INTRODUCTION

Background of the Study

The prevalence of sleep deprivation nowadays is rampant especially the

students. According to the experts from the organization of the National Sleep
Foundation (2015), teens need about 8 to 10 hours of sleep each night to function
best. Most teens do not get enough sleep, one study found that only 15% reported
sleeping 8 1/2 hours on school nights. Medsleep (2017), the natural sleep-wake
pattern shifts during adolescence, making it difficult to wake-up and go to sleep early.
In fact, it is normal for teenagers to not be able to fall asleep before 11:00 pm. This is
due to a lengthening (or slowing) of the circadian clock in the brain, and therefore
there is a biological basis for this tendency. However, teens also typically worsen this
tendency by developing irregular sleep-wake patterns across the span of a week –
staying up late, and sleeping-in on weekends.

Sleep deprivation is not obtaining enough sleep compared to the average time
of sleep. Sleep deprivation are severe, impacting adolescents; physical and mental
health, as well as daytime functioning. Younger adolescents who report shorter sleep
also show decrements in academic performance and increase risk-taking behaviors
including drug use and drowsy driving (Lund, Reider, Whiting, & Prichard, 2010). In a
study according to Medical News from the United States, school stress keeps 68
percent of students awake after their head hits the pillow. Only 30 percent of students
sleep eight hours a night, the average recommended amount of sleep for young
adults. Twenty percent of students pull an all-nighter at least once a month, Leonidas
(2014). Sleep loss is endemic among adolescents. This is likely due to biological
factors, such as changes to sleep homeostatic and circadian regulatory systems, and
psychosocial changes including increased evening activities, more academic
responsibilities and extracurricular activities, electronic media, and greater autonomy
around sleep (Louca & Short, 2014). Lack of sleep is known to cause poor attention,
worse grades, school absences, tardiness, poor social interaction, irritability and
crankiness, depression, and increased risks taking behaviors. Small decreases in the
total amount of sleep, even by just an hour less per night, can cause negative
cognitive performance, Paruthi (2015).

One of the effects of sleep deprivation is tardiness. Late-night bedtimes

combined with early school start times contribute to what is increasingly regarded as
an epidemic of sleep deprivation in adolescents (McGlinchey et al., 2011). Sleep-
wake patterns characteristic of youth with preventing further shifts towards lateness is
warranted. Lateness or tardiness is the effect when adolescents do not obtain enough
sleep. Sleep deprived students usually experience daytime sleepiness and usually
couldn’t meet the standard school time that lead to tardiness. Many students suffer
from lack of sleep, resulting from the combination of biological and environmental
factors including changes in school starting times. Tardiness or “lateness” can be
viewed as students coming late, not reaching school on time, missing out initial time
from the first period and primarily not being present in the time set by the school
(Bataineh, 2014). Students who are late to classes may fall behind in their classroom
work and can affect their academic performances. Tardiness also takes other

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 students' attention away from a teacher's lesson, leading to more behavior problems
and missed instruction (Zeiger, 2018).

Tardiness is what becomes of sleep deprivation. Sleep deprivation is a major

contributing factor to the occurrence of tardiness. The individual involved in watching
films and home videos may till late night, this could result in waking up late, as could be
deduced from the literal meaning of the saying early to bed early to rise (Nakpodia &
Dafiaghor, 2011). People, especially teenagers and adults tend to be intentionally late
when they are still sleepy.

Transportation, lack of time management and self-discipline, and distance from

school contributed significantly to student tardiness (Kgosi, 2016). Study findings show
that sleep deprivation has wide ranging effects on brain functioning, affecting multiple,
distinct components of cognition (Ratcliff & Van Dongen, 2009) which contradict that
tardiness is a potential effect in sleep deprivation. Another study showed that most
students late-comers’ parents belong to low socio-economic status (Jumare, Maina, &
Ankoma-Sey, 2015) contradicting findings showed that most of the problems associated
with late coming were beyond the learners’ control while in some cases, learner’s needs
to discipline themselves and focus on the more important things (Maile &
Olowoyo,2017). Due to the contradicting results by past researchers, this study aims to
determine the relationship between sleep deprivation and tardiness among Grade 12
STEM- Health students of Tuguegarao City, Cagayan.

Research Questions

Generally, this study aims to determine the relationship between the sleep
deprivation and tardiness among senior high school students of a Higher Education
Institution in Tuguegarao City, Philippines. Specifically, it seeks to answer the following
questions:

1. What is the frequency and/or number of tardiness?

2. What is the extent of sleep deprivation experienced in terms of:
a) Sleep quality
b) Daytime sleepiness
3. What is the significant relationship between tardiness and sleep deprivation?

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Hypothesis

a. There is no significant relationship between sleep deprivation and tardiness.

