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Chapter I
INTRODUCTION
Rationale
Human needs a certain amount of sleeps in order to function
correctly (Okano et al., 2019). Sleep deprivation is a condition
characterized by inadequate or insufficient sleep sustained over a
period of time. It occurs when an individual consistently fails to
obtain the amount of sleep that they need (Better health, 2014). For
most adult, the amount of sleep needed for best health is 7 to 8
hours each night. When you get less sleep than that, as many
people do, it can eventually lead to many health problem (Johns
Hopkins Medicine, 2024) including individual’s mental well- being
and mental capacity. Therefore, its crucial to look into how sleep
can cause a great impact on students learning.
Academic performance is a representation of knowledge,
skills, and attitude as it is considered as one of the key factors in
their future careers. It is determined by the willingness to change,
adaptability, complex decision-making, learning from mistakes, the
change of controlled belief and choices (Feldman et al., 2016).
Additionally, Carroll and Garavalia (2004) defined it as a student’s
ability to complete academic assignment, and it is assessed using
objective criteria such as final course grades and grading points
average .
Sleep deprivation can result in greater procedural errors.
Insufficient sleep negatively affects the nervous system, resulting in
poor brain function. Thus, due to cognitive decline being associated
with sleep deprivation, academic performance is often decreased
(Guadiana & Okashima, 2021). In Southeast Asia, Philippines ranked
first among countries with 56% of Filipinos getting less than seven
hour of sleep everyday (GMA, 2024). 73% of US high school
students don’t get enough sleep, with 44% reported sleeping for 6
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hours or less. A large- scale also found that 36% of US University

students sleep less than 7 hours each night (Dornbierer, 2022).
In a students’ academic career, Grade 12 is a crucial one since
higher academic demands and social pressure are frequently
involved. Thus, delving deeper into the effects of Grade 12
students’ at Matiao National High School sleep deprivation and in
their academic performance is the main reason of conducting this
study as it results will serve as useful information in giving
awareness to those students who experience this problem. To
further invistigate the effect of sleep deprivation, as their are Grade
12 students who experience lackness of sleep.

Research Objective
This study aims to explore the effects of sleep deprivation on
the academic performance of Grade 12 students of Matiao National
High School. By examining this issue, students can better
understand the relationship between these variables.
Specifically, it aims to:
1. Determine the respondent’s profile in terms of:
1.1 Age;
1.2 Gender;
1.3 Number of Hours Sleep; and
1.4 Reason why Grade 12 students are Experiencing Sleep
Deprivation.
2. Determine the level of students’ sleep deprivation in terms of:
2.1 Alertness, vigilance and simple attention;
2.2 Sensory Perception;
2.3 Emotional Processing;
2.4 Learning and Memory; and
2.5 Executive Functions.
3. Determine the level of students’ academic performance in terms
of:
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3.1 Educational Expectations;

3.2 Self-reported Grades;
3.3 Academic Efficacy; and
3.4 Parent Involvement.
4. Determine if there is a relationship between students’ sleep
deprivation and their academic performance among Grade 12
students at Matiao National High School.

Hypothesis
This study will test the null hypothesis at 0.05 level of
effectiveness:
1. There is no significant relationship between students’ sleep
deprivation and their academic performance among Grade 12
students of Matiao National High School.

