SLEEPING HABITS AND SLEEP EFFICIENCY OF SSC STUDENTS IN DASMARIAS NATIONAL HIGH SCHOOL IN RELATION TO THEIR ACADEMIC PERFORMANCE

IN SCIENCE, MATHEMATICS AND ENGLISH

A High School Thesis presented to the Research Committee and Submitted to Mrs. Luzviminda M. Bago In Partial Fulfillment of the Requirements in the subject Research II

by: Reyes, Carl kenneth C. Cunanan, Johanna Danielle N. Rollo, Cazandra Marie C.

Dasmarias National High School IV-Galileo S.Y. 2011-2012

Acknowledgement The researchers would like to express their sincerest gratitude to the following

individuals for their kind assistance tendered for the completion of this research study:

First and foremost, the researchers would like to humbly address their gratitude to the

Lord Almighty for His continuous blessing and guidance.

Mr. David E. Atas, DNHS principal, for his continuous support to the Special Science

Curriculum students.

De La Salle University Library, for permitting the researchers to find reliable sources for

their study.

Mrs. Bago, their Research teacher, for her expertise, motivation, support and concern that

guided the researchers in finishing this research paper.

Respondents, who honestly filled out the questionnaires, for their sincere cooperation and

assistance despite their busy schedule.

Teachers, who permitted the researchers to conduct a survey on their students, for their

assistance in the study. Specially, Mrs. Hazel Fronda, for her expertise, understanding, and

constructive comments, and significant inputs which led to the improvement of this study.

And last but not the least the researchers families, for their prayers, understanding, and

support especially to the Reyes family, who helped the researchers by motivating and offering all

the help needed in completing and defending this study.

ABSTRACT

Studies of sleep clinicians and scientists showed that there are significant difference between the sleeping habits and sleep efficiency of high school students and their academic performance. The problem is how the habits and sleep efficiency affect the students grades and performance quality. This study aims to observe and compare the relationship of the sleeping habits and sleep efficiency of SSC high school students in Dasmarias National High School and their academic performance in Science, Mathematics and English in first and second gradings. The descriptive-correlational method of research was used in this study. Data ware gathered through a survey. The statistical tools applied were percentage, weighted mean, and Pearson product-moment correlation and t-test. Researchers used 180 respondents for the study. Many of them are girls, having an age of 11 to 16 years old, Roman Catholics and having a monthly income greater than Php 20,000. They live with their mother, father, brother/sister and other relatives. Using Pearson product-moment correlation statistics and t-test, it was proven that there was a significant relationship between the Pittsburgh Sleep Quality Index (PSQI) Global Scores of first year and second year respondents to their academic performances in Science, Mathematics and English for the two gradings, so the null hypothesis was rejected. But, there was no relationship of the two variables of the third year respondents, so the null hypothesis was accepted. Using again the two statistical tools, it was proven that there is no significant relationship between the sleep efficiency of all respondents to their academic performances so the null hypothesis was accepted.

TABLE OF CONTENTS Title Acknowledgement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chapter I: Problem and Its Background. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Background of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Statement of the Problem/Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . Hypothesis / Assumption. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Page i ii 1 1 3 3 4 5 6 8 8 8 8 9

Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Scope and Limitation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chapter II: Methodology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Method to be Used . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Respondents of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Research Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Gantt Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Chapter 3: Results and Discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12-27 Conclusions and Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28-29 Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Chapter I: Introduction A. Background of the Study: Sleep and waking behaviors change significantly during the adolescent years (Wolfson and Carskadon, 1998). Because of this, many aspects of a teenagers life can be affected. One of this is his or her academic performance in school. Studies cited below showed that there are significant difference between the sleeping habits of high school students and their academic performance and behavior in school. The problem is how the habits and patterns affect the students grades and performance quality. In 1913, researchers Terman and Hocking argued what is the optimal amount of sleep for physical and mental efficiency. Although sleep practitioners believe that irregular sleep schedules may lead to poor school performance, it is important to do a research about it, making the issue clearer not only to the students but also in the society. According to Hoffman and Steenhofs 1997 study, high school students in Netherlands with better school performance had a long sleep, good sleeping quality and great daytime functioning. According to Wolfson and Carskadon's 1998 study, 26 percent of high school students routinely sleep less than 6.5 hours on school nights, and only 15 percent sleep 8.5 hours or more, 35 percent of the respondents have an average grade and average sleeping habits, and the rest percentage of the students had higher grades but with poor sleeping habits. Academic performance has been assessed through grade point average based on selfreport or actual records. Poor school performance by adolescent students has been attributed in part to insufficient sleep (Elliason, 2004). Parents commonly experience a change in their

