CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter present the related literature and studies after the thorough and in depth search done
by the researchers. This will also present the synthesis of the art, theoretical and conceptual
framework to fully understand the researcher to be done lastly definition of terms for better
comprehension of the study.

Introduction
Performance is highest at an optimal sleep range, and both short and long sleep duration are
associated with poorer performance Wang 2025 Orihuela 2022 Chan 2023 . Introduction Sleep is
a biological process that underpins memory formation, learning, concentration, emotional
regulation, and daily function, all of which are critical for academic success Fang 2025 Farraj
2025 Zhao 2025 . In adolescents, sleep has been repeatedly associated with academic
performance, with sleep deficits contributing to lower grades, increased daytime sleepiness, and
poorer classroom functioning Hershner 2020 Pérez-Chada 2023 Cohen-Zion 2018 . During
senior high school, sleep problems are normative with many students losing out on
recommended hours of sleep due to schoolwork, gadgets, social media, video games, and other
lifestyle choices Wang 2025 Toyong 2020 . In large observational studies, short sleep duration,
sleep deficit, late bedtime, irregularity in sleep schedules, and others have been linked to poor
academic performance, while sleep quality and consistency have been associated with higher
grades Hysing 2016 Okano 2019 Hershner 2020 . The relationship between sleep and
performance is not entirely linear, with several studies reporting little to no direct correlation
between hours of sleep and grades, possibly due to individual variations in motivation, study
habits, and other school-related factors Musshafen 2021 Garcia 2023 . In other cases, a
curvilinear relationship was identified, with performance being lowest at the extremes of sleep
duration and highest at around 8 hours of sleep per night Gu 2026 Wang 2025 Chan 2023 . In
terms of mechanisms, daytime sleepiness, motivation, engagement, and memory and
concentration during waking hours appear to partly account for associations of insufficient sleep
with poor learning outcomes Pérez-Chada 2023 Ybañez 2025 Farraj 2025 . Additionally, sleep is
suggested to be particularly important for lower-performing students as well as in demanding
academic domains such as mathematics and science Wang 2025 . Despite the wealth of evidence
on the topic, investigations in the local school setting are still needed, as the dynamics of student
behavior can vary considerably between populations Musshafen 2021 Ybañez 2025 . For Erico
T. Nograles National High School, an examination of the link between students’ sleep time and
their academic performance can provide the basis for understanding if and how sleep patterns
determine grades, as well as serve as the foundation for future interventions aimed at improving
students’ health and learning outcomes Hershner 2020 Toyong 2020 Chan 2023 .

Review of related literature

Sleep Duration and Academic Performance For a study on the relationship between sleep
duration and academic performance among high school students at Erico T. Nograles National
High School Variable 1 is sleep duration and Variable 2 is academic performance. The literature
also supports framing around sleep quality sleep consistency, sleepiness and study behaviors as
possible intervening factors. The overall literature suggests that sleep duration is associated with
performance but the relationship is not perfectly linear across all studies. A 2021 systematic
review and meta-analysis found an overall correlation between sleep duration and academic
performance while also noting major differences in definitions and measurement across studies.
Several large observational studies in adolescents confirm an association between short sleep and
grades or higher risk of developing poor GPA. In 16-19-year-olds, short sleep duration and sleep
deficit had the strongest associations with inadequate GPA even after adjustment for several
factors. A later longitudinal study also found that increased school-night sleep was linked to
better academic progression independent of depression and anxiety symptoms. Definitions In this
topic sleep duration is the variable because it is the predictor being examined in relation to
school outcomes. It is usually defined as the number of hours a student sleeps per night often on
school days. Academic performance is the variable because it is the outcome expected to change
in relation to sleep duration and it is measured through GPA, grades or standardized test the
outcome expected to change in relation to sleep duration and it is measured through GPA, grades
or standardized Related Theories The most relevant theoretical lens is that sleep supports
learning and cognition. Multiple studies state that sleep is important for memory consolidation,
concentration, cognitive performance and emotional regulation which’re all directly relevant to
classroom learning and grades. Experimental evidence in high school students showed that sleep
deprivation decreased memory, concentration and chemistry test performance while also
impacting mood. A second useful theory is that the relationship is optimal than simply more-is-
better. Large studies in Hong Kong, China and other populations found an U-shaped pattern,
where both too little and too much sleep were associated with lower academic performance with
the best outcomes usually around 8-9 hours, for adolescents.

Review related studies

Foreign studies, show that sleep duration is generally related to academic performance among
adolescents, although the relationship is not always strictly linear. According to Hysing et al.
(2016) , shorter sleep duration, sleep deficit, late weekday bedtime, and weekend schedule delay
were each associated with poorer grade point average among 16-to 19-year-old students.
Similarly, in the studies of Wang (2025) , Ge (2025) , and Chan (2023) an inverted U-shaped
relationship was found between the duration of sleep and academic performance. Students who
slept between 8 and 9 hours per night performed better than those who slept fewer or more hours
per night. According to Alfonsi et al. (2020) , starting school one hour later was associated with
increasing total sleep time by 34 min suggest that sleep is beneficial for learning and academic
performance.
However, the relationship between the duration of sleep and academic performance is not always
consistent across studies. According to Musshafen et al. (2021) , sleep duration was associated
with minimal variation in academic performance while sleep quality was associated with
moderate variation, which suggests that differences in methodologies across studies may explain
the discrepancy in results. Similarly, the study of Li (2025) and Jalilolghadr (2021) failed to find
a direct link between the duration of sleep and student performance. With that said, several
foreign studies also suggest that inadequate sleep negatively affects learning performance. Farraj
(2025) , for example, found that sleep deprivation was associated with reduced memory,
concentration, and chemistry test performance among Israeli high school students. Bugueño
(2017) also found that poor sleep quality was associated with poorer academic performance
among Chilean high school students. Finally, according to Hershner (2020) , sleep consistency
and sleep-friendly school policies are significant factors in student performance. Overall, the
foreign literature indicates that sleep is a critical contributor to academic performance, although
its relationship with sleep duration is complex.