Review of Related Literature and Studies

Sleep deprivation means you’re not getting enough sleep. For
most adults, the amount of sleep needed for best health is 7 to 8
hours each night. When you get less sleep than that, as many
people do, it can eventually lead to many health problems.
Level of Students’ Sleep Deprivation
Sleep deprivation means you’re not getting enough sleep. For
most adults, the amount of sleep needed for best health is 7 to 8
hours each night. When you get less sleep than that, as many
people do, it can eventually lead to many health problems.
Alertness, vigilance and simple attention. Without some
degree of alertness and attention, it is virtually impossible to
engage in complex cognitive processing. These basic capacities
serve as the foundation for higher level cognition. Interestingly,
alertness and vigilance also appear to be the cognitive capacities
most consistently and dramatically impacted by insufficient sleep
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(Lim and Dinges, 2008; Lim and Dinges, 2010). During a normal day,
alertness remains relatively stable throughout typical waking hours
in a healthy rested
The study demonstrated that PSD produces variable effects on
the cognitive status of medical students as reflected by the
decrease in P300 amplitude and latency. Alertness of medical
students seemed to show an improvement as reflected by the
decrease in RT. This was contrasting to our study, where RT and
latency of P300 was found to be significantly more in comparison to
be baseline, signifying decrease in alertness and attention (Mishra
et al.,2020). Saturday night in a discotheque showed the most
prominent nocturnal vigilance decrease, even when the effect of
alcohol consumption is covaried. The effect of social activities on
vigilance levels was also associated with different lengths of time
spent awake and the different time in which subjects performed the
vigilance task. Attention usually refers to a more focused activation
of cerebral cortex that enhances information processing but one
aspect, sustained attention, is used synonymously with the most
common usage of vigilance. While focused attention, divided
attention, and shifting of attention, as well as executive control of
attention, are all important, sustained attention is the aspect closely
related to the alertness systems and the only attentional aspect that
will be discussed in detail (Oken et al., 2006).
Sensory Perception. In contrast to the voluminous literature
on the effects of sleep deprivation on alertness, vigilance and
attention, surprisingly less research has focused on how lack of
sleep affects sensory and perceptual processes. Some of the major
findings in this realm will be discussed next.
Sensory-perceptual alteration can be defined as when there is a
change in the pattern of sensory stimuli followed by an abnormal
response to such stimuli. Such perceptions could be increased,
decreased, or distorted with the patient's hearing, vision, touch
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sensation, smell, or kinesthetic responses to stimuli. Such changes

in the pattern of responses to stimuli lead to changes in a patient’s
behavior, sensory acuity, decision-making process, and problem-
solving abilities (Khan & Khan 2022).
Emotional Processing. Other than the well-documented
declines in vigilance and attention, perhaps one of the most
universally observed effects of sleep loss is altered emotional
functioning. Despite a voluminous literature suggesting that mood
consistently declines during sleep deprivation, there has, until
recently, been very little focus on other more specific aspects of
emotional processing during sleep loss, such as emotional
perception, control, comprehension and expression (Walker, 2009).
This review aims at synthesizing current evidence on the role of
sleep and sleep loss in the modulation of emotional reactivity,
emotional memory formation, empathic behavior, fear conditioning,
threat generalization and extinction memory. Behavioral and
neurophysiological evidence suggesting that rapid-eye movement
(REM) sleep plays an important role in emotional processing is also
discussed. Furthermore, we examine the relations between sleep
and emotions by reviewing the functional neuroimaging studies that
elucidated the brain mechanisms underlying these relations. It is
shown that sleep supports the formation of emotional episodic
memories throughout all the stages that compose memory
processing (Tempesta et al., 2017)
Learning and Memory. Some of the most essential cognitive
capacities to survival include the ability to acquire new information,
commit such information to long-term storage, and effectively
retrieve that information when needed – in other words, learning
and memory. A large and growing literature suggests that sleep is
critical to learning and memory, and when sleep is hindered,
memory processing is correspondingly degraded (Diekelmann and
Born, 2010, Goel et al., 2009, Walker and Stickgold, 2006).
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When you learn something new, the best way to remember it is

to sleep on it. That’s because sleeping helps strengthen memories
you’ve formed throughout the day. It also helps to link new
memories to earlier ones. You might even come up with creative
new ideas while you slumber. “We’ve learned that sleep before
learning helps prepare your brain for initial formation of memories,”
says Dr. Matthew Walker, a sleep scientist at the University of
California, Berkeley. “And then, sleep after learning is essential to
help save and cement that new information into the architecture of
the brain, meaning that you’re less likely to forget it.” (Wein, 2013).
Executive Functions. The term ‘executive functions’ is usually
used to describe a broad and loosely defined category of complex
cognitive processes involved in the control and coordination of
willful action towards future goal states (Goel et al., 2009). These
functions involve a host of capacities, including the ability to focus
attention while ignoring irrelevant information; planning and
sequencing thoughts and behaviors; updating information as
contingencies change; inhibiting inappropriate thoughts or actions.
Executive function (EF) refers to the set of neurocognitive skills
involved in goal-directed problem solving, including working
memory, inhibitory control, and set shifting/flexibility. EF depends
importantly upon neural networks involving prefrontal cortex, and
continues to improve into early adulthood, although major advances
in EF occur during the preschool period. Individual differences in EF
are increasingly recognized as a key predictor of long-term cognitive
and social developmental outcomes (carlson et al., 2013).
Level of Students’ Academic Performance
is the term that indicates a student’s achievement after completing
a course or subject from an institution. It measures students’
learning across various academic subjects, which is assessed by
formative and summative assessments. It refers to the outcome of
students’ efforts to attain some educational goals.
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Educational Expectations. A well-known indicator for student

