5 38 22 52 7
9 2 2 1 2 1 2 48 47 38 54 52 35.5
10 3 2 1 3 1 2 13.5 47 38 22 52 35.5
11 2 3 1 3 1 2 48 15.5 38 22 52 35.5
12 2 2 1 3 1 3 48 47 38 22 52 7
13 2 2 1 3 1 2 48 47 38 22 52 35.5
14 2 3 1 3 2 2 48 15.5 38 22 19 35.5
15 3 2 1 3 1 1 13.5 47 38 22 52 64.5
16 2 2 1 3 2 2 48 47 38 22 19 35.5
17 3 1 1 3 1 2 13.5 67 38 22 52 35.5
18 3 3 1 3 1 2 13.5 15.5 38 22 52 35.5
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19 2 2 1 3 2 2 48 47 38 22 19 35.5
20 1 3 3 3 1 2 70 15.5 2 22 52 35.5
21 2 3 1 3 1 2 48 15.5 38 22 52 35.5
22 3 2 1 2 2 3 13.5 47 38 54 19 7
23 2 2 1 3 4 2 48 47 38 22 1 35.5
24 2 2 1 2 1 3 48 47 38 54 52 7
25 3 2 1 2 2 2 13.5 47 38 54 19 35.5
26 3 3 1 3 1 2 13.5 15.5 38 22 52 35.5
27 3 1 1 2 2 3 13.5 67 38 54 19 7
28 2 3 1 3 2 1 48 15.5 38 22 19 64.5
29 2 3 1 3 1 2 48 15.5 38 22 52 35.5
30 2 3 1 3 2 1 48 15.5 38 22 19 64.5
31 3 1 1 2 2 2 13.5 67 38 54 19 35.5
32 2 2 1 2 2 2 48 47 38 54 19 35.5
33 2 2 1 3 1 2 48 47 38 22 52 35.5
34 2 2 1 2 1 1 48 47 38 54 52 64.5
35 2 2 1 2 1 3 48 47 38 54 52 7
36 3 3 1 3 2 2 13.5 15.5 38 22 19 35.5
37 2 3 1 5 2 1 48 15.5 38 1 19 64.5
38 3 1 1 2 1 1 13.5 67 38 54 52 64.5
39 3 2 1 1 1 2 13.5 47 38 69.5 52 35.5
40 3 2 1 3 1 2 13.5 47 38 22 52 35.5
41 3 2 1 2 1 2 13.5 47 38 54 52 35.5
42 2 3 1 2 1 1 48 15.5 38 54 52 64.5
43 3 2 1 2 1 2 13.5 47 38 54 52 35.5
44 2 3 1 3 1 2 48 15.5 38 22 52 35.5
45 2 2 2 2 2 1 48 47 4.5 54 19 64.5
46 2 2 1 2 2 2 48 47 38 54 19 35.5
47 2 2 1 2 1 2 48 47 38 54 52 35.5
48 3 3 1 2 2 2 13.5 15.5 38 54 19 35.5
49 3 3 1 2 2 2 13.5 15.5 38 54 19 35.5
50 3 1 1 2 2 2 13.5 67 38 54 19 35.5
51 3 3 1 2 2 3 13.5 15.5 38 54 19 7
52 2 3 1 3 1 2 48 15.5 38 22 52 35.5
53 2 2 1 2 2 3 48 47 38 54 19 7
54 3 2 1 3 3 1 13.5 47 38 22 3 64.5
55 2 1 1 3 2 2 48 67 38 22 19 35.5
56 3 2 1 3 2 1 13.5 47 38 22 19 64.5
57 3 2 1 2 3 4 13.5 47 38 54 3 1
58 2 3 1 2 1 1 48 15.5 38 54 52 64.5
59 3 2 1 2 2 2 13.5 47 38 54 19 35.5
60 2 3 1 2 2 2 48 15.5 38 54 19 35.5
61 2 3 1 2 2 2 48 15.5 38 54 19 35.5
62 2 3 1 2 3 1 48 15.5 38 54 3 64.5
63 2 3 1 3 1 2 48 15.5 38 22 52 35.5
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64 2 3 1 4 2 2 48 15.5 38 3 19 35.5
65 2 2 1 3 1 2 48 47 38 22 52 35.5
66 2 1 1 3 2 3 48 67 38 22 19 7
67 3 2 1 1 1 2 13.5 47 38 69.5 52 35.5
68 2 3 1 4 2 2 48 15.5 38 3 19 35.5
69 2 3 1 4 1 2 48 15.5 38 3 52 35.5
70 2 3 1 2 1 2 48 15.5 38 54 52 35.5
TABLE 9

Table 10. The Impact of Sleep Duration on the Academic Performance of the Students
Table 10 presents the significance of correlation between sleep duration and the
academic performance of the students. The p-value of each correlation is greater than 0.01 which
means that sleep duration and academic performance are not correlated with each other.

Spearman’s SDQ1 & SDQ2 & SDQ3 & SDQ4 & SDQ5 &
Rank GPA GPA GPA GPA GPA
Correlation
n 70
rho 0.00678 -0.15421 -0.001561 -0.07503 -0.05808
t-stat 0.055909 -1.28708 -0.0128725 -0.62045 -0.47976
p-value 0.955578 0.202431 0.98976717 0.537038 0.632937
TABLE 10
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CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The succeeding chapter settles this report. This chapter presents the summary of the
findings, conclusions and recommendations based on the data analyzed in the previous chapter.
The significance of this research in the immediate context of sleep duration and academic
performance is examined.

