Factors Affecting Study Habits of STE Students

Chapter 1
INTRODUCTION

Background of the study

Sleep is as essential to the human body as food and water, but many of us do not
receive enough of it. Inadequate sleep, poor sleep quality, or interruptions to the sleep-wake
cycle (such as those caused by shift work or traveling to a different time zone) have an impact on
how we operate during the day, causing sleepiness and weariness. Sleep deprivation is a general
term to describe a state caused by inadequate quantity or quality of sleep, including voluntary or
involuntary sleeplessness and circadian rhythm sleep disorders. A drowsy exhausted person is
more prone to accidents, has impaired judgment, and is more likely to make mistakes and bad
decisions (Harrison and Horne, 1998; Muzur et al., 2002; Jennings et al., 2003). Previous
research has shown that sleep deprivation can alter an individual's mood, cognitive abilities,
work performance, and immune function (Choo et al., 2005). Sleep deprivation disturbs body
circulation and impairs people's cognitive and emotional abilities (Raymond, 1988).Sleep
deprivation can also influence a child's academic performance and may be connected to an
increased risk of mental disorders such as depression.
Sleep is generally linked to academic performance in school. While a few studies report no
effects, 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. In one study, persons who got enough sleep utilized innovative
solutions twice as often as those who didn't when faced with complicated mathematics problems.
The chance of academic failure was as much as one or more years longer in students who didn't
get enough sleep compared to those who did. 

Statement of problem:
Students with a sleep length of less than 7 hours on both weekdays and weekends exhibited
poorer performance, while those who made up this sleep loss on weekends did not. The total
number of poor sleep factors in an individual also correlated with poor school performance (Xue
Ming, Rebecca Koransky, Victor Kang, Sarah Buchman, Christina E Sarris, George C Wagner
2011). During the adolescent years, a delayed pattern of the sleep-wake cycle occurs. Many
parents and health care providers are not aware that once established, these poor sleep habits can
continue into adulthood. Early school hours start a pattern of sleep loss that begins a cycle of
daytime sleepiness, which may affect mood, behavior, and increase risk for accidents or injury.
These sleep-deprived habits established in adolescence can often lead to problems during
college years. Sleep hygiene can be initiated to help break the cycle, along with education and
implementation of a strict regimen. Monitoring all adolescents and college-aged students for
sleep insufficiency is imperative to improve both academic and emotional well-being(Julie King
Marhefka 2011).
     Many adolescents are experiencing a reduction in sleep as a consequence of a variety of
behavioral factors (e.g., academic workload, social and employment opportunities), even though
scientific evidence suggests that the biological need for sleep increases during maturation.
Consequently, the ability to effectively interact with peers while learning and processing novel
information may be diminished in many sleep-deprived adolescents. Furthermore, sleep
deprivation may account for reductions in cognitive efficiency in many children and
adolescents with special education needs. In response to recognition of this potential problem by
parents, educators, and scientists, some school start times to allow for increased sleep duration
for high school students, in an effort to increase academic performance and decrease behavioral
problems. The long-term effects of this change are yet to be determined; however, preliminary
studies suggest that the short-term impact on learning and behavior has been beneficial (G
Mitru,D Millrood,J Mateika 2002).Our goal with this study was to fill the gap in the literature by
providing first-hand information about the specific phenomenon that describes how distractions,
family, and work-related duties affect the sleep patterns of STE students. Findings may add
insight 
shedding light on the dynamics within the home environment and how students cope with their
families and maintaining good academic standards. Study habits of students contribute to better
understanding of learner achievement and success. Students' academic performance embodies an
essential part of the constellation of factors determinant of student success. Also, it plays a very
significant role in education, primarily as a concrete tool to assess the student's learning process(Tus
J,2020).

Statement of the Hypothesis

          This study is designed to assess the hypothesis that sleep-deprived people will perform  
worse on a test than individuals who are not sleep-deprived. This study reveals a high prevalence
of sleep disorder among highschool students. The analysis of the relationship between sleep
disorder and academic achievement shows a significant relationship. Marital status, habitat,
smoking, and physical activity also have a significant relationship with sleep quality. These
factors may affect students’ academic performance, and we recommend further investigation to
clarify this finding. (Rasekhi, S., Ashouri, F. P., & Pirouzan, A,1970).Sleep deprivation has been
shown to have a detrimental effect on certain aspects of working memory, such as fltering
efciency, whilst Stroop test scores show degradation; however, this has been evidenced to be due
to defcits in reaction time rather than processing skills. Taken together, these data suggest that
sleep deprivation may have a limited effect on cognitive ability in  students (Y Patrick, A Lee, O
Raha, K Pillai, S Gupta, S Sethi, F Mukeshimana, L Gerard, M U Moghal, S N Saleh, S F Smith,
M J Morrell, J Moss,2017).
           Total and partial sleep deprivation are known to have deleterious effects on human
functioning. When measures of mood, cognition, and motor functioning are collapsed together,
evidence indicates that the mean level of functioning for sleep-deprived individuals is around the
ninth percentile of non-sleep-deprived individuals. Sleep-deprived individuals tend to perform
normally on standardized tests (Michael S Christian, Aleksander PJ Ellis,2011). Sleep plays an
integral part for students’ well-being because it assists in the process of learning and retaining
information. We made questions that were designed to achieve an in-depth understanding of and
ascribed meaning to the effects of sleep deprivation on the academic performance of grade 9
STE students. Excessive sleepiness on rising and sleepiness during third and fourth lessons were
associated with poorer grades in Mathematics and English. Excessive daytime sleepiness was
reported in 25% of students. Bruxism and snoring were associated with excessive daytime
sleepiness (EP Ng, DK Ng, CH Chan,2009).