success is the sense of future the child has regarding his or her
educational expectations, which are rapidly changing in the middle
school years. Although schools and teachers are only part of
developing the value of education, they do have a fundamental role
in helping students understand abilities, options, and opportunities
for their future.
Educational expectation is the belief towards the
accomplishment of academic short-term (e.g., examinations,
assignments) and/or long-term goals (e.g., graduation, employment)
that are imposed by oneself and/or by others. High educational
expectations can positively impact academic performance but
negatively impact mental health. However, not much is known
empirically about the impact of perceived expectations on the
psychological outcomes of tertiary students as literature on
expectations is focused on and utilizes scales for primary- and
secondary-level students (Morshidi et al.,2023).
Parent Involvement. the relationship between parent
involvement and student achievement has been well delineated in
the research literature (Hoover-Dempsey & Dadler, 1995). Parents
may engage in the educational lives of middle grades students in
numerous ways, but this involvement almost always involves
conveying their values, attitudes, and support for education and
acting in ways that reinforce that support. The Self-Study asks
students 13 questions regarding the way their parents participate in
their education, ranging from helping with homework to talking with
them regarding future careers and jobs.
It has been demonstrated that parental involvement in a
student's academic life improves the student's performance.
Assisting with schoolwork, joining in extracurriculars, and talking to
teachers are all examples of ways to get involved in the classroom.
Parents who are actively interested in their children's education
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have been linked to improved academic performance, improved

school attendance, and increased participation in advanced courses.
Increased parental participation has been linked to improved school
attitudes and increased academic motivation in children. A student's
academic performance may be hindered by socioeconomic or
familial problems, yet parental participation can act as a buffer
against these influences. Efforts to engage and assist parents in
their child's education can have a long-lasting, beneficial effect on a
student's academic and personal development, and parents'
involvement plays a substantial role in students' academic
outcomes.
Self-reported Grades. Another indicator of academic success
through the middle grades is students’ self-report of their past
year’s grades. Although student self-reports of grades are likely to
be less accurate as compared to their actual report cards, it does
appear to provide an assessment that
matches the pattern of other academic indicators, including
student achievement scores.
Self-reported grades are heavily used in research and applied
settings because of the importance of grades and the convenience
of obtaining self-reports. Based on a pairwise sample of 60,926
subjects indicate that self-reported grades are less construct valid
than many scholars believe. Furthermore, self-reported grade
validity was strongly moderated by actual levels of school
performance and cognitive ability (Kuncel, 2005).
Academic Self - efficacy. Degree to which students have a
strong sense they can be successful in meeting academic and
school demands has been referred to as academic self-efficacy.
Academic self- efficacy reflects the level of confidence or
competencies a student reports for completing or succeeding with
academically related tasks and achievements.
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Academic self-efficacy refers to perceived capabilities to learn or

perform actions at designated levels in academic settings. Academic
self-efficacy is grounded in Bandura’s social cognitive theory, which
posits reciprocal influences among personal, behavioral, and
social/environmental factors. Self-efficacy is an essential component
of personal agency or the belief that one can exert a substantial
degree of control over important events in one’s life. Self-efficacy
fits well with positive psychology because both are oriented toward
agency and thriving.
Synthesis of Review of Related Literature
There are 61.3% of the students believed that their performance
would improve by getting more sleep. In addition, low drowsiness
and napping were also found (Suardiaz-Muro et al., 2023). 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).
This research study aims to investigate the impact of sleep
deprivation on academic performance. The review focuses on the
consistent findings that link sleep deprivation and poor academic
performance, emphasizing the importance of enough sleep for
students' academic success. Other than that, some related studies
point out that several factors measure academic performance
including Educational Expectations, Self-Reported Grades, and
Academic Efficacy. This data is important to this study since the
data the researchers desire to gather includes the factors of sleep
deprivation and its effect on grade 12 students.

Theoretical Framework
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The Cognitive Load Theory (CLT) proposed by John Sweller

(1988), CLT posits that the human cognitive system has limited
working memory capacity. When faced with excessive information
or complex tasks, cognitive load increases, hindering learning and
performance. This theory is particularly relevant to the study of
sleep deprivation and its impact on academic performance, as sleep
deprivation directly affects cognitive functions like attention,
memory, and decision-making, further increasing cognitive load.
The CLT suggests that students' ability to process information
effectively, solve problems, and retain knowledge is directly
influenced by the cognitive load they experience. When cognitive
load is high, students struggle to allocate sufficient cognitive
resources to the learning task at hand, leading to decreased
comprehension, retention, and overall academic performance. This
framework provides a theoretical foundation for understanding how
sleep deprivation, by impairing cognitive functions and increasing
cognitive load, can have a detrimental effect on academic success.
By applying the CLT to the study of sleep deprivation and
academic performance, this research aims to contribute to a deeper
understanding of the complex interplay between cognitive load,
sleep, and learning. The findings will provide valuable insights into
the importance of prioritizing sleep for optimal learning and
academic achievement, ultimately benefiting the educational well-
being of students.

