Notre Dame of Trece Martirez

PRACTICAL RESEARCH 1

THE CORRELATION BETWEEN SLEEP DEPRIVATION AND ACADEMIC

PERFORMANCE AMONGST GRADE 12 TVL-ICT STUDENTS OF NOTRE
DAME OF TRECE MARTIREZ S.Y. 2024-2025

A Quantitative Research Presented to the

Faculty of Notre Dame of Trece Martirez

Trece Martires City, Cavite

In Partial Fulfillment

of the Requirements for the Subject

Practical Research 2

Ms. Juvy Shaina V. Bohol

Research Adviser

Alvaro, Francis Khyle V.

Barot, First Name M.I.
Benavente, Lei
Constantino, Rhey Q.
Delos Santos, Heralyn
Durango, Johnuel Curl S.
Hernandez, First Name M.I.
Manly, First Name M.I.
Mendoza, Alvina Kate
Nazareno, First Name M.I.
Oira, Karel
Oñate, Rainier
Pacarro, First Name M.I.
Papa, First Name M.I.
Raposa, Dominic
Salvaloza, Joshua
Sarmiento, First Name M.I.
Tanandato, Aliyah

January 2025

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature on the correlation between sleep

deprivation and academic performance of the students. In addition, it also presents the

conceptual framework, theoretical framework, hypothesis, and definition of terms.

Related Literature

In exploration, we find other factors that affect sleeping habits as well as study

habits of students. The gathered studies further explain the causes, relationships, and

effects of sleep deprivation to students’ academic performance, which is the concern of

the research. The rapidly changing generation of learners prompts researchers to conduct

studies about education and how sleep contributes to how students perform in school.

This Chapter presents a brief review of literature and studies, both local and foreign.

Psychological Health and Sleeping Patterns

Sleep is a crucial part of a person’s life in order to achieve utmost productivity. As

stated in a study by Jalali et al. (2020), ‘Sleep is an inseparable part of human health and

life, which is necessary in learning, practice, as well as physical and mental health.’ It

affects the capacity of individual learning, academic performance, and neural-behavioral

functions.

According to Vallejo, R. G., & Silvestre, M. D. P. (2023). Students experiencing a

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lack of sleep tend to develop anxiety, extreme depression, attention deficit, or stress from

studying. Other factors such as household responsibilities block the ability of students to

concentrate on studying. Because of this, many students prefer studying at night due to

other tasks having to be done in the day, which only gives them the opportunity to do

their school tasks and leisure activities only after household responsibilities are

completed.

Sleep plays a crucial role in memory consolidation, which is the process of

transforming new information into long-term memory. When students are deprived of

sleep, both the encoding (taking in new information) and retrieval (recalling

previously learned information) processes of memory are impaired, this impairment

can have significant consequences on academic performance, as students may

struggle to remember information learned in class or recall it effectively during

examinations, leading to lower grades and diminished academic (Vallejo, R. G., &

Silvestre, M. D. P., 2023).

In addition, The essence of sleep is to keep life in balance, ensuring that energy used

during day time will also be replenished by resting at night. However, when sleep is

interrupted and unable to achieve a blissful rest, it may compromise the health and

unfolding tasks that teenagers need to accomplish. ’Young adults need at least 8 to 10

hours of sleep’ (Sygaco, 2021).

Focusing on college students, Schlarb et al. (2017), in "Sleep Problems in

University Students - an intervention," utilized a multicomponent sleep strategy to

improve sleep amongst the 27 student participants. The combination of Cognitive

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Behavioral Therapy for insomnia and Hypnotherapy for insomnia were implemented for

the refinement of insomnia symptoms and nightmares. In addition, Studieren wie im

Schlaf (SWIS) was utilized as a sleep training tool for university students who suffered

from irregular sleep-wake cycles. Students participated in the study in which

questionnaires were administered to measure the pre and post design of the study. Other

measurement tools include the Pittsburgh Sleep Quality Index (PSQI), sleep logs, and

actigraphy. Daytime sleepiness, sleep-related personality traits, and sleep cognition were

assessed as well (Schlarb et al. (2017).

It was found that insomnia and insomnia related disorders were present in 27% of

participants. According to the fifth edition of Diagnostic and Statistical Manual of

Mental Disorders, it revealed that 51.9% of participants met the criteria for insomnia

(Schlarb et al., 2017). Although students suffered from sleep problems, there were

improvements in subjective sleep quality, sleep-related personality traits, and objective

sleep measurements. There were several limitations within this study. One limitation was

the small sample size, and another limitation was due to the missing control group. The

positive effects that were obtained could potentially be the result of other factors and not

attributable from SWIS. In addition, the absence of a follow-up measurement hindered

the long-term effects of the investigation.

