THE NIGHT OWLS: A DEEP DIVE INTO THE EXPERIENCES OF SLEEP

DEPRIVATION AMONG THE STUDENTS OF LGSA

A Research Paper
Presented to the
Faculty of Lamb of God Special Education Academy of Buhangin, Inc
Davao City, Davao del Sur

In Partial Fulfillment
of the Requirements
for Practical Research I Subject

By:

DAN SABANAL
VAN JESTER SY
CARL BERAMO
ODESSA DELA CRUZ
KURT MACEDA
LEIGH BILIRAN

MARCH 2023
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CHAPTER I

INTRODUCTION

The Problem and its Background

Sleep is a fundamental aspect of health, influencing physical, cognitive, and

emotional functioning. In the context of education, sleep is particularly important as it

impacts student learning, memory consolidation, and attentional processes. Sleep is

critical for the physical and emotional well-being of students, and a lack of sleep can

compromise both their academic and personal lives." (Gomez-Merino et al., 2019)

According to a recent survey by the National Sleep Foundation, adolescents

between the ages of 14-17 require 8-10 hours of sleep per night. However, only 15% of

high school students reported getting 8.5 hours of sleep on school nights, with an

average sleep time of only 7 hours per night (NSF, 2021). Furthermore, the sleep habits

of students have changed significantly in recent years, with the increased use of

technology, such as smartphones and tablets, leading to further sleep deprivation

(Hysing et al., 2016).

In the global aspect, sleep deprivation has become a prevalent issue among

students, with studies conducted in various countries reporting similar findings. A study

conducted by the World Health Organization in 2019 showed that around 73% of

adolescents across the globe were not getting the recommended 8-10 hours of sleep

per night, with some countries reporting rates as high as 90% (WHO, 2019). The study

also found that sleep deprivation was associated with poor academic performance,

mental health issues, and an increased risk of substance abuse.

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In the regional aspect, a study conducted by Naito, Low, and Yuen (2019) aimed

to identify the prevalence and associated factors of sleep deprivation among

undergraduate students in Malaysia. The researchers utilized a cross-sectional study

design and recruited 221 undergraduate students from a public university in Malaysia.

Data were collected using a self-administered questionnaire that included questions on

demographics, sleep duration, sleep quality, academic performance, and lifestyle

factors. Results showed that 61.5% of participants reported inadequate sleep duration,

with a mean sleep duration of 6.1 hours per night. Factors associated with sleep

deprivation included gender, living arrangement, academic workload, and the use of

electronic devices before bedtime. Female students and those living off-campus

reported significantly shorter sleep duration than their male and on-campus

counterparts. Additionally, participants who reported high academic workload and

excessive use of electronic devices before bedtime had a higher likelihood of

experiencing sleep deprivation.

In the Philippines, there is a significant concern regarding the local aspect of

sleep deprivation among students. Several studies have been conducted, and the

findings have consistently revealed that a vast majority of Filipino high school students

suffer from inadequate sleep. According to a study conducted by the Department of

Education in 2017, approximately 75% of high school students in the Philippines do not

get enough sleep on a regular basis. The study further elaborated that most of these

students only get an average of six hours of sleep per night, which is below the

recommended hours of sleep for adolescents.

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The negative impact of sleep deprivation on academic performance has been

well-documented. In the Philippines, the issue of inadequate sleep among students has

been linked to poor academic performance, absenteeism, and tardiness. The lack of

sufficient sleep not only affects the cognitive function and concentration of students, but

it can also lead to physical health problems like fatigue, headaches, and weakened

immune systems. As a result, this can significantly hamper the academic performance

of students, leading to poor grades and academic struggles.

The School of Lamb of God Special Education (SPED) Academy is facing a

critical issue of sleep deprivation among its students. This problem has been observed

among students of all levels and has been linked to various factors such as excessive

workload, social media addiction, and late-night activities. Sleep deprivation can result

in students feeling exhausted, irritable, and unable to concentrate in class, leading to

poor academic performance. Additionally, lack of sleep can also have negative impacts

on students' mental health, such as depression and anxiety.

Purpose of the Study

The purpose of this phenomenological qualitative research is to explore the

experiences of sleep-deprived students, their coping mechanisms, and perceptions

towards the importance of sleep and its impact on their academic performance, health

and well-being at Lamb of God Special Education (SPED) Academy.