Conceptual Framework
Figure 1 shows the independent variables and dependent
variable of the study. The first variable is sleep deprivation that has
the following indicators: alertness, vigilance and simple attention,
sensory perception, emotional processing, learning and memory
executive functions (Killgore, 2010). The second variable is
academic performance and its indicators are: educational
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expectations, self-reported grades, academic efficacy, and parent's

involvement (Mulhall, 2002).

Student’s Sleep
Deprivation
Figure 1
 Alertness,
Conceptual VIgilance and
Framework Showing the Variables of the Study
Simple Attention
Independent Variable Dependent Variable
 Sensory Perception
Student’s Academic
Performance
 Emotional Processing

 Learning ang Memory  Educational

Expectations

 Self- reported
Grades

 Academic efficacy

Significance of the Study

This study will present the effect of sleep deprivation on
learning and academic performance of Grade 12 students’ at Matiao
National High School Division.
In particular, the study will be beneficial to the following:
Students. Students are one of the individual who experience sleep
deprivation, it is because of many tasks or assignments to do or to
be done. This study will help students to be aware of how sleep
deprivation affects their academic performance. This research
benefits them by recognizing their responsibility for their sleep,
memory, and overall academic performance.
Parents. They are important in helping their child maintain a
healthy routine, including making sure they get enough sleep. By
being involved, they can improve their child’s learning, academic
performance and overall well-being. The result of this study will help
the parents to monitor and encourage their children to have a
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limited time for the distraction thing. Parents can set boundaries by
limiting the screen time.
School administrator. This research will provide them information
that will assist in developing strategies on how to address the issue
of sleep deprivation of their students to promote good academic
performance. Teachers. This study will inform them on what are
the reasons that the students commits sleep deprivation, and help
them to chose the proper teaching strategies or methods to reduce
the students sleep deprivation.
Future Researchers. The result of this study can give future
researchers an opportunity to explore and conduct the relationship
between sleep deprivation and academic performance. The success
of this research will provide significant information that will be
useful for future researchers to study sleep deprivation on learning
and academic performance.

Definition of Terms
To facilitate the understanding of this study, different terms
are defined herein.
Academic Performance. Academic performance is defined
as students’ ability to carry out academic tasks, and it measures
their achievement across different academic subjects using
objective measures such as final course grades and grading point
average (Busalim et al. 2019. In this study, it will be defined as
educational expectation, parents involvement, self-reported grades,
and academic- self efficacy (Mulhall, 2002).
Sleep Deprivation. Sleep deprivation occurs when a person
is not able to get enough sleep. The amount of sleep needed to feel
refreshed and function well depends on the individual and varies
across the ages. Getting enough sleep every night is important.
Some experts also believe that sleep gives our body a chance to
repair itself, so the lack of sleep can have harmful health effects
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(Bandyopadhyay & Sigua, 2019). In this study, it will be defined as:

alertness, vigilance and simple attention, sensory perception,
emotional processing, learning and memory and executive functions
(Killgore, 2010).

Chapter II

METHOD

Present in this chapter are the discussions on the research

design, research subject, research instrument, data gathering
procedure and the statistical treatment of the data.

Research Design

This study will utilize quantitative causal correlational design

of research. Correlational technique is a non-experimental design,
where the researcher studies the correlation between variables in a
normal setting without manipulation or control. In correlational
studies, the researchers examine the strength of relationships
among variables by looking unto how change in one variable is
linked with change in the other variable. Generally, correlational
method has independent and dependent variables, but the effect of
independent variable is seen on dependent variable without
manipulating the independent variable (Creswell, 2002).

Relative to this, the causal correlational research design was

suitable for the study because it aims to test the significant
relationship between the students’ sleep deprivation and their
academic performance.

Research Locale
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This study will be conducted at Matiao National High School,

situated at Archie Heights, Matiao, Mati City. This school is one of
the 5 schools in North District, Division of the City of Mati. This is
close to the city center and coastal areas in the City.

Population and Sample

The respondents of the study are grade 12 students of Matiao

National High School, Mati City, Davao Oriental.