Sleep Deprivation on Academic Performance and Lifestyle

Articles in this category are based on sleep and how it affects psychological health

and sleep hygiene (referring to creating an environment conducive to sleep). Quality of

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sleep, lifestyle behaviors, and sleep hygiene are further assessed in the following studies.

A cross-sectional, quantitative, and experimental study were conducted among the three

articles. All of these articles are relevant to our research question because they examine

how sleep impacts overall health and academic performance.

In "Quality of Sleep and Anxiety are related to Circadian Preference in University

Students," Silva et al (2020) studied university students to identify anxiety levels, quality

of sleep, and different chronotypes. The relationship between these characteristics were

assessed in 103 undergraduate student participants. This study was conducted in the city

of Santo Antonio de Jesus, Bahia, Brazil. Although there were 103 volunteers, only 96

students participated in the activities from seven in the morning to six in the evening.

These participants are students, ranging from 18 to 25 years of age, enrolled in the

courses of the Centro de Ciências da Sau' de (Silva et al., 2020). Additional criteria

included having no prior history or diagnosis of a psychiatric disease and not taking

controlled medications. Three questionnaires were completed by the participants to

assess their preferred time to complete the activities, anxiety levels, and quality of sleep.

These tools included the Morningness-Eveningness Questionnaire (MEQ), State-Trait

Anxiety Inventory (STAI), and the Pittsburgh Sleep Quality Index (PSQI).

There were several findings in this study. Anxiety and sleep quality appeared to be

worse in those with an evening chronotype. Alert levels were increased in evening

students with a peak at ten hours rather than at seven hours. Approximately 90% of

students reported partial sleep deprivation on workdays with daytime sleepiness

occurring during the week. Because of this, the students later compensated for the lack

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of sleep over the weekend, which is also known as social jet lag (Silva et al., 2020).

Compensation for sleep deprivation during the week was found to occur amongst those

with an early work schedule. It was found that morning students had a lowered anxiety

level and a better quality of sleep in comparison to the evening participants.

Meanwhile, evening students had a more irregular sleep-wake cycle and anxious

personality trait (Silva et al., 2020). A limitation within the study includes the small

sample size that may limit the conclusion of this research. Additional factors needed to

be controlled in regard to anxiety, such as anxiety the participant is encountering,

academic stressors, social limitations, potential substance use, changes in living

environment, and financial conditions.

Although the detrimental effects of sleep deprivation include impairing one’s

cognitive abilities, students who lack sleep due to ‘All-Nighters’ or excessive studying in

the night, are likely to achieve higher GPAs than those who don’t study at all yet have

adequate sleep. The downside of excessive studying at night is the increase in stress,

anxiety, and depression while students’ social lives are greatly reduced; resulting in the

fear of missing out, reduced social skills, isolation from friends and family, neglecting

personal needs, and so on.

Another study by Ritcher (2015) was further proven in a Stanford study that the

consequences of sleep deprivation include a lack of concentration, poor grades, anxiety,

and depression. The study further explained how student's grades and academic

performance may decrease if this situation continues. They will have difficulty catching

up with academic tasks that must be passed on time as well as understand lessons being

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taught in class. A student may acquire different health conditions if sleep deprivation

remains a constant problem.

In the study of Suardiaz-Muro et al. (2023), it was stated that the sleep of

university students is insufficient and of poor quality; negatively affecting their overall

performance. Education about this issue is crucial for making students, teachers and

society in general aware of the contribution of sleep to the general homeostasis and

health.

Furthermore, a study conducted by Rose et al. (2017) stated that sleep deprivation

had a negative effect on the students’ academic performance and their cognitive

functions such as memory, attention, concentration etc. Therefore, health education

programs regarding duration and quality of sleep should be emphasized in colleges to

increase the awareness of the importance of a healthy sleep. It is the responsibility of the

educators and college identities to identify the variables that lead to poor sleep quality

and take an active role to empower and educate college students about good sleep habits

to improve their performance. This implies that poor sleeping habits can actually lead to

a low GPA or low academic performance for a student.

Conceptual Framework

This study revolves around two variables: Sleep Deprivation and Academic

Performance. Researchers examine the relationship between academic achievement

(DV) and sleep deprivation (IV). Increased sleep deprivation may have a detrimental

effect on academic performance as it impairs cognitive function, attention, and memory.