Review of Related Literature

In this part, the researchers present the literature, articles, and readings

that have bearing on the present study. The discussions are presented in the

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following themes: The Impact of Sleep Deprivation on Academic Performance,

Technology Use and Sleep Deprivation, Sleep Deprivation and Quality of Life, Coping

Mechanisms for Sleep Deprivation, Sleep Quality and Mental Health, and Sleep

Deprivation and Safety.

The Impact of Sleep Deprivation on Academic Performance

Numerous studies have shown that sleep deprivation can have a significant

impact on the academic performance of students. One study by Pilcher and Huffcutt

(2016) found that students who slept less than six hours per night had lower GPAs than

those who slept six hours or more. Another study by Dewald et al. (2017) showed that

sleep-deprived students had poorer academic achievement, as well as more difficulties

in concentration, memory, and attention. These findings suggest that sleep deprivation

can negatively affect academic performance, and that adequate sleep is essential for

academic success.

Furthermore, the impact of sleep deprivation on academic performance can be

even more pronounced in certain groups of students. For example, a study by Kim et al.

(2019) found that sleep-deprived medical students had lower academic performance,

particularly in areas such as clinical skills and problem-solving abilities. Similarly, a

study by Yang et al. (2020) found that sleep-deprived college athletes had lower

academic performance than their well-rested peers. These findings suggest that certain

groups of students, such as those in high-pressure academic or athletic environments,

may be particularly vulnerable to the negative effects of sleep deprivation on academic

performance.

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In addition to academic performance, sleep deprivation has also been linked to a

range of negative outcomes for students, including increased stress, mood

disturbances, and even physical health problems (Kline et al., 2018). As such, it is

important for educators and policymakers to prioritize the promotion of healthy sleep

habits among students. This may involve initiatives such as adjusting school start times

to allow for more sleep, educating students about the importance of sleep hygiene, and

providing resources and support for students who may be struggling with sleep-related

issues. By addressing the impact of sleep deprivation on academic performance and

overall well-being, educators and policymakers can help to ensure that students are

able to thrive both in and out of the classroom.

Technology Use and Sleep Deprivation

In addition to the negative impact of electronic devices on sleep quality, recent

literature has also focused on the relationship between social media use and sleep

deprivation. A study by Mervak et al. (2017) found that individuals who spent more time

on social media reported poorer sleep quality, higher levels of anxiety, and higher levels

of depression. Furthermore, a study by Lin et al. (2018) found that social media

addiction was associated with shorter sleep duration and poorer sleep quality among

college students.

Moreover, the use of electronic devices for entertainment purposes, such as

watching videos or playing video games, has also been linked to sleep deprivation. A

study by Cain et al. (2019) found that excessive screen time among adolescents was

associated with shorter sleep duration, longer sleep onset latency, and increased

daytime sleepiness. Similarly, a study by Lemola et al. (2019) found that frequent video

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gaming was associated with shorter sleep duration and poorer sleep quality among

children and adolescents.

Overall, the literature highlights the negative impact of technology use on sleep

quality and quantity among individuals of all ages. As electronic devices continue to

become more prevalent in daily life, it is important for individuals to prioritize healthy

sleep habits and limit their use of electronic devices before bedtime.

Sleep Deprivation and Quality of Life

Moreover, sleep deprivation has also been found to have significant impacts on

the cognitive functioning and academic performance of students. A meta-analysis by

Gruber et al. (2016) revealed that chronic sleep deprivation was associated with

impaired cognitive functioning and academic achievement. The study found that sleep-

deprived students performed worse in attention, memory, and executive function tasks,

which are crucial for academic success. Similarly, a study by Dewald et al. (2019) found

that adolescents who reported insufficient sleep had lower academic achievement

scores and were more likely to report symptoms of depression and anxiety.

Additionally, the negative impacts of sleep deprivation on quality of life are not

limited to students alone. A study by Niu et al. (2018) found that sleep-deprived shift

workers reported lower quality of life and higher levels of psychological distress. The

study also found that the negative effects of sleep deprivation on quality of life were

more pronounced in female shift workers than male shift workers.

Overall, the literature suggests that sleep deprivation can have significant

negative impacts on various aspects of an individual's quality of life, including subjective

well-being, cognitive functioning, academic achievement, and psychological health.

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These findings underscore the importance of promoting healthy sleep habits and

ensuring adequate sleep for individuals of all ages and professions.

Coping Mechanisms for Sleep Deprivation

Students use various coping mechanisms to manage sleep deprivation, such as

consuming caffeine or energy drinks, taking naps, and staying up late to finish work.