Summary
The study generally sought to determine the impact of sleep deprivation on the
academic performance of the students.
The study aims to: (1) Determine the profile of the respondents. (2) Identify the
number of sleeping hours that the students obtain. (3) Find out the academic performance of
each student. (4) Ascertain the impact of sleep duration on the academic performance of the
students. The study made use of the research design and methodologies, and the statistical tools,
to give significance to the data generated in this study.
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Objective 1. Determine the profile of the respondents as to course, no. of units taken, age
and gender.

Findings:

Due to the cue of the Dean of College of Education that the research topic must be
connected to the strand the researchers are taking up, the Dean didn’t let the researchers to
undergo a survey to the College of Education. Thus, Bachelor of Science in Accountancy (BSA)
and Bachelor of Science in Financial Management (BSFM) are the selected courses to be
surveyed.
In terms of the number of units taken of the respondents, 23 units is the highest which has
a total percentage of 47.14%, followed by 26 units with 22.86%, 21 units having 15.71%, and 24
units which has 14.29%, while no respondent took 22 units.
The age of the respondents ranged from 19 to 30. With a percentage entry of 41.43%,
ages between 19 and 20 is the most leading. And ages between 25 and 26 has the lowest
percentage of 0.
As to gender of the respondents, females are dominant with 68.57% (48 students), while
only 31.43% (22 students) are male.

Conclusion:

The respondents of the study were from the College of Business and Management of
Partido State University, Goa, Camarines Sur, (BSA & BSFM). Most of them took 23 units with
33 or 47.14% of the total population, while 0 or no respondent has taken 22 and 25 units. 24 or
41.43% of the whole population of 70 belongs to the age group ranging from 19-20 years old,
while 0 or none of them is in the age group ranging from 25-26 years of age. Out of 70
respondents, 48 or 68.575 of them are females, while 22 or 31. 43% of them are males.

Objective 2. Identify the number of sleeping hours that the students obtain.

Findings:
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Average Sleep Duration

In average, the sleep duration that the students obtain is ranging from 4-6 hours each
night, with a total percentage of 60 (42 respondents) of the entire population. Followed by 7 -9
hours of sleep every night with 38.57% (27 respondents), and 1 (1.43%) of them only got 1-3
hours of sleep each night.

Sleeping hours of students during a typical school week

Nearly half of the population usually sleep between or around 9 and 10 o’clock at
night, having 48.57% or 34 out of 70 respondents. 29 or 41.43% of them sleep around 11:00
p.m. to 12:00 a.m. None (0%) of the respondents go to sleep from 1:00 a.m. onwards.
Average wake-up time of students during school week

Almost all of the respondents or 65/70 (92.86%) wake up around 5:00-6:00 am every
morning. 5 (7.14%) of the respondents usually rouse at around 9:00 -10:00 am, while no
respondent (0%) wakes up at around 7:00 -8:00 am and 11:00 am onwards.

Bed time of students a night before an exam or quizzes

35 or half of the population go to bed at the time around 11 pm-12 am and only 1 (1.43%)
respondent sleep at around 2:00 a.m. onwards, the rest sleep around 9-10 pm on a night before an
exam or quizzes.

Conclusion:
A large percentage of the whole population lacks time for sleeping; going bed late at
night and waking up early in the morning. Thus, most students sacrifice their sleeping time to
review or study their lesson a night before an exam of quizzes.

Objective 3: Find out the academic performance of each student.

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45 or 64.29% of the respondents got a general point average between 1.6 and 2.0, while
12 (17.14%) of the population got a GPA between both 1.1 and 1 & 2.1 and 2.5. 1 student got a
GPA between 2.6 and 3.0.

Conclusion:
Despite of poor amount of sleep, most students make it to the top, keeping their grades
balance.

Objective 4: Ascertain the impact of sleep duration on the academic performance of the
students.

Findings:
Correlation between Sleep Duration and Academic Performance of the students

Legend:
SDQ- sleep duration question (Table 2-10, pp. 18-23)
SDQ1- Average Sleep Duration
SDQ2- Sleeping time (Typical School Week)
SDQ3- Wake up time (During School Week)
SDQ4- Sleeping time (Night before an exam or quizzes)
SDQ5- Frequency of naps in school within a week (In days)
GPA- general point average

Note (Spearman Ranks Correlation): when the p-value of each correlation is less than to 0.01,
means they are correlated with each other. And when the p-value of each correlation is greater
than 0.01, means they are not correlated with each other.
(Look at the illustration on table 10 at page 23).

SDQ1 & GPA- Since the p-value of this correlation is 0.955578, this means that the sleep
duration of the students is strongly not related to the general point average they get.
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SDQ2 & GPA- With an average p-value of 0.202431, denotes that the sleeping hours that the
students get in a typical school week are not connected to the grades they get in school.
SDQ3 & GPA- Having 0.98976717 as p-value, the general point average of the student is
extremely not correlated to their wake up time during school week.
SDQ4 & GPA- 0.537038 is the p-value of the correlation between the sleeping time of students
the night before an exam or quizzes and the general point average, means that they doesn’t have
a relation with each other.
SDQ5 & GPA- 0.632937 is the p-value of the correlation between the frequency of naps in
school within a week of the students and the general point average are not related.

Recommendations:
Although the number of sleeping hours is not connected to the academic performance of
the students doesn’t mean they are performing well in class. Though, grades are just a number,
however your health must be a priority. So, have a right amount of sleep and keep yourself
healthy, as getting poor quantity of sleep may affect not only your thinking capabilities, but also
your entire well-being will be affected the most.
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