childrens sleeping habits as these youngsters enter adolescence (Ferber, 1990). The relationship of the sleeping habits and school performance is multi-factorial because many factors can affect it like homework requirements, social pressures, technology nearness, drug use and parental constraints (Mantz, 2000). A recent article in New Yorker Magazine called Snooze or Lose compiled findings from a variety of studies on sleep deprivation in children. Across the board, the results from these studies said essentially the exact same thing: a childs number of sleep hours is directly linked to academic performance. Childrens brains are in a growth stage until the age of 21, and the majority of that growth occurs while children sleep, so even a short reduction in sleep timeeven as little as 15 minutescan have detrimental impact on academic performance. The researchers want to have a deeper and clearer understanding about the sleeping habits of the young students and its relationship on the academic performance in the three major subjects (Science, Mathematics and English). The researchers also want to discover new facts and principles about the sleeping habits and its relationship on the academic performance of the students. This study is all about the sleeping habits of the high school students and its relationship on their academic performance. The researchers will conduct the study in Dasmarinas National High School on the randomly picked SSC first to third year students. The researchers of this study became interested in this topic or field because they want to see and observe the effect/s of the high school students sleeping habits in their academic performance in school.

B. Statement of the Problem/Objectives: Generally, this study aims to observe and compare the relationship of the sleeping habits and sleep efficiency of SSC high school students in Dasmarias National High School and their academic performance in Science, Mathematics and English in first and second gradings. Specifically, it also aims to answer the following questions: 1.) What is the demographic profile of the respondents according to: a.) gender? b.) age? c.) religion? d.) economic status? 2.) What are the sleeping habits (PSQI scores) and sleep efficiency of the respondents? 3.) What are the academic performances of the respondents in first and second grading? a.) Science; b.) Mathematics and c.) English? 4.) Is there significant relationship between the sleeping habits and the sleep efficiency of the respondents in their academic performance in Science, Mathematics and English for the two consecutive gradings? C. Hypothesis / Assumption: There is no significant difference between the relationship of the sleeping habits and sleep efficiency of high school students in their academic performance in Science, Mathematics and English.

D. Significance of the Study: The reason why this study is significant can be explained from two aspects. First, this study investigates SSC high school students' sleeping habits and patterns, and what will be the relationship of it in their academic performance. Second, it is hoped that this study may help SSC high school students for providing the information of how they can improve their academic performance after knowing what will be the relationship of the two. This study may help in some aspects like: School. It will be benefited by the study because the students, as the respondents of this study, are the main part of the school so they will know about their sleeping habits and the relationship of it and their academic performances. Educators. This will provide additional information about the demands of the society today so they will be able to prepare the students well. Community. This study may assist the community to serve more efficiently in the youth by knowing their sleeping patterns by this study and the connection of it and their academic performances in school. Also, this study may help the society to understand the behavior of the teenagers in their environment. Future Researchers. This will serve as a reference for those who are interested to explore the same topic. It will be able to help them have a better understanding about the relationship between the sleeping habits and academic performances.

E. Scope and Limitation: This research study was mainly focused on the relationship of sleeping habits and sleep efficiency of Special Science Curriculum students in Dasmarias National High School S.Y. 2011-2012 on their academic performances. As for the academic performances, this research was limited to the three subjects, Science, Mathematics and English. The researchers selected their population of the SSC students in the said school. The sample size became 180 students because some students did not have grades on the subjects or did not answer the survey. They observed the students sleeping habits by instructing them to answer the Pittsburgh Sleep Quality Index (PSQI), then, analyzed the results by using score boards. In the said questionnaire, it observed the students subjective sleep quality, sleep latency, sleep duration, sleep efficiency and sleep disturbance, use of sleep medication and daytime dysfunction. They made also a questionnaire for demographic profiles, specifically asking what the respondents ages, gender, monthly family income and religion. They used Pearson ProductMoment Correlation statistics (r) to measure the relationship of the two variables.