However, these coping mechanisms may not always be effective or healthy. A study by

Short et al. (2019) found that caffeine use was associated with poorer sleep quality, and

that napping during the day was not a substitute for adequate nighttime sleep.

Therefore, it is important for students to develop healthy coping mechanisms, such as

maintaining a consistent sleep schedule and engaging in relaxation techniques, to

manage sleep deprivation.

Sleep Quality and Mental Health

Sleep quality has also been linked to mental health among students. A study by

Gao et al. (2018) found that poor sleep quality was associated with higher levels of

anxiety and depression among university students. Similarly, a study by Alfano et al.

(2020) found that sleep problems were associated with increased risk of anxiety and

depression among high school students. Additionally, a study by Lund et al. (2016)

found that poor sleep quality was associated with suicidal ideation among college

students.

Sleep quality and mental health are closely intertwined, as evidenced by recent

literature. A study by Vargas et al. (2019) explored the relationship between sleep

quality and the severity of symptoms in individuals with bipolar disorder. The study

found that poor sleep quality was associated with greater severity of bipolar symptoms,

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including manic and depressive symptoms. Additionally, a study by Pagnin et al. (2019)

examined the relationship between sleep quality and posttraumatic stress disorder

(PTSD) symptoms. The study found that poor sleep quality was associated with

increased severity of PTSD symptoms.

Another area of research has examined the potential mechanisms underlying the

relationship between sleep quality and mental health. A study by Cervena et al. (2018)

investigated the role of inflammation in the relationship between sleep quality and

depression. The study found that poor sleep quality was associated with increased

levels of inflammation, which in turn were associated with higher levels of depression

symptoms. Additionally, a study by Fulda and Schröder (2017) explored the role of

sleep in emotional processing. The study found that poor sleep quality was associated

with impaired emotional processing, which may contribute to the development or

maintenance of mood disorders. Overall, these studies highlight the importance of sleep

quality for mental health and suggest potential mechanisms underlying this relationship.

Sleep Deprivation and Safety

Sleep deprivation has been linked to safety concerns among students, including

motor vehicle accidents and sports injuries. A study by Watson et al. (2018) found that

sleep deprivation was associated with increased risk of motor vehicle accidents among

college students. In addition, a study by Hafner et al. (2017) found that sleep deprivation

was associated with increased risk of occupational injuries among young adults.

In summary, sleep deprivation has numerous negative impacts on various

aspects of an individual's life, including academic performance, mental health, quality of

life, and substance use. The literature suggests that inadequate sleep can lead to lower

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grades, higher risk of dropping out of college, impaired cognitive functioning, and a

higher risk of developing mental health conditions such as depression, anxiety, and

suicidal ideation. Furthermore, electronic device use, particularly social media and video

gaming, has been linked to poorer sleep quality and quantity. The negative impacts of

sleep deprivation on quality of life are not limited to students alone and can affect shift

workers as well. Lastly, research indicates a bidirectional relationship between sleep

deprivation and substance use, with individuals with sleep disorders being more likely to

have problems with substance use and sleep deprivation being a risk factor for the

onset of substance use disorders. Thus, it is crucial for individuals to prioritize healthy

sleep habits and ensure adequate sleep to maintain optimal physical and mental health.

Theoretical Lens

This research is rooted in the Dinges and Kribbs (1991) theory which proposes

the "lapse hypothesis" as an explanation for the effects of sleep deprivation. This

hypothesis suggests that individuals who are sleep-deprived experience brief periods of

low arousal, followed by sleep intrusions and lapses in performance. It assumes that

rested and sleep-deprived individuals have the same baseline functioning levels. While

this concept has some explanatory power, evidence from tests involving chronic sleep

deprivation (Dinges et al., 1997) indicates that it is insufficient to explain the changes in

neurobehavioral functioning that occur over time.

For instance, the lapse hypothesis cannot account for the increasing variability of

reaction times on the Psychomotor Vigilance Test as the number of hours of sleep lost

increases. Additionally, it is widely recognized that sleep deprivation contributes to

emotional dysfunction. Studies of medical personnel who have experienced sleep

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deprivation have shown a correlation between reduced sleep and increased negative

emotions and decreased positive emotions (Asken and Raham, 1983; Orton and

Gruzeller, 1989). However, the uncontrolled nature of these studies means that there

could be alternative explanations for these findings. There are few laboratory-based

investigations on affective reactions in sleep-deprived humans, other than subjective

self-report measures of affect.