Significance of the study

The importance of this study lies in the fact that this study is out to investigate
valuable information which help us determine the negative and the positive effects of
our study. This study may benefit healthcare by giving knowledge and what are the
effects of sleep deprivation in the health of the students. This study will be significant
to students’ mental health and psychological state. Also, it will raise awareness to
parents to further gain knowledge and information since students are often deprived
from sleep. Being deprived from sleep can affect student’s psychological function and
academic performance. It will determine what possible outcomes it may bring beyond
what we know and how it can affect the health and achievements of the students.

LITERATURE REVIEW

Underpinning Theory

This study is anchored on Restoration Theory (Oswald, 1966). Oswald’s

Restoration Theory (Oswald, 1966) defines the function of sleep is “to restore the
body during periods of inactivity so that adequate biological functioning is ensured.
The tissues of the brain and body are repaired and the chemicals needed for proper
functioning are replenished. The researches seek to apply the concepts and ideas set
forth by Oswald’s Restoration Theory within the concept of STEM Senior High School
students’ sleep deprivation and its relation to lateness of the students.

Oswald’s Restoration Theory claims that (1) sleep restores biological processes
that have deteriorate during the day; (2) sleep replenishes and renews brain
processes through the process of protein synthesis; (3) sleep is required for immune
functioning. Oswald (1966) views and evidences is consistent with the idea that sleep
serves the purposes of restoring and replenishing biological processes and functions.
However, studies of sleep deprivation in humans do not so far indicate that it results
in serious biological malfunctions. The objection does not mean that sleep is not for
restoration, but makes it unlikely that sleep is specifically for the restoration of the
brain, as Oswald claims.

The researchers believe that the following Oswald’s Restoration Theory can
help the research team to evaluate the condition of the students in Grade 12 STEM-
H in terms of their tardiness and its relation to sleep deprivation. The theory equips
the students to give basis that sleep is an important factor for students to maintain
their frequency of school hours in proper school starting time or maintain punctuality.

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Sleep Deprivation among Adolescents

Sleep loss is endemic among adolescents. This is likely due to biological

factors, such as changes to sleep homeostatic and circadian regulatory systems, and
psychosocial changes including increased evening activities, more academic
responsibilities and extracurricular activities, electronic media, and greater autonomy
around sleep (Louca & Short, 2014). Sleep loss is endemic among adolescents
(Louca, & Short, 2014) this is likely due to biological factors, such as changes to
sleep homeostatic and circadian regulatory systems, and psychosocial changes
including increased evening activities, more academic responsibilities and
extracurricular activities, electronic media, and greater autonomy around sleep.

Sleep deprivation is a manipulation that allows arousal levels to be manipulated

to a higher degree. The effects of acute sleep deprivation on cognition are reversible,
so sleep deprivation represents a different approach for investigating the underlying
processes of cognition (Rancliff & Van Dongen, 2009). Sleep deprivation are severe,
impacting adolescents; physical and mental health, as well as daytime functioning.
Younger adolescents who report shorter sleep also show decrements in academic
performance and increase risk-taking behaviors including drug use and drowsy
driving (Lund, Reider, Whiting, & Prichard, 2010). Symptoms of sleep deprivation can
occur after only one night of sleep loss and persons who are chronically sleep
deprived are often unaware of their increasing cognitive and performance deficits

Sleep is beneficial. It plays an important role in promoting physical health,

longevity and emotional wellbeing. Without adequate sleep, judgments, mood, and
ability to learn and retain information are weakened. Overtime, chronic sleep
deprivation may lead to serious medical conditions (Yirdong & Anim, 2012).

Gender Differences in Sleep Deprivation

Neuroimaging studies have shown that gender-related differences during risk-

taking tasks, when present, are associated to different brain activity in the prefrontal
cortex. Differences in regional brain activity between males and females have further
been found as a function of sleep deprivation. In fact, males show significantly higher
activity during sleep loss than females in the left cerebellum posterior lobe, left
parietal lobe, and bilateral frontal lobes (Bottasso, Tempesta, Carrieri, De Gennaro, &
Ponti, 2015). Gender in the study area has relation to students late coming to school
(Jumare, Maina, & Ankoma-Sey, 2015) there are more female late comers than boys.
The percentage shows 56.7 percent against 43.3 percent. Reasons could be
hypothesized as to why female students come to school late; it may be for house
work such as cooking, washing of kitchen utensils, and giving care to the younger
ones at home, also due to nature of female in terms of security. Lateness is common
among female students than male students (Maile, & Olowoyo, 2017) this may be
due to their involvement in domestic activities.