F. Definition of Terms: Sleep. It is a naturally recurring state characterized by reduced or absent consciousness, relatively suspended sensory activity, and inactivity of nearly all voluntary muscles. Sleeping Habits. It refers to the situations, activities and events that affect the condition of a human sleep and its duration and efficiency. It is the independent variable of the study. Sleep Efficiency. It is the ratio of time spent asleep (total sleep time) to the amount of time spent in bed. It is another independent variable of the study. Academic Performance. It refers to how students deal with their studies and how they cope with or accomplish different tasks given to them by their teachers. In this study, researchers got the academic performances of the respondents in their three subjects; Science, Mathematics and English. It is the dependent variable of the study. Pittsburgh Sleep Quality Index. The researchers used this questionnaire to differentiate poor and good sleep by measuring seven areas: subjective sleep quality, sleep latency, sleep duration, habitual sleep efficiency and sleep disturbances, use of sleeping medication, and daytime dysfunction over the last month. Sleep Latency. It is the length of time that it takes to accomplish the transition from full wakefulness to sleep. Sleep Duration. It refers to the length of time or amount of sleep a human takes every day or over a period of time. Sleep Disturbance. It is disorders or any conditions that disturb the sleep of the respondents. Sleep Medication. It refers to the medication or taking pills/medicines to improve sleep quality and sleep duration.

Daytime dysfunction. It is a condition wherein a human cannot perform well during daytime because of some sleeping disorders or less amount of sleep during nighttime. Respondents. It refers to selected SSC first to third year students in Dasmarias National High School. Relationship. It is the connection between two variables/conditions. Pearson Product-Moment Correlation. It is one of the measures of correlation which quantifies the strength as well as direction of such relationship. Good/Poor Sleeper. It is the classification of the respondents according to their PSQI Global Scores. If they have scores less than or equal to 5, they are good sleeper and if they have scores greater than 5, they are poor sleeper. Each PSQI categories correspond scores from 0-3.

Chapter II: Methodology A. Research Method to be Used: Researchers used the descriptive-correlational method of research which Shuttleworth (2008) defined as a method designed to determine if two or more variables are associated with each other and to show the present behavior or characteristics of a particular population. The three main purposes of this research are to describe, explain, and validate findings (Krathwohl, 1993). The two variables in this study are the sleeping habits and sleep efficiency and the academic performance of the respondents. B. Respondents of the Study: The study used 180 SSC students in Dasmarias National High School as its respondents. It consisted of 76 first year students, 47 second year students and 57 third year SSC high school students. The researchers grouped the respondents according to their demographic profile; gender, age, monthly family income and religion. C. Research Instrument: The researchers used Pittsburgh Sleep Quality Index to analyze the seven areas of the respondents sleeping habits and to classify them as a good or a poor sleeper. The PSQI contains seven questions and a checklist for measuring sleep quality and sleep duration. Also, they made another questionnaire for the respondents demographic profile.

D. Research Procedure: The researchers made waivers and letter for approval for the advisers of the respondents to permit them to take a survey on their students and get their academic performances in Science, Mathematics and English for first and second grading. After approving it, they instructed the respondents to answer the PSQI for one day. They got the results of the questionnaires and their academic performances and analyzed it by using statistical treatments. E. Statistical Treatment: For analyzing the data gathered, the following statistical tools were used: 1.) Mean, percentage and standard deviation for data in demographic profile and academic performances.


X 100%

2.) Pearson product-moment correlation for calculating the relationship of the two variables. R=


3.) T-test for verify the value of computed coefficient of correlation is significant. 