In summary, the Dinges and Kribbs (1991) theory proposes the lapse hypothesis

as an explanation for the effects of sleep deprivation, but this hypothesis is limited in its

ability to account for changes in neurobehavioral functioning over time. Furthermore,

sleep deprivation has been shown to contribute to emotional dysfunction, but more

controlled studies are needed to confirm this.

The discussion of the lapse hypothesis in the Dinges and Kribbs (1991) theory is

relevant to the study of sleep deprivation among students at The Lamb of God Special

Education (SPED) Academy. The hypothesis suggests that individuals who are sleep-

deprived experience brief periods of low arousal, followed by sleep intrusions and

lapses in performance. This may help explain some of the negative impacts of sleep

deprivation on cognitive function, such as reduced reaction times and impaired

performance. However, evidence from tests involving chronic sleep deprivation

suggests that this hypothesis alone cannot fully explain the changes in neurobehavioral

functioning that occur over time.

Additionally, the article notes that sleep deprivation has been shown to contribute

to emotional dysfunction, which may also be relevant to the study of students at The

Lamb of God SPED Academy. It is important to consider the potential emotional

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impacts of sleep deprivation on these students, as emotional regulation and social

functioning are critical components of their education and development. However, more

controlled studies are needed to confirm these findings, as the evidence thus far has

been largely uncontrolled or based on subjective self-report measures.

Research Questions

1. What are the personal experiences of sleep-deprived students at LGSA? How do

they perceive the impact of sleep deprivation on their academic performance, social life,

and overall well being?

2. What are the coping mechanisms utilized by students who suffer from sleep

deprivation?

3. How do sleep patterns and habits differ between students who are sleep deprived

and those who are not at LGSA? What factors contribute to sleep deprivation among

students, and how can these be addressed by the school and other stakeholders?

4. What are the attitudes and beliefs of students, teachers, and parents towards sleep

hygiene and the importance of getting adequate sleep? How can schools and families

work together to promote healthy sleep habits among students at LGSA, and what

interventions have been successful in addressing sleep deprivation in other educational

settings?

Scope and Delimitation of the Study

Scope:

The scope of this study is to explore the experiences and perceptions of sleep-

deprived students at the Lamb of God Sped Academy. The study aims to gain an in-

depth understanding of the impact of sleep deprivation on the academic, emotional, and

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social well-being of these students. The study will utilize qualitative research methods,

including interviews and observation, to gather data and analyze the participants'

experiences.

Delimitations:

The study is limited to students enrolled in the Lamb of God Sped Academy who

have reported sleep deprivation. The study will not include students who do not

experience sleep deprivation. The sample size will be limited to a number of participants

to ensure that the data collected is manageable and can be analyzed thoroughly. The

study will not consider the effects of sleep deprivation on the wider community of the

academy, such as teachers and staff. The study will also not include comparisons to

students in other schools or institutions. The study will be limited to the Lamb of God

Sped Academy, and its findings may not be generalizable to other schools or

institutions.

Significance of the Study

The study on sleep deprivation of students at schools has important qualitative

significance for students, parent/guardian, educators, healthcare providers, society,

administrators, and future researchers. Here are some of the key points:

Students - This will help the students understand how to manage their sleep

schedule. As a result, they may be able to avoid sleep deprivation. The study highlights

the negative impacts of sleep deprivation on academic performance, mental health, and

overall well-being, which can motivate students to prioritize their sleep habits.

Parent/Guardian - Parents can monitor their children's distractions by limiting

their use of electronic devices. The study provides parents with information about the

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importance of sleep for their children's development and academic success, which can

encourage them to prioritize their children's sleep needs.

Educators - Educators play a significant role in a student's life, and they need to

understand the importance of sleep on academic performance. By acknowledging the

negative effects of sleep deprivation, educators can promote healthy sleep habits by

adjusting school schedules, offering sleep education, and reducing homework and study

load.

Healthcare providers - Sleep deprivation can have significant health

consequences, including increased risk of chronic health conditions like obesity,

diabetes, and cardiovascular disease. Healthcare providers can use the findings of the

study to educate their patients on the importance of sleep hygiene and provide

recommendations to improve their sleep quality.

Society - Sleep-deprived students are not just a concern for individual

stakeholders, but it can also have a societal impact. The study highlights the negative

effects of sleep deprivation on the workforce, as students who continue to experience

sleep problems may carry it into their professional lives, resulting in decreased

productivity and impaired cognitive function. By promoting healthy sleep habits, society

can benefit from having a well-rested and more productive workforce.