Scope and Delimitation

We focused on sleep deprivation among G9 STE students in this study. A specific school due to
the nature of this phenomenological investigation, only G9 STE students for the study came from
Bayugan National Comprehensive Highschool.
Nevertheless, teachers, students from BNCHS  will all benefit. The goal of this study was to give
students the opportunity to describe their real-life experiences in their natural
environments.

Definition of terms
The following terms are operationally defined to ensure a thorough understanding of the study.

Sleep deprivation commonly impairs affective regulation and causes a worse mood
(Axelsson,Gerhardsson,Tamm, Fischer, Kecklund, & Åkerstedt,2019).

Academic performance is a measure of a student’s achievement in various academic subjects.

Circadian rhythm sleep disorders are characterized by complaints of insomnia and excessive
sleepiness that are primarily due to alterations in the internal circadian timing system or a
misalignment between the timing of sleep and the 24-h social and physical environment (Ana
Barion, Phyllis C Zee,2007).

Cognition refers to a range of mental processes relating to the acquisition, storage, manipulation,
and retrieval of information.

Bruxism is a repetitive jaw‐muscle activity haracterized by clenching or grinding of the teeth

and/or by bracing or thrusting of the mandible. It can occur during sleep, indicated as sleep
bruxism, or during wakefulness, indicated as awake bruxism (Baat, Verhoeff,
Ahlberg,Manfredini,Winocur,Zweers,Lobbezoo,2021

Chapter II

MATERIALS AND METHODS

METHODS
      The goal of this study was to explore how sleep deprivation affects the academic
performance of G9 STE students. Our intent with this study was to investigate how the
 phenomena of different distractions impacted the sleep patterns of students. Another aim of this
study was to understand what o students find useful for enhancing their sleep patterns. Lastly, the
results of this study provide useful information g9 STE students can increase their knowledge
about how sleep deprivation affects their academic performance. This chapter, we will provide
the framework for the methodology and describe the
phenomenological method, the research design and rationale, the data collection and the data
analysis.

Participants
All participants of this study were male or female students that has the ability to make informed
decisions. The participants that will answer the survey were current G9 STE students. The
participants were asked to 
comment on the accuracy of their responses, or to add any information that might have 
been omitted in the survey. The survey questions were designed to allow the participants to
provide rich, thick descriptions of their experiences as students who may be experiencing sleep
deprivation that affects their academic performance. 

Research Design
We will use a phenomenological approach to inquiry and in-depth, we make surveys through
google form to gather data for this study, surveys that will provide us with a visual element. Our
goal in this survey was to 
obtain perceptions about the effects of sleep deprivation on the academic performance of 
g9 STE students. Any medication or medical history that would make participation in the study,
in particular the sleep deprivation and exercise test, unsafe, or inappropriate; mental incapacity to
provide informed consent, or recent (within 6 months) participation in a research trial(Y Patrick,
A Lee, O Raha, K Pillai, S Gupta, S Sethi, F Mukeshimana, L Gerard, M U Moghal, S N Saleh,
S F Smith, M J Morrell, J Moss,2017).
Central Research Question:
What are the effects of sleep deprivation on the academic performance of G9 STE students?

Research sub-questions:
1.How do G9 STE  students define sleep deprivation?

2.What have G9 STE students found useful for enhancing their sleep patterns?

Survey Structure
We will create a survey google form and we will use the survey questions to develop for this
study as an instrument to collect the data. In this qualitative research, the aim is to explain the
experience in depth in a way that illuminates the meaning of the students'
experiences.

Research question on our Survey:

 How many hours of sleep do you need to feel rested?
 Do you feel sleep deprived?
 Would you perform better academically if you had more sleep?
 What are the negative effects on your academic performance if you feel sleep deprived?

The survey questionnaire was based on a 4-point Likert Scale ranging from never, sometimes,
often and always, and degrees of time or distance. The questionnaire that we developed titled,
The Negative Impact of Sleep Deprivation on the academic performance of G9 STE students.

       We designed this survey questions to specifically elicit information from the 
students direct experience with the phenomenon. To accomplish this, the questions were left
open-ended to encourage students to choose which aspects of the experience were important to
them and to delve deeper into the meaning of the experience. Survey were a suitable tool to
gather data in this study because our aim was to allow the participants or the students to describe
their  experiences as STE  students. Survey gives us the opportunity to discover an understanding
of the experiences of the students. The survey questions were created to elicit specific elements
of sleep deprivation between students. These questions help the survey to fill in the gaps where
participants' responses appear to be limited.

Procedures
We will send this survey in our group chat in messenger, all G9 STE b students are here in this
group chat and we will let them answer peacefully. Informed consent is essential because there is
no guarantee as to how the students may respond to unanticipated sensitive issues that may occur
in the survey. Participants were given the option to withdraw 
at any time if they were not comfortable with the survey.

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Members Contribution Remarks

Kinrod Clifford H. Pino Statement of the problem, Done
Statement of the Hypothesis,
Definition of terms reference
Edelberto S. Pabelonia Jr. Background of The Study, Done
Reference
Karluci Kletdan A. Magsigay Encoding, Methods Done
Benedict Garrido Significance of the Study Done
Derf Pana Scope and Delimitation Done