Sleep Quality among Adolescents

Poor sleep quality was associated with significantly higher self-reported

negative moods. Participants categorized as having poor-quality sleep had
significantly greater negative mood subscale scores (anger, confusion, depression,
Relationship between Sleep Deprivation and Tardiness among Grade 12 STEM-H
Students | 4
 fatigue, and tension), compared to those with good-quality sleep. Poor- quality
sleepers also reported higher levels of stress during the week and weekends. (Lund,
Reider, Whiting, & Prichard, 2009). Adolescent sleep needs do not decrease
dramatically, and optimal sleep amounts remain at about 9 to 9¼ hours per night
(Owens, Belon, & Moss, 2010).

Findings have emerged in the child and adolescent population, particularly with
regard to an association between insomnia and clinically diagnosed depression. Sleep
debt in adolescents has been shown to be associated with a higher risk of reporting
depressive symptoms (Owens, 2014). Circadian system of young people supports late
nights for sleeping and late mornings or early afternoons for waking. Day time
sleepiness due to lack of natural sleep reduces academic achievement, learning, and
behavioral performance (Thomas, McIntosh, Lamar, and Allen 2017). Sleep loss
negatively affects performance of cognitive tasks, indicating slower reaction times and
poor decision-making, as well as cardiac, metabolic, and gastrointestinal issues while
the sleep-deprived persons do not realize the extent to which they are affected or the
long-term impact to health (McIntosh, Thomas, Lamar & Allen, 2017).

The effect of sleep deprivation on cognitive performance has also been

documented with a correlation between sleep quality and grade point average in
university students (Patrick, Lee, Raha, Pillai, Gupta, Sethi, & Smith, 2017).

Tardiness among Adolescents

Tardiness or “lateness” can be viewed as students coming late, not reaching

school on time, missing out initial time from the first period and primarily not being
present in the time set by the school (Bataineh, 2014). When students are continually
absent and tardy from school, their educational future is in jeopardy (Rivard, 2013).
Tardiness also takes other students' concentration away from a lecturer's lesson, leading
to missed instruction. Some people, especially students, have a tendency of not showing
up on time, be it for an appointment or to their regular classes. When someone does not
show up on time for an appointment or an event, they can be considered tardy (Kgosi,
2016).

Lateness is synonymous with tardiness (Breeze et al, in Bataineh, 2014), When

students come late to class they end up disturbing those who were early, so Bataineh,
(2014) attributes tardiness to a form of disruptive behavior, since it disturbs the rhythm of
the lecture in the process distracting other students paying attention to the lecturer. Late-
coming can be classified into three dimensions: chronic, unavoidable and avoidable.
Chronic lateness is a response to a bad environment and in the case of students, this
may be as a result of lack of interest in the school, the first subject of the day or dislike
by mates (Maile & Olowoyo, 2017).

Tardiness is a form of truancy (Taylor, 2014), truancy is considered a warning

sign, frequently associated with other problem behaviors and often associated with
students dropping out. Many reasons for the students to show tardiness in the school,
few reasons are directly related to the students that are not taking their breakfast on
time, students are de-motivated to come to the school and the young ones who find it
extremely difficult to get up early in the morning (Malik, Ladhani, & Bhamani, 2013).

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Sleep Deprivation and Tardiness

Many adolescents suffer from a lack of sleep, resulting from the combination of
biological and environmental factors including changes in school starting times. The
developmental change during adolescence is a shift to a later sleep phase, indicated by
a preference for later bedtimes and later waking-up times. Sleep duration was
significantly shorter for early risers who complained significantly more than the late risers
of daytime sleepiness and poor concentration at school (Lufi, Tzischinsky, and Hadar
2011).
The recognition of the high cost of sleep loss in adolescents has led to a quest to
identify potentially modifiable factors such as early school start times (Boergers, Gable,
& Owens, 2014) the percentage of students who reported >8 hours of sleep increased
from 37% to 50%. Late-night bedtimes combined with early school start times contribute
to what is increasingly regarded as an epidemic of sleep deprivation in adolescents
(McGlinchey et al., 2011). Sleep-wake patterns characteristic of youth with preventing
further shifts towards lateness may be warranted (Malone et al., 2016).

Research Paradigm

SLEEP TARDINESS
DEPRIVATION

Sleep Gender
Quality

Figure 1. Relationship between Sleep Deprivation and Tardiness

The figure above represents the relationship between student tardiness and
sleep deprivation among Grade 12 STEM- Health students in the University of Saint
Louis.

The variables in this study are sleep deprivation and tardiness of the students.
The two elements that affects sleep deprivation are the sleep quality among the
students and the gender differences. Frequency of lateness is the effect of the
variable under tardiness.

Relationship between Sleep Deprivation and Tardiness among Grade 12 STEM-H

Students | 6
METHODS

Research Design

This research will employ correlational research study because the researchers
will examine and describe the relationship or link between the sleep deprivation and
tardiness among the Grade 12 Stem-Health Students. The sole purpose of this type of
research design is to determine how two variables interact to each other. This approach
is a type of non-experimental method in which two variables are compared, assessed
and measured to determine their statistical relationship. Therefore, this study will deal
tabulation, assessment, analyzation and evaluation of data.