3.) Degrees of freedom and level of significance

F. Gantt Chart

ACTIVITIES

March 2011

April 2011

May June July Aug. 2011 2011 2011 2011

Sept. 2011

Oct. 2011

Nov. Dec. Jan. 2011 2011 2012

1. Identifying the research problem 2. Gathering preliminary data and formulating hypothesis 3. Making letters for approval and questionnaires 4. Conducting the survey 5. Gathering results of the survey 6. Getting the academic performances

7. Analyzing and interpreting data

8. Drawing conclusions and giving recommendations 9. Preparation and presentation of final research paper

G. Conceptual Framework:

INPUT SLEEPING HABITS AND SLEEP EFFICIENCY OF THE RESPONDENTS

PROCESS PITTSBURGH SLEEP QUALITY INDEX GETTING THE ACADEMIC PERFORMANCE

OUTPUT RELATIONSHIP BETWEEN SLEEPING HABITS AND SLEEP EFFICIENCY OF THE RESPONDENTS AND THEIR ACADEMIC PERFORMANCE

Fig.1 Conceptual Framework

Chapter 3: Results and Discussion A. Description of the Respondents 1.) Gender. Majority of the respondents are girls, having a percentage of 62.22% (112 girls) and boys have the percentage of 37.78% (68 boys). Figure 2: Distribution of Respondents According to Their Gender

37.78% 62.22%

Boys Girls

2.) Age. Majority of the respondents had an age of 14 years and having a mean age of 13.25 years (SD=1.15). Figure 3: Distribution of the Respondents According to Their Age
30 Newton 20 10 0 11 12 13 14 15 16 Joule Aristotle Mendel Lavoisier Mendeleev

NUMBER OF RESPONDENTS WITH THEIR AGE

RESPONDENTS' AGES

3.) Religion. Majority of the respondents are Roman Catholic gathering 82.22% of the population. Then, 14.44% of the respondents are Born Again Christians and the remaining percentage of the respondents is Mormons, Muslims and part of Iglesia ni Cristo.

Figure 4: Distribution of Respondents According to Their Religion

1.67% 1.11% 14.44% 0.01% Roman Christian Christian Mormon Iglesia ni Cristo Muslim 82.22%

4.) Monthly Family Income. Most of the respondents have more than Php 20,000 as their family income (31.11%). Next to them are students that have a range of Php 10,000 to Php 15,001 as their family income monthly.

Figure 5: Distribution of the Respondents According to their Monthly Family Income

31.11% 17.22% <Php 10,000 Php 10,001-15,001 28.33% 23.33% Php 15,000-20,000 > Php20,000

5.) Relatives Living with Them. Most of the respondents have their mother (92.78%), father (83.89%) and their brothers/sisters (82.78%) living with them. Some students have extended families and other relative are living with them (18.89%).
NUMBER OF RESPONDENTS 50 40 30 20 10 0 Living with Mother Living with Father Living with Living with Other Brother/Sister Relatives 39 31 252627 19 2932 242725 14 34 26 252425 15

Figure 6: Number of Respondents Living with their Mother, Father, Brother/Sister and Other Relatives

NEWTON JOULE ARISTOTLE MENDEL

4 11 7 9 1 2

LAVOISIER MENDELEEV

B. Results of the Survey 1. Subjective Sleep Quality. Most of the respondents (67.78%) rate their sleep quality as fairly good. Some (21.67%) of them rate it as very good, fairly bad (10%) and very bad (0.56%).
30 25 20 15 10 5 0

Figure 7: Subjective Sleep Quality of the Respondents

Newton Joule 27 4 14 6 6 3 6 22 14 18 22 19 4 4 1 2 4 3 Fairly Bad 1 0 0 0 0 0 Very Bad Aristotle Mendel Lavoisier Mendeleev

NUMBER OF RESPONDENTS

Very Good

Fairly Good

SUBJECTIVE SLEEP QUALITY

2. Sleep Latency. Majority of the respondents (53.89%) said that it takes less than 15 minutes to fall asleep each night and most of the respondents (40.56%) did not experience trouble sleeping because they cannot get to sleep within 30 minutes.

30 25 20 15 10 5 0 15 minutes

NUMBER OF RESPONDENTS

Figure 8: Sleep Latency of the Respondents

Newton Joule Aristotle Mendel

16-30 minutes

31-60 minutes

>60 minutes

Lavoisier Mendeleev

TIME USUALLY TAKEN TO FALL ASLEEP

3. Sleep Duration. Most of the students (49.44%) have seven or greater hours for their sleep, followed by the next percentage of 36.67% of the respondents, which have 6-7 hours for sleeping and the rest percentage of the respondents have 5-6 hours reserved for their sleep or naptime.

