Slide 1: Blessie

TITLE PAGE
Good morning, panel members and classmates. Today, we are presenting our Research Proposal
entitled: “The Correlation of Sleep Duration and Quality with the Academic Self-Efficacy of
Medical Technology and Nursing Students in a Faith-Based University in the Philippines.”

We are Group 1, and we would like to introduce ourselves.

(Everyone introduces their name)

Slide 2: Nicole
TABLE OF CONTENTS
Here is our table of contents. Our presentation includes the Introduction, Review of Related
Literature, Theoretical and Conceptual Framework, Methodology, and Ethical Considerations.

Slide 3: Caleb
BACKGROUND OF THE STUDY
Both the amount of sleep students get and the quality of their sleep have a strong effect on how
well they do in their classes. This is especially true for students in medicine, nursing, and other
health programs.
These students also join chapel services, community work, and other spiritual activities. Because
of these extra responsibilities, their schedule becomes tighter, and this can affect their stress
levels and how well they sleep.
Here in the Philippines, there are still only a few studies that look at this issue. This shows that
more research is needed to understand how sleep affects Filipino health-related students.

Slide 4: Baron
STATEMENT OF THE PROBLEM
Students experience insufficient sleep due to academic and clinical workloads.
Sleep deprivation contributes to lower academic performance.
Limited local studies link sleep duration to GPA among MedTech & Nursing.

Slide 5: Yahaira
PURPOSE OF THE STUDY
1. First, examine the relationship between sleep duration, quality, and academic self-
efficacy.
2. Then identify factors influencing sleep habits.
3. Afterwards, compare sleep patterns between high- and low-performing students.
4. Lastly, provide evidence-based recommendations that can inform wellness and support
programs.

Slide 6: Gisel
RESEARCH QUESTION
Slide 7: Blessie
STATEMENT OF THE HYPOTHESIS
Our study includes two sets of hypotheses:

First Null Hypothesis:

There is no significant relationship between sleep duration and sleep quality and the academic
self-efficacy of MedTech and Nursing students.

First Alternative Hypothesis:

There is a significant relationship between sleep duration and sleep quality and academic self-
efficacy.

Second Null Hypothesis:

There is no significant difference in sleep duration and sleep quality between high and low
academic self-efficacy groups.

Second Alternative Hypothesis:

There is a significant difference in sleep duration and sleep quality between high and low
academic self-efficacy groups.

Slide 8: Nicole
LITERATURE REVIEW OUTLINE
Our literature review is organized into ten major sections, covering sleep duration, sleep quality,
cognitive function, mediating factors, faith-based context, interventions, and theoretical
foundations.

Slide 9: Caleb
LITERATURE REVIEW SUMMARY
“The study focuses on the relationship between sleep duration, sleep quality, and academic self-
efficacy among medical technology and nursing students in a faith-based university in the
Philippines.
This topic is important because students in these programs have very demanding schedules. They
handle hospital duties, long study hours, and many academic requirements (Ella et al., 2024).
These pressures often lead to lack of sleep, lower concentration, and weaker academic
performance. When this happens, students may lose confidence in their ability to succeed
academically — and the opposite is also true.”

Slide 10: Baron

LITERATURE REVIEW SUMMARY
Several studies show that many health sciences students struggle with poor sleep quality, and this
is linked to lower academic self-efficacy (Gallego-Gómez et al., 2021; Maheshwari & Shaukat,
2019; Tan et al., 2021).
Both sleep duration and sleep quality affect academic performance. One study found that sleep
quality has an even stronger connection to poor performance than the number of hours slept
(Seoane et al., 2020).
Another study reported that medical students who sleep around six to seven hours per night have
better academic self-efficacy and perform better than those who sleep too little or too much
(Aldoraissi, 2024).”

Slide 11: Yahaira

LITERATURE REVIEW SUMMARY

Barings' discussion highlights the importance of faith-based institutions within the unique
educational context of religious education in the Philippines.

• Studies show that students at faith-based universities benefit from support from organizations
that foster engagement through religious activities such as sermons, devotionals, or vespers, thus
enhancing their mental and physical well-being, including sleep quality.

• Conversely, another study concludes that too many religious obligations can increase stress and
fatigue among students by demanding participation in both school and church events, limiting
their time for sleep or study.

These studies provide a reference for future research on the relationship between sleep duration,
quality, and self-efficacy in faith-based universities.

Slide 12: Gisel

THEORETICAL FRAMEWORK

Our study explains how sleep affects the students' cognition and academic performance using
these 3 major models.

Two-Process Model of Sleep: Sleep is regulated by the interaction between the homeostatic
drive (Process S) and the circadian rhythm (Process C). The irregular schedules cause daytime
sleepiness, low alertness, and weaker memory.

Cognitive Load Theory: Since working memory is limited, poor sleep increases cognitive
fatigue and slows learning by hindering effective memory consolidation, while good sleep
improves focus and academic performance.

Biopsychosocial Model: sleep is a complex behavior shaped by the interaction of biological

(sleep quality), psychological (stress), and social (university routines) factors, all of which
collectively influence learning and well-being.

Slide 13: Blessie

CONCEPTUAL FRAMEWORK
This diagram represents the Conceptual Framework of our study. It illustrates how our variables
interact and the overall direction of our research model.
At the left side of the framework, we have our Independent Variable, which is Sleep Duration,
measured by the average number of hours students sleep per night. This variable serves as the
primary factor we are examining.

On the right side is our Dependent Variable, which is the Academic Self-Efficacy Scale Score, or
ASES score. This reflects the students’ confidence in their ability to learn, manage academic
tasks, and succeed in their coursework.