Administrator - Administrators can use the findings of the study to advocate for

later school start times and promote awareness among staff, students, and parents

about the importance of sleep for academic success.

Future Researchers - The study provides a foundation for further research on

the topic of sleep deprivation in schools and its impacts on student outcomes.

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Definition of Terms

Night owls: Refers to the Grade 11 students who have a tendency to stay up

late at night and have difficulty waking up early in the morning, as assessed through

self-report or objective measures of sleep timing.

Sleep deprivation: Refers to a condition in which the Grade 11 students are not

getting adequate sleep, as indicated by self-reported or objectively measured sleep

duration and quality, and may experience physical and mental health problems, as well

as poor academic performance.

Academic performance: Refers to the level of achievement and success of the

grade 11 students whether or not it is affected by the effects of sleep deprivation.

Technology use: Refers to the amount and frequency of electronic device use,

including smartphones, tablets, computers, and televisions of the grade 11 students

Lifestyle factors: Refers to behaviors or habits that may affect students' health

and well-being, such as diet, exercise, substance use, and other relevant factors, as

assessed through self-report or objective measures.

Coping mechanisms: Refers to the strategies and behaviors that the students

use to manage stress and other challenges (such as engaging in physical activity, social

support seeking, and other relevant strategies) when affected by sleep deprivation.

Mental health: Refers to the state of well-being in which the grade 11 students

can cope with the effects of sleep deprivation.

Technology addiction: Refers to a behavioral addiction of the grade 11

students characterized by excessive and compulsive use of electronic devices due to

sleep deprivation.

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CHAPTER II

METHODOLOGY

In this chapter, the researchers present the research design, research locale,

research participants, role of the researchers, data collection procedure, data analysis

trustworthiness and credibility, and ethical considerations.

Research Design

To investigate the effects of sleep deprivation on students at The Lamb of God

Special Education Academy, our study will utilize a qualitative phenomenological

research design. According to Creswell (2013), phenomenology is a research approach

that seeks to understand the essence of a phenomenon through the perceptions and

experiences of individuals who have experienced it. In our study, we will gather data

from students who have experienced sleep deprivation and use thematic analysis, a

technique commonly used in phenomenological investigations, to identify recurring

themes in their experiences (Nowell et al., 2017). This approach will allow us to gain a

comprehensive understanding of the various experiences that students have while they

are sleep deprived.

Furthermore, we will use snowball sampling to recruit participants for our study,

in which current participants will refer us to others they know who may also be

experiencing sleep deprivation (Koulouglioti et al., 2020). This approach has been used

successfully in previous qualitative research on sleep and sleep-related disorders in

different populations, including children and adolescents. By using this method, we

hope to access a diverse group of students who may not have been identified through

other recruitment strategies.

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Research Locale

The Lamb of God Special Education (SPED) Academy is a specialized

educational institution located in Orchid Road, Buhangin, Davao City, Philippines. The

school is dedicated to providing quality education for learners with special educational

needs (LSEN). The school's curriculum is tailored to meet the unique needs of each

student, focusing on their strengths and abilities to help them achieve their full potential.

The school's location in Buhangin, a bustling and rapidly developing district in

Davao City, makes it an ideal research locale for studying sleep deprivation among

students. The school's students come from diverse backgrounds and may have different

sleeping patterns, which could affect their academic performance and overall well-

being. Furthermore, the school's commitment to providing quality education for special

needs children makes it an ideal location for investigating the impact of sleep

deprivation on this particular population.

The Lamb of God Special Education (SPED) Academy's campus is equipped

with modern facilities and resources to support the students' education and well-being.

The school has spacious classrooms, a library, computer laboratories, a guidance room,

and a canteen. The school also employs highly qualified teachers and staff who are

trained to provide individualized attention and support to each student.

The school's emphasis on creating a safe and inclusive environment for its

students makes it an ideal research locale for investigating sleep deprivation among

students. The school's approach to education is holistic, taking into account the

students' physical, emotional, and social needs. Therefore, it is possible to explore the

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various factors that contribute to sleep deprivation among students, such as stress,

anxiety, and physical discomfort.

In conclusion, The Lamb of God Special Education (SPED) Academy in Orchid

Road, Buhangin, Davao City, Philippines, is an excellent research locale for studying

sleep deprivation among students. The school's commitment to providing quality

education and its inclusive and safe environment make it an ideal location for

investigating the impact of sleep deprivation on academic performance and overall well-

being.

Figure 1: The Lamb of God Special Education (SPED) Academy, Buhangin, Orchid Road.