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The state of not getting enough sleep is known as sleep deprivation, and it can be

either acute (short-term) or chronic (long-term). Usually, it is expressed as the total

number of hours of sleep during a given time frame (e.g., per night or week). The

amount of sleep a student receives each night may be used in this study to measure

sleep deprivation; sleep is deemed "deprived" if it is less than a suggested threshold,

such as 7 to 9 hours for adults.

Figure 1. Conceptual Paradigm of the Study

The paradigm of this study shows the different factors that influence the outcome

of students’ academic performance, the process of gathering and assessing the necessary

data, and the expected outcome of the process of gathering all relevant information.

This conceptual framework will help researchers provide a comprehensible method of

assessment in relation to their study.

Sleep hours, age, and GPA are essential factors to consider when correlating sleep

deprivation and academic performance. By controlling for these variables, researchers

can establish a more accurate and nuanced understanding of the relationship between

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sleep and academic success. The most obvious connection is the direct correlation

between sleep duration and academic performance. Insufficient sleep can lead to

cognitive impairments, such as difficulty concentrating, problem-solving, and memory

retention. However, the optimal sleep duration can vary between individuals. Factors

like age, genetics, and lifestyle can influence sleep needs. Age is a significant factor that

must be measured in this study due to its impact on sleep patterns and cognitive

development. Adolescents typically require more sleep than adults due to rapid growth

and brain development. Age-specific academic demands can also influence the impact

of sleep deprivation. While younger students might have less complex academic

pressure, older students face increased academic pressure as well as external pressure

such as household responsibilities, work, relationships, etc. Students’ GPAs must also

be measured by researchers due to the fact that students’ GPAs provide a baseline

measure of academic performance. By controlling for GPA, researchers can better

isolate the impact of sleep deprivation on academic outcomes. GPA can account for

individual differences in academic abilities and study habits.

Theoretical Framework

The goal of this study is anchored on Cognitive Load Theory (Hollender et al., 2010;

Sweller et al., 1998). The Cognitive Load Theory identifies the conscious processes of

thinking as working memory, which suggests that the human brain has a limited capacity

for processing information. Sleep is important for the brain to restore its cognitive

functions, and when students are sleep deprived, their ability to handle tasks such as

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learning and problem-solving is lessened. This theory suggests that sleep deprivation

increases cognitive workload, making it harder for students to efficiently absorb and

retain information, impacting their academic performance.

There are two variables being discussed: Sleep Deprivation which refers to the lack

of sufficient rest among Grade 12 TVL-ICT students. The dependent variable is the

students' academic standing, measured through their grades and academic performance.

The framework suggests that higher levels of sleep deprivation will have a negative

impact on academic standing, suggesting that as students experience more sleep

deprivation, their academic performance may decline.

Hypothesis

Researchers correlated the two main variables (sleep deprivation with academic

performance) and further examined the possibility of students who experience sleep

deprivation to fail in academics by gathering data from existing studies. These data

showed that sleep deprivation had a negative impact on students’ academic success,

therefore the two variables’ relationship can be deemed negative. It is hypothesized that

sleep deprivation contributes to the decline in academic performance, while excessive

stress coming from academic tasks affects sleeping patterns thus resulting in sleep

deprivation. It can be denoted as:

H0: Students who experience sleep deprivation do not have higher chances of academic

decline.

H1: Students who experience sleep deprivation have higher chances of academic decline.

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Researchers hypothesized that there is a significant negative correlation between

sleep deprivation and academic performance among Grade 12 TVL-ICT students, such

that higher levels of sleep deprivation are associated with lower academic achievement.

Definition of Terms

The technical terms used in this study were correlation, sleep deprivation, academic

performance, GPA, and TVL-ICT. This study's key words were conceptually defined for

clarity.

Correlation. It refers to the mutual relationship or connection between the

independent and dependent variable.

Sleep Deprivation. Refers to the situation or condition of suffering from a lack of

sleep of an individual.

Academic Performance. A measurement of the student's academic achievements.

GPA. Abbreviation of the word grade point average, which refers to how high you

scored in the whole quarter.

TVL-ICT. TVL is a track and abbreviation for technical-vocational livelihood

and ICT is a strand and abbreviation for information and communication technology.

TVL-ICT is focused on technology integration and services.

Cognitive Skills. The ability to utilize conscious intellectual activity (thinking,

reasoning, and remembering).

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REFERENCES

Sygaco, Keanu Paul. (2021). The Correlation of Sleep and Academic Performance.

Asian Journal of Interdisciplinary Research. 4. 47-57. 10.34256/ajir2115.

https://www.researchgate.net/publication/349289369_The_Correlation_of_Sleep

_and_Academic_Performance

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