NUMBER OF RESPONDENTS

20 15

17

19 16 15 11 11

Figure16 Sleep Duration of the Respondents 9:

15 13 12 Newton Joule 5 5 5 4 5 5 2 2 1 1 0 0 0 0 <5 hours Aristotle Mendel Lavoisier Mendeleev

10 5 0 >7 hours 6-7 hours 5-6 hours

SLEEP DURATION (HOURS)

4. Sleep Efficiency. Many respondents (61.67%) reported that they have greater than 85% sleep efficiency.
NUMBER OF RESPONDENTS 30 25 20 15 10 5 0 >85% 75-84% 65-74% <65% 14 11 8 3 7 1 4 3 4 4 4 2 2 1 4 3 0 0 1 15 24

Figure 10: Sleep Efficiency of the Students

26 21 18 Newton Joule Aristotle Mendel Lavoisier Mendeleev SLEEP EFFICIENCY

5. Sleep Medication. Most of the respondents (95%) did not take any sleep medication within the observation period.

Figure 11: Sleep Medication

1 8 0 Not during the month Less than once a week Once or twice a week Three or more times a week 171

6. Daytime Dysfunction. Many of the respondents (40.56%) reported that during the past month or during the observation period, they had no trouble staying awake while eating meals and engaging social activity.
25 20 15 10 5 0 NUMBER OF RESPONDENTS

Figure 11: Daytime Dysfunction of the Respondents

Newton 16 19 22 8 7 4 9 13 13 19 Joule 13 8 2 0 6 6 6 Somewhat of a problem 0 0 0 0 0 0 A very big problem Aristotle Mendel No problem at all Only a very slight problem Lavoisier Mendeleev

DAYTIME DYSFUNCTION

7. Sleep Disturbance. Most of the respondents (75.56%) reported that they wake up in the middle of the night or in early morning. They also felt too cold (75%) and felt too hot (53.33%). They had also bad dreams (51.11%) and pain (36.11) while sleeping. Some of them had to get up to use bathroom (55%). Some cannot breathe (30%) and cough or snore loudly (27.78%). They had also other reasons why they cannot get right amount of sleep; they think too much, working on their assignments, breathing problems and fear of darkness and scary things.
NUMBER OF RESPONDENTS 35 30 25 20 15 10 5 0

Figure 12: Sleep Disturbance of the Respondents

31 29 27 25 23 22 24 2021 18 21 20 2023 20 17 15 15 13 15 1514 181613 13 15 15 151317 13 1111 6 648 11 10 10 9 12 77 5 6 8 725844

Newton Joule Aristotle Mendel Lavoisier Mendeleev

SLEEP DISTURBANCES

C. Statistical Treatment The researchers used Pearson product-moment correlation to measure the relationship of the Pittsburgh Sleep Quality Index (PSQI) Global Scores and sleep efficiency of the respondents in their average academic performance in the two consecutive gradings. a.) PSQI Global Scores of First Year Respondents and Average Academic Performance R= X=PSQI Global Scores


Y= Average academic performance of each students X2=3191 Y2=600,783.841

N= population size (76) X= 396 Y=6575.033 XY=39,922.869   =

= = 0.94
Average Academic Performance 93 Figure 13: Relationship of PSQI Scores and Academic Performances of First Year Respondents 92 91 90 89 Scores and Academic 88 Performances 87 Linear (Scores and Academic 86 Performances) 85 84 0 5 PSQI SCORES 10 15

The correlation coefficient is 0.94 and it shows a positive linear correlation between the values of PSQI scores and average academic performance. To test or to prove that it represent a real correlation, the researchers used t-test. t = 0.94 = 0.94 = 0.94 (78.13) = 73.44 This value with (N-2) degrees of freedom or 74 degrees of freedom is significant at the 5% level (t.05=1.666, DF=74). Therefore, there is a significant relationship that exists between the PSQI Global Scores and average academic performances of the first year respondents. b.) PSQI Global Scores of Second Year Respondents and Average Academic Performance R= X=PSQI Global Scores