Locale of the Study

The study will be conducted at a Higher Educational Institution in Tuguegarao

City, Philippines.

Participants of the Study

The participants of this study will be the Grade 12 STEM- Health students
enrolled in the school year 2018-2019 for their reported frequency of tardiness and their
sleep quality. The researchers will be using the stratified random sampling. The total
population of 285 which includes all the six sections of the Grade 12 Stem-Health
Students. Using the Slovin’s formula with a confidence level of 95% and 5% margin of
error, the researchers determined the sample size which is 166.

Instrumentation

Epworth Sleepiness Scale (Johns, 1991), will be used in order for the
researchers to assess the daytime sleepiness of the participants. The researchers
adopted this questionnaire. It was first developed for adults in 1990 and it was
subsequently slightly modified in 1997. The ESS is a self-administered questionnaire
with 8 questions. The ESS does not ask about the person’s subjective feelings of
alertness/drowsiness at some particular time, as measured by the Karolinska Sleepiness
Scale. Respondents are asked to rate, on a 4-point scale (0-3), their usual chances of
dozing off or falling asleep while engaged in eight different activities. Most people
engage in those activities at least occasionally, although not necessarily every day. The
ESS score (the sum of 8 item scores, 0-3) can range from 0 to 24. The higher the ESS
score, the higher that person’s average sleep propensity in daily life (ASP), or their
‘daytime sleepiness’. The questionnaire takes no more than 2 or 3 minutes to answer.
The higher the ESS score, the higher that person’s average sleep propensity in daily life
(ASP), or their ‘daytime sleepiness’. The questionnaire had a high level of internal
consistency as measured by Cronbach's alpha (0.88). The ESS questionnaire is shown
to be reliable, to be internally consistent and to have only one main dimension in its
variance. It is conceptually unique in measuring the whole range of sleep propensities,
from very high to very low.

The Pittsburgh Sleep Quality Index (Buysse, 1988), will be used in order to
assess the sleep quality of the respondents. It is a self-report questionnaire that
assesses sleep quality over a 1-month time interval. The measure consists of 19
Relationship between Sleep Deprivation and Tardiness among Grade 12 STEM-H
Students | 7
individual items, creating 7 components that produce one global score, and takes 5–10
minutes to complete. It is an effective instrument used to measure the quality and
patterns of sleep in adults. It differentiates “poor” from “good” sleep quality by measuring
seven areas (components): subjective sleep quality, sleep latency, sleep duration,
habitual sleep efficiency, sleep disturbances, use of sleeping medications, and daytime
dysfunction over the last month. Each item is weighted on a 0–3 interval scale. The
global PSQI score is then calculated by totaling the seven component scores, providing
an overall score ranging from 0 to 21, where lower scores denote a healthier sleep
quality. The PSQI has internal consistency and a reliability coefficient (Cronbach’s alpha)
of 0.83 for its seven components. Numerous studies using the PSQI in a variety of older
adult populations internationally have supported high validity and reliability.

Decreasing student tardiness through strategic reward system: an action

research report by Malik, Ladhani, & Bhamani, (2013) to measure and investigate the
tardiness of the student.

Data Gathering Procedure

The researchers first seek permission to conduct this study from the school
administration of the said department in administering the questionnaire. The
researchers will provide consent letters to the participants before distributing the
questionnaires. Rights for confidentiality are assured and the participation is completely
voluntary. The participants shall be given enough time in answering the questions in the
questionnaire that was distributed. The researchers then collect the data after gathering
the questionnaires. The data collected from the respondents would then be analyzed
and examined to determine the relationship between sleep deprivation and tardiness
among the students.

Data Analysis

Correlational statistical test will be utilized for the analysis of the data. Correlation
analysis is a method of statistical evaluation used to study the strength of a relationship
between two, numerically measured, continuous variables. Pearson r correlation will also
be used since it is the most widely used correlation statistic to measure the degree of the
relationship between linearly related variables. This is the most convenient type of
analysis since the researchers will establish if the variables have possible connections.
The data gathered from the sleep deprived individuals and tardiness will be analyzed
through the help of mean, standard deviation and t-test.

Ethical Considerations

Before the conduct for the data collection of this study, all the respondents that
will participate shall be given a consent letter to assure them that their participation in
this study is voluntary and that they will be treated fairly and shall not be dealt with any
form of harm or coercion in their participation in this study. The consent letter also
consists of the necessary information that they need to know regarding the study. The
participants’ information that will be gathered will only be used for the sole purpose of
completing this study.

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