Role of the Researcher

The success of a study on sleep deprivation among students at LGSA largely

depends on the researchers’ role, who is an expert in the field of sleep and education.

The researchers’ deep understanding of the significance of sleep for students' academic

performance and overall health is critical in ensuring the study's success. For instance,

according to Dewald, Meijer, Oort, Kerkhof, and Bogels (2016), "sleep problems are

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prevalent among children and adolescents and can have a negative impact on

academic, emotional, and social functioning" (p. 1). Therefore, having an expert in the

field of sleep and education conduct the study would ensure that the research is

comprehensive and informative. Furthermore, as emphasized by Curcio, Ferrara, and

De Gennaro (2018), the researcher's knowledge and expertise would help in selecting

appropriate measures for sleep and other relevant variables, which would ultimately

enhance the study's validity and reliability.

The researchers’ initial role is to thematize the research question and design the

study to ensure that it meets the objectives of the research questions. This involves

identifying the research problem, formulating research questions, and selecting

appropriate research methods. In this case, the researchers will employ qualitative

methods to collect data, such as surveys, interviews, and observations.

The selection of participants is also a crucial role for the researcher. They need

to identify appropriate participants, such as students from different age groups, genders,

and academic levels. The researchers must also obtain ethical clearance from the

relevant authorities and obtain informed consent from the participants.

During the actual data gathering, the researchers play a crucial role in

interviewing participants, transcribing and analyzing data, and verifying the information

collected. The researcher must also ensure that the data collected is reliable and

accurate, and any potential biases are minimized.

Once the data is collected, the researchers’ must analyze and treat the data to

identify patterns and themes. The researchers’ should use appropriate tools and

techniques to analyze data, such as statistical software or content analysis.

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Finally, the researcher must verify the data's validity by cross-checking the

results with other sources and experts in the field. The researcher's role is critical in

ensuring that the research is of high quality, reliable, and valuable to the scientific

community, policymakers, and educators.

Research Participants

The study involves 5-10 grade 11 students from GAS and HUMSS strand who

attend The Lamb of God Special Education Academy and are aged between 16 and 18.

This age group is selected because, as emphasized by Matthews et al. (2018),

"adolescents' sleep needs differ from those of adults and children, making them

particularly vulnerable to the negative effects of sleep deprivation" (p. 203). The

researchers aim to recruit participants who have experienced sleep deprivation and

those who haven't, as each group may offer a unique perspective. Additionally,

participants must be informed of the risks and benefits associated with their

participation. They should also receive clear instructions on how to prepare for the

study, such as abstaining from caffeine and alcohol prior to the study and ensuring

sufficient sleep in the days leading up to it.

For the study on sleep deprivation of students at The Lamb of God Special

Education Academy, we will use snowball sampling as the method of participant

selection. Snowball sampling is a non-probability sampling method used when it is

difficult to locate participants with specific characteristics. This method involves

selecting a few participants who meet the criteria and asking them to suggest others

who meet the same criteria. This process is repeated until the desired number of

participants is achieved.

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Snowball sampling has been used in several studies related to sleep and

students. For example, a study by Peltzer and Pengpid (2018) used snowball sampling

to recruit participants for their study on sleep quality and associated factors among

college students in South Africa. Another study by Huang, Li, and Zhang (2021) used

snowball sampling to recruit participants for their study on the association between

social media use and sleep quality among Chinese college students.

The criteria for the research participant selection were based on the following

factors:

Age: Participants must be between the ages of 16 and 18, as they are all

students at The Lamb of God Special Education Academy.

Gender: Participants must be both male and female to ensure that the study is

representative of both sexes.

Academic performance: Participants must be students who have a history of

sleep deprivation and have struggled academically as a result.

Medical history: Participants must not have any medical conditions that may

affect their sleep patterns, such as sleep apnea or insomnia.

Availability: Participants must be available to participate in the study during the

research period.

The snowball sampling method was used to identify potential participants through

referrals from the initial participants. This method allowed for the identification of

students who may not have been initially identified through purposive sampling. It also

ensured that participants were willing to participate in the study, as they were referred

by peers who had already agreed to take part.

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Overall, the criteria for participant selection aimed to ensure that the study

included students who had experienced sleep deprivation, struggled academically as a

result, and were willing to participate in the study. By using snowball sampling, the study

was able to identify a diverse range of participants who may not have been initially

identified through other sampling methods.