Y= Average academic performance of each students X2=1780 Y2=17286261.41

N= population size (47) X= 262 Y=4157.675 XY=23187.18   =

= = 0.00014

AVERAGE ACADEMIC PERFORMANCE

96 Figure 14: Relationship of PSQI Scores and Average Academic Performance 94 92 90 88 86 84 0 2 4 6 PSQI SCORES 8 10 12 PSQI Scores and Average Academic Performance Linear (PSQI Scores and Average Academic Performance)

of Second Year Respondents

The correlation coefficient is 0.00014 and it shows a positive linear correlation between the values of PSQI scores and average academic performance. To test or to prove that it represent a real correlation, the researchers used t-test. t = 0.00014 = 0.94 = 0.94 (6.74) = 6.3356 This value with (N-2) degrees of freedom or 45 degrees of freedom is significant at the 5% level (t.05=1.679, DF=45). Therefore, there is a significant relationship that exists between the PSQI Global Scores and average academic performances of the second year respondents. 

c.) PSQI Global Scores of Third Year Respondents and Average Academic Performance R= X=PSQI Global Scores


Y= Average academic performance of each students X2=1996 Y2=468263.70

N= population size (57) X= 312 Y=5165.26301 XY=28235.53   =

= = -0.16
AVERAGE ACADEMIC PERFORMANCE 96 94 92 90 88 86 84 82 0 2 4 6 PSQI SCORES 8 10 12 Linear (PSQI Scores and Average Academic Performance) PSQI Scores and Average Academic Performance

Figure 15: Relationship of PSQI Scores and Average Academic Performance of Third Year Performance

The correlation coefficient is -0.16 and it shows a negative linear correlation between the values of PSQI scores and average academic performance. To test or to prove that it represent a real correlation, the researchers used t-test.

t = -0.16

=-0.16 = -0.16 (7.51) = -1.2016 This value with (N-2) degrees of freedom or 55 degrees of freedom is not significant at the 5% level (t.05=1.673, DF=55). Therefore, there is no significant relationship that exists between the PSQI Global Scores and average academic performances of the third year respondents. d.) Sleep Efficiency of First Year Respondents and Average Academic Performance R= X=Sleep Efficiency


Y= Average academic performance of each students

N= population size (76) X= 64.21(6421%) Y=6755.933 X2=55.30323 Y2=600784.1 XY=5706.897   =

= = -0.07

AVERAGE ACADEMIC PERFORMANCE

93 Figure 16: Relationship of Sleep Efficiency And Average Academic Performance 92 of First Year Respondents 91 90 SLEEP EFFICIENCY AND 89 AVERAGE ACADEMIC 88 PERFORMANCE 87 Linear (SLEEP EFFICIENCY AND 86 AVERAGE ACADEMIC 85 PERFORMANCE) 84 0 20 40 SLEEP EFFICIENCY (%) 60 80

The correlation coefficient is -0.07 and it shows a negative linear correlation between the sleep efficiency and average academic performance. To test or to prove that it represent a real correlation, the researchers used t-test. t = -0.07 =-0.07 = -0.07(8.62) = -0.6034 This value with (N-2) degrees of freedom or 74 degrees of freedom is not significant at the 5% level (t.05=1.666, DF=74). Therefore, there is no significant relationship that exists between the sleep efficiency and average academic performances of the first year respondents. 

e.) Sleep Efficiency of Second Year Respondents and Average Academic Performance R= X=Sleep Efficiency


Y= Average academic performance of each students

N= population size (47) X= 38.48(3848%) Y=4157.678 X2=32.478 Y2=367954.30 XY=3401.311   =

= = -5.99
AVERAGE ACADEMIC PERFORMANCE 96 94 92 90 88 86 84 0% 20% 40% 60% 80% 100% 120% SLEEP EFFICIENCY AND AVERAGE ACADEMIC PERFORMANCE Linear (SLEEP EFFICIENCY AND AVERAGE ACADEMIC PERFORMANCE)