The study will utilize purposive sampling technique, in which

selecting participants are based on their characteristics, knowledge,
experiences, or some other criteria ( NCSC, 2024).The respondents
should be Grade 12 students who experience less than 7 to 8 hour
of sleep for 3 to 4 day in a week. This method's inherent bias
contributes to its efficiency and effectiveness, particularly in
quantitative research. While purposive sampling may involve some
bias, it is considered robust and reliable for gathering focused and
relevant data from individuals with specialized knowledge. By that,
ensuring the reliability and competence of the selected Grade 12
students who experience sleep deprivation is essential to ensure
the quality and validity of the data collected.

Research Instrument

The instrument to be used in the study is a survey

questionnaire in a form of checklist. The questionnaire for the effect
of sleep deprivation. Sleep deprivation has the following indicators:
alertness, vigilance and simple attention, sensory perception,
emotional processing, learning and memory, executive functions
(Killgore, 2010).

In evaluating the effect of sleep deprivation and grade 12

students academic performance, the five orderable gradations with
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their respective range of means and descriptions will be used as

follows:

Range Descriptive Interpretation

of Level
Means

4.20 – Very High This means that the items related to

5.00 sleep deprivation are strongly
manifested.

3.40 – High This means that the items related to

4.19 sleep deprivation are manifested.

2.60 – Moderate This means that the items related to

3.39 sleep deprivation and student are often
manifested.

1.80 – Low This means that the items related to

2.59 sleep deprivation are seldom
manifested.

1.00 – Very Low This means that the items related to

1.79 sleep deprivation are never manifested.

The questionnaire grade 12 students academic performance.

The questionnaire for the grade 12 student’s academic performance
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has the following indicators: Educational expectations, Self-reported

grades, Academic efficacy, Parent involvement (Mulhall, 2002).

In evaluating grade 12 students Academic performance, the

following range of means with its descriptions will be used.

Range Descriptive Interpretation

of Level
Means

4.20 – Very High This means that the items related to

5.00 student’s Academic performance are
strongly manifested.

3.40 – High This means that the items related

4.19 student’s Academic performance are
sometimes manifested.

2.60 – Moderate This means that the items related to

3.39 student’s Academic performance are
oftentimes manifested.

1.80 – low This means that the items related to

2.59 student’s Academic performance are
seldom manifested.

1.00 – Very Low This means that the items related to

1.79 student’s Academic performance are
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never manifested.

Before the administration, and in a desire to check the

appropriateness of the items and its contents, it will be presented to
the panel of examiners for validation of the items and its contents.
The comments of the panel will be properly taken and incorporated
in the finalization of the said instrument.

Further, before the administration of the research instrument,

pilot testing will be done to Grade 12 students who experience sleep
deprivation.

Data Collection

1. Asking Permission to Conduct the Study. In the

collection of data, the researcher will ask permission from the
School Principal – Alicia R. Astronomo, EdD and to the Advisers
concerned, to allow the researcher to conduct the study. Upon the
approval, the researcher will personally distribute and administer
the research instrument on the effect of sleep deprivation in Grade
12 students’ on their academic performance to ensure 100 percent
retrieval of the questionnaires.

2. Administration of the Questionnaire. Survey

questionnaire will be administered to the Senior High School
students of Matiao National High School on the 3nd week of
December 2024. During the administration, the researcher will
make sure that the classes will not be interrupted.

3. Retrieval of the questionnaires. The researchers plan to

retrieve the survey questionnaire a week after the distribution of the
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survey questionnaires so that students will get more time to analyze

and provide the proper answer to the questions.

4. Analysis and interpretation of data. Data gathered

from this study will be analyzed and interpreted to derive the
necessary data for interpretation and further analysis.

Statistical Tools

Statistical Tools Descriptive statistics that indicate the central

tendencies of the data particularly the mean scores will be used to
analyse the data.

Percentage. This statistical tool will be used to determine the

differences of the respondents in terms of their age and gender in
answer to sub-problem 1.

Mean. This statistical tool is use to describe the level of

students’ sleep deprivation in academic performance in answer to
sub-problems 2 and 3.

Pearson r. This is use to determine the significance of the

relationship between students’ sleep deprivation and academic
performance in answer to sub-problem 4. To interpret this result,
Pearson (1896) suggested using the scale provided below.

0 < r <= 0.19 Very low correlation

2 <= r <= 0.39 Low correlation

4 <= r <= 0.59 Moderate correlation

6 <= r <= 0. 79 High correlation

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8 <= r <= 1 Very high correlation