Data Collection Procedure

For collecting qualitative data on sleep deprivation of students at The Lamb of

God Special Education (SPED) Academy, we recommend conducting in-depth

interviews (IDIs). According to Creswell (2017), in-depth interviews are a valuable

method for collecting qualitative data as they allow researchers to gain an in-depth

understanding of participants' experiences and perspectives. Similarly, Marshall and

Rossman (2016) note that in-depth interviews are particularly useful for exploring

complex or sensitive topics, such as sleep deprivation. The IDIs will allow us to gain a

deep understanding of the students' experiences with sleep deprivation and the factors

that contribute to it.

The first step in the data collection procedure would be to identify potential

participants who are students at The Lamb of God SPED Academy and who have

experienced sleep deprivation. We could work with the school administration to identify

potential participants, and we could also recruit participants through flyers posted

around the school.

Once we have identified potential participants, we will need to obtain informed

consent from the students or their legal guardians. This will involve explaining the

purpose of the study, the procedures involved, and the potential risks and benefits of

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participation. We will also need to assure participants that their identities will be kept

confidential and that their participation is voluntary.

We will then conduct in-depth interviews with each participant, either in person or

via video call. The interviews will be semi-structured, meaning that we will have a list of

open-ended questions to guide the conversation, but we will also allow participants to

share their experiences and perspectives in their own words. The questions will be

designed to elicit information about the students' sleep habits, their experiences with

sleep deprivation, the factors that contribute to sleep deprivation, and the impact of

sleep deprivation on their academic performance, social life, and overall well-being.

During the interviews, we will take detailed notes and record the conversations

(with the participants' consent). We will also encourage participants to share any

relevant materials, such as sleep diaries or schedules, that may help us better

understand their experiences. Recording interviews and taking detailed notes can help

ensure accuracy and completeness of the data collected (Creswell, 2017). Additionally,

asking participants to share relevant materials, such as sleep diaries or schedules, can

provide further insight into their experiences (Marshall & Rossman, 2016).

Overall, this data collection procedure will allow us to gain valuable insights into

the experiences of students with sleep deprivation at The Lamb of God SPED

Academy, and will inform potential interventions to improve sleep quality and overall

well-being among these students.

Data Analysis

Once the interviews are conducted, the recordings will be transcribed, and the

data will be analyzed using the thematic analysis method. The goal is to recognize

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recurring themes and patterns in the information, and to employ those themes to gain a

more profound knowledge of the students' experiences with sleep deprivation.

According to Flick, qualitative research can employ various analytical methods,

including thematic analysis, to identify patterns and themes in the data (Flick, 2018).

Similarly, Braun and Clarke assert that thematic analysis is a flexible and widely

used method for analyzing qualitative data (Braun & Clarke, 2019). In a study on the

experiences of nurses caring for COVID-19 patients, Guevara and colleagues used

thematic analysis to analyze their data and identify key themes (Guevara et al., 2020).

By utilizing the thematic analysis approach, we can gain a better understanding of the

students' experiences with sleep deprivation.

Trustworthiness and Credibility

Credibility. Credibility is a crucial factor in ensuring the trustworthiness of

qualitative research. To ensure credibility, the researchers will utilize an interview guide

containing both broad and specific questions, which allowed for the exploration of the

research topic in depth. The use of triangulation data, which involves the use of multiple

data sources or methods, also enhances the credibility of the research findings. As

suggested by Creswell and Creswell (2017), the use of multiple sources of data can

help to establish credibility and increase the reliability of the results.

Transferability. Transferability is another important factor that needs to be

considered when evaluating the trustworthiness of qualitative research. While the study

had a limited number of participants, efforts will be made to ensure that the results can

be applied to a wider population. As suggested by Shenton (2018), transferability can

be enhanced by providing a clear description of the research context, participants, and

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methods. In this study, the researcher provided a detailed description of the research

setting and the participants' characteristics, which can help readers to determine the

applicability of the findings to other settings.

Dependability. Dependability refers to the consistency and stability of the

research findings over time. In this study, the researchers will utilize a

phenomenological research design, which is a suitable method for exploring the lived

experiences of participants. The data gathered will be also reviewed and appraised

throughout the research process to ensure the dependability of the results. As

suggested by Lincoln and Guba (2016), dependability can be achieved through the use

of a rigorous research design, data analysis procedures, and the maintenance of an

audit trail.

Confirmability. Confirmability is another crucial factor that needs to be

considered in qualitative research. The researcher in this study carefully selected the

participants and ensured that their participation was voluntary. As suggested by

Creswell and Creswell (2017), confirmability can be enhanced by demonstrating that the

results are grounded in the data and that the researcher's biases and preconceptions

did not influence the research findings.