The arrow connecting these two boxes indicates that we are examining whether sleep duration
influences or relates to academic self-efficacy among Medical Technology and Nursing students.

Above them, we included Moderating Variables. These are factors that may strengthen, weaken,
or otherwise shape the relationship between sleep duration and academic self-efficacy.
These moderating variables include:

Academic workload
Clinical stress
Faith-based activities
Year level
Gender

These factors are important in our study because students’ sleep patterns do not occur in
isolation. Their academic responsibilities, clinical duties, and spiritual commitments—along with
demographic characteristics—can all influence how sleep affects their confidence and academic
functioning.

In summary, this framework visually represents how we expect sleep duration to impact
academic self-efficacy, while also acknowledging that this relationship may change depending
on the presence of key moderating factors.

Slide 14: Nicole

RESEARCH DESIGN
 We used a quantitative, cross-sectional correlational design to examine relationships
between sleep and self-efficacy in a single time point. It’s efficient, appropriate for busy
students, and common in similar research. Though it can’t show causality, we controlled
key confounders.

Slide 15: Caleb

POPULATION AND SAMPLING
The participants of this study are Medical Technology and Nursing students from a faith-based
university in Cavite, Philippines.
We used probability sampling, specifically stratified random sampling, to make sure all
subgroups were represented. The strata were based on two factors:
first, the program — Medical Technology or Nursing; and second, the year level — from first
year to fourth year.
After receiving approval, the survey link was distributed through the professors. Our target
sample size was between 100 and 150 students.
The survey was conducted online using Google Forms. It included categorical questions such as
age, year level, gender, religion, and average sleep time.
The instruments used in the study were the Pittsburgh Sleep Quality Index, the Epworth
Sleepiness Scale, the Perceived Stress Scale, and the Academic Self-Efficacy Scale.
All students were eligible to participate regardless of nationality, since the university has an
international population.”

Slide 16: Baron

INSTRUMENT
The study uses standardized and adapted quantitative instruments that are given through a survey
questionnaire. This helps make the questions clear, easy to understand, and suitable for students
in a faith-based university.
These instruments measure several areas, including sleep duration, sleep quality, daytime
sleepiness, perceived stress, and academic self-efficacy.
Using adapted and validated instruments also helps maintain reliability and validity, while
making sure the tools fit the local context (Ding et al., 2022; Maheshwari & Shaukat, 2019)

Slide 17: Yahaira

DESCRIPTION OF INSTRUMENT
Our first instrument is the Pittsburgh Sleep Quality Index
 This assesses sleep quality and behaviors over the past month
 Validated in medical and nursing student populations

Second, the Epworth Sleepiness Scale

 This scale measures general daytime sleepiness and the likelihood of dozing in common
situations
 It is simplified for survey comprehension among students.

The Perceived Stress Scale

 Assesses psychological stress over the past month
 Its items are localized to reflect student experiences such as school workload, family, and
spiritual commitments.

And lastly, the Academic Self-Efficacy Scale

 This scale measures a student’s confidence in succeeding academically, learning ability,
behavior in academic settings, and perseverance through challenges.

Slide 18: Gisel

DATA COLLECTION PROCEDURES
The study will first pilot test and revise four instruments—the Pittsburgh Sleep Quality Index,
Epworth Sleepiness Scale, Academic Self-Efficacy Scale, and Perceived Stress Scale—before
seeking approval. Once approved, survey links will be distributed by professors to a voluntary
sample of 100–150 students selected using stratified random sampling. Finally, students will
complete the
 Google Form detailing their demographics, sleep quality, sleepiness, self-efficacy, and perceived
stress, with us then statistically analyzing the collected data.

Slide 19: Blessie

DATA ANALYSIS
1. 1. Data Cleaning and Preliminary Checks
a. We will check frequencies and identify outliers to ensure the data is accurate and
reliable.
2. Assessing Reliability
a. "We will do this using Cronbach's alpha. A high Cronbach's alpha value (typically
0.70 or higher) gives us confidence that our scales are reliable and that our results
are trustworthy."
3. Testing for Relationships and Prediction
a. "Step three is about directly testing our first hypothesis by Analyzing
Relationships and Predicting Outcomes."
4. Comparing Differences Across Groups
a. "Finally, in step four, we address our second hypothesis by Comparing
Differences Across Groups."
"These four steps provide a robust statistical framework to analyze our data thoroughly and
address both the relationship-based and difference-based hypotheses of our study."

Slide 20: Nicole

ETHICAL CONSIDERATIONS
-Our study follows strict ethical standards to protect participants’ rights, confidentiality, and
voluntary participation. Approval from the university and ethics committee will be secured
before data collection. Participants will receive full information and may withdraw anytime. Data
will remain confidential through coded IDs and secure storage. The study adheres to the Belmont
principles of Respect, Beneficence, and Justice, as well as APA (2020) and CIOMS (2016)
guidelines.

POSSIBLE QUESTIONS
1. “Why did you pick this research topic?”
a. We picked this research because we have connections with Medical Technology
and Nursing Students who're currently studying in a faith-based university. We
observed that there is a correlation between religious activities and sleep hygiene
2. “Why did you choose Medical and Nursing Students?”
a. According to the studies we found and specifically chose Medical and Nursing
Students because they have hectic schedules that results in poor sleep quality
especially with the curriculum in the Philippines.
3. How does your study differ from previous local or international research on sleep and
academic outcomes?
4. Why is academic self-efficacy important to measure instead of academic performance
alone?
5. Why categorize sleep hours for ANOVA testing?