Figure 17: Relationship of Sleep Efficiency and Average Academic Performance of Second Year Respondents

SLEEP EFFICIENCY (%)

The correlation coefficient is -5.99 and it shows a negative linear correlation between the sleep efficiency and average academic performance. To test or to prove that it represent a real correlation, the researchers used t-test.

t = -5.99 =-0.07 = -0.07(1.14) = -0.08 This value with (N-2) degrees of freedom or 45 degrees of freedom is not significant at the 5% level (t.05=1.679, DF=45). Therefore, there is no significant relationship that exists between the sleep efficiency and average academic performances of the second year respondents. e.) Sleep Efficiency of Third Year Respondents and Average Academic Performance R= X=Sleep Efficiency


Y= Average academic performance of each students

N= population size (57) X= 55 (5500%) Y=5165.263 X2=54.2048 Y2=468263.8 XY=4983.236   =

= = -0.05 The correlation coefficient is -0.05 and it shows a negative linear correlation between the sleep efficiency and average academic performance. To test or to prove that it represent a real correlation, the researchers used t-test.

96 Figure 18: Relationship of Sleep Efficiency and Academic Performance of Third AVERAGE ACADEMIC PERFORMANCE 94 92 90 88 86 84 82 0% 50% 100% 150% SLEEP EFFICIENCY AND ACADEMIC PERFORMANCE Linear (SLEEP EFFICIENCY AND ACADEMIC PERFORMANCE)

Year Respondents

SLEEP EFFICIENCY

t = -0.05 =-0.07 = -0.07(7.43) = -0.52 This value with (N-2) degrees of freedom or 55 degrees of freedom is not significant at the 5% level (t.05=1.673, DF=55). Therefore, there is no significant relationship that exists between the sleep efficiency and average academic performances of the third year respondents.

CONCLUSIONS After having the results, analysis and statistical treatments for the study, the researchers made the following conclusions: 1.) Researchers used 180 respondents for the study. Many of them are girls, having an age of 11 to 16 years old, Roman Catholics and having a monthly income greater than Php 20,000. They live with their mother, father, brother/sister and other relatives. 2.) Most of them reported fairly good sleep quality. They had seven or more hours for sleeping during the observation period and they had a sleep efficiency greater than 85%/ They took 15 minutes to get asleep every night. Some of them did not experience daytime dysfunction and problems to keep enthusiasm to get things done. Most of them did not take any sleep medication but few took it once or twice a week. Most of them said that they wake up in middle of the night or early morning, feel too cold while sleeping and had to get up to use the bathroom. 3.) Using Pearson product-moment correlation statistics and t-test, it was proven that there was a significant relationship between the Pittsburgh Sleep Quality Index (PSQI) Global Scores of first year and second year respondents to their academic performances in Science, Mathematics and English for the two gradings, so the null hypothesis was rejected. But, there was no relationship of the two variables of the third year respondents, so the null hypothesis was accepted. 4.) Using again the two statistical tools, it was proven that there is no significant relationship between the sleep efficiency of all respondents to their academic performances so the null hypothesis was accepted.

RECOMMENDATIONS Based on the findings of this study, the following recommendations are hereby proposed: 1.) Students can enhance their academic performance by improving their sleeping habits and sleep efficiency. Balanced diet, good exercise and positive attitude will help to achieve high grades. Sleep is so important in youth especially on those on school. 2.) As people get older, they need more rest and they need to maintain their good health. But because of some sleep disturbances, people cannot get the optimum amount of sleep, like on this study; the respondents cannot enjoy their rest because of some distractions or sleep disorders. 3.) People especially students need to sleep 8 hours or more every day to maintain their alertness and function on daytime.

BIBLIOGRAPHY Websites: http://www.sciencedaily.com/releases/2009/06/090610091232.html

http://www.experiment-resources.com/pearson-product-moment-correlation.html http://faculty.nps.edu/nlmiller/docs/Sleep_and_academic_performance.pdf http://www.scribd.com/doc/2283337/Thesis http://www.healthieryou.com/sleep.html

Thesis: Gagasa, J. and Martinez, J. C. Sleep Patterns of Call Center Agents in Relation to their Job Performance. March 2010. DLSU-D.