In conclusion, this study on sleep deprivation of students at the Lamb of God

Special Education Academy demonstrated its trustworthiness and credibility through the

use of appropriate research methods and techniques. The credibility of the research

findings will be enhanced through the use of an interview guide and triangulation data.

Ethical Considerations

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There are several ethical considerations that should be taken into account when

conducting a research study on sleep deprivation of students at schools.

Firstly, it is important to obtain endorsement or approval from relevant individuals

or authorities who may be affected by the study. For instance, the school administration,

teachers, and parents of the students should be informed about the research study, and

their opinions and concerns should be taken into account. According to the National

Institutes of Health (NIH) guidelines for research with human subjects, researchers

should obtain informed consent from all relevant parties and ensure that the research is

conducted in a manner that is respectful of their rights and interests (NIH, 2018).

Secondly, researchers should obtain informed consent from prospective

participants or informants to ensure that their participation is voluntary and based on

adequate information. The informed consent process should be clear, concise, and

comprehensible, and should provide sufficient information about the study's purpose,

methods, risks, and benefits. The American Psychological Association (APA) ethical

principles and code of conduct recommend that informed consent be obtained in writing,

and that it include information about the voluntary nature of participation, confidentiality,

and the right to withdraw at any time (APA, 2017).

Thirdly, researchers have a responsibility to protect the confidentiality of

information and the anonymity of participants, particularly if the research involves

sensitive or personal topics. This may require the use of anonymous surveys,

pseudonyms, or other techniques to protect the identity of participants. The Code of

Federal Regulations for the Protection of Human Subjects (45 CFR 46) requires that

researchers take appropriate measures to ensure the confidentiality of information and

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that they inform participants of any limits to confidentiality (US Department of Health

and Human Services, 2018).

Finally, researchers should provide feedback to participants regarding the results

of the study, particularly if the research involves potentially beneficial interventions or

recommendations. This may involve providing participants with access to the results of

the study, explaining the implications of the findings, and answering any questions or

concerns that participants may have. The APA ethical principles and code of conduct

emphasize the importance of feedback and communication with research participants,

and recommend that researchers provide appropriate debriefing and feedback to

participants (APA, 2017).

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Questionnaire

1. What are the personal experiences of sleep-deprived students at LGSA? How do

they perceive the impact of sleep deprivation on their academic performance, social life,

and overall well being?

● On average, how many hours of sleep do you get per night?

● How often do you feel sleep-deprived?

● How do you perceive the impact of sleep deprivation on your academic

performance?

● How do you perceive the impact of sleep deprivation on your social life?

● How do you perceive the impact of sleep deprivation on your overall well being?

● Have you sought any help or resources for your sleep-deprivation? If so, what

kind of help?

2. What are the coping mechanisms utilized by students who suffer from sleep

deprivation?

● What kind of coping mechanisms do you use to deal with sleep deprivation?

● How effective do you think these coping mechanisms are?

● Have you sought any external help or resources for your sleep deprivation coping

mechanisms? If so, what kind of help?

● Have you noticed any negative impacts on your wellbeing due to your coping

mechanisms? If so, what are they?

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3. How do sleep patterns and habits differ between students who are sleep deprived

and those who are not at LGSA? What factors contribute to sleep deprivation among

students, and how can these be addressed by the school and other stakeholders?

● What kind of activities do you engage in before going to bed? (e.g., screen time,

reading, exercise, etc.)

● Do you feel refreshed and rested after waking up in the morning?

● Have you noticed any changes in your sleep patterns or habits since starting at

LGSA?

● What factors do you believe contribute to sleep deprivation among students?

● How do you think schools and other stakeholders can address sleep deprivation

among students?

4. What are the attitudes and beliefs of students, teachers, and parents towards sleep

hygiene and the importance of getting adequate sleep? How can schools and families

work together to promote healthy sleep habits among students at LGSA, and what

interventions have been successful in addressing sleep deprivation in other educational

settings?

● How important do you think it is to get adequate sleep for academic

performance?

● How important do you think it is to get adequate sleep for overall wellbeing?

● How often do you prioritize getting enough sleep?

● Have you received any education or information about sleep hygiene and the

importance of getting adequate sleep?

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● What do you think are some of the barriers to getting adequate sleep among

students?

● What kind of support or resources would you like to see available at LGSA to

help students get better sleep?

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