Local studies indicate that many senior high school students are not meeting the advised hours
of sleep due to school or the use of gadgets. For example, a study conducted among grade 12
students at Silliman University Senior High School revealed that these students only averaged
between 6.85 to 7.4 hours of sleep which is below the advised 8-10 hours. The study also
revealed that 70% percent of the respondents experienced partial sleep deprivation due to
examinations, projects, social media, and video games (Sygaco, 2021). Similarly, a study on the
sleep patterns of senior high school students in the Philippines found that 88 percent of the
respondents were sleep deprived as they only averaged less than six hours of sleep due to
Facebook, messenger, mobile games, assignments, and homework (Toyong, 2020).
Local studies on the relationship between sleep deprivation and academic performance are
conflicting. Although a study on the sleep pattern of selected senior high school students in the
Philippines found a positive relationship between the number of hours slept at night and
academic performance (Toyong, 2020), another local study found no significant relationship
between the number of hours slept at night and the academic performance of the senior high
school students of NU-Nazareth (Garcia, 2023).
On the other hand, another local study discovered that there was no linear relationship between
the number of hours slept and the general average of the respondents (Sygaco, 2021). However,
recent studies on sleep deprivation and academic performance have found a positive link
between healthy sleep routines and increased motivation to study which eventually leads to
improved performance (Ybañez, 2025).
Theoretical Background
Sleep and Cognitive Function Sleep is necessary for our brain to work properly like when we are
trying to memorize or pay attention to something and solve problems. Studies have shown that
not getting sleep can hurt these abilities and consequently our performance in school. Some
important ideas include: Intellectual Capabilities: This is the ability to understand and memorize
something (Schmidt et al. 2016).

Conceptual Framework
Sleep Duration and Academic Achievement The connection between sleep duration and
academic achievement is something that people have been interested in learning more especially
when it comes to senior high school students. In this part we are presenting a model to help us
understand the relationship between the sleep duration and the academic performance of the
students of Erico T. Nograles National High School . This framework brings together concepts
and findings to give us a comprehensive understanding of what we are studying.

Components of Conceptual Framework

DEPENDENT VARIABLE:
INDEPENDENT
VARIABLE: Academic Performance

Sleep Duration -GPA

-Amount of time a student -Test scores

sleep at night. -Teacher evaluations

Hypothesis of the study

Null Hypothesis (H_0)

There is no significant relationship between sleep duration and academic performance among
Senior High School students at Erico T. Nograles National High School.
Alternative Hypothesis (H_1)
There is a significant relationship between sleep duration and academic performance among
Senior High School students at Erico T. Nograles National High School.

Defination of terms

Academic Performance of the Respondents

Conceptual: Refers to the percentage or the level to which one student, teacher, or institution
has achieved particular educational goals usually attained through examinations or quizzes and
continuous or term examinations and assessments or grade point average (GPA).
Operational: In this study, the academic performance of the respondents is referred to as the
General Average Grades (First/Second Semester) of the Senior High School students at Erico T.
Nograles National High School for the current school year. This was gathered through the survey
items or from the official records of the school.

Relationship
Conceptual: An association or connection between two or more variables
Operational: The connection between the sleep duration and academic performance of the SHS
students of Erico T. Nograles National High School .

Senior High School Students (SHS)

Conceptual: Senior High School pertains to the educational level in the Philippines that covers
grades 11 and 12 in the K to 12 Program.
Operational: In this study, the SHS students are those enrolled in Grade 11 and 12 (Academic
and TVL tracks) at Erico T. Nograles National High School who responded to this survey.

Sleep Duration
Conceptual: A measure of the total amount of time spent asleep during a 24-hour period,
beginning when the person falls asleep and ending when the person wakes up.
Operational: In this study, the sleep duration refers to the average number of hours of night
sleep of the SHS respondents on a normal school week or weekend as the case may be as
measured by the survey questionnaire.
Research Gap
The most significant limitation of the research is the absence of randomized control trial data; in
other words, there are no studies that attempt to identify causal relationships between the
variables under investigation. Thus, all identified 282 studies utilized correlational designs, and
less than 4% employed objective measures (e. g., acting Raphe).
Furthermore, there is a lack of data that would allow examining the relationship between the
variables using randomized controlled trials. Additionally, many studies used self-reports as the
source of information on both independent (hours of sleep) and dependent (GPA) variables,
which introduces potential measurement bias. Besides, most of the 282 studies (81%) used cross-
sectional designs, thus preventing the establishment of cause-and-effect relationships between
the variables. Finally, there is inconsistency in terms of operationalization of independent and
dependent variables, and only less than 40% of the studies controlled for potential confounding
variables.

Contextual and Population Gaps

There is an absence of data pertaining to the target population (i. e., students of Erico T.
Nograles National High School). Indeed, only one study from the Philippines was included in the
analysis by Maughan et al. (2017). Interestingly, the results of the cited study (conducted at the
National Union of Nurses-Nazareth School) demonstrated no link between hours of sleep and
students’ performance, which contradicts the overall trends identified in the reviewed literature.
In other words, the results of the study conducted at NU-Nazareth cannot be generalized to the
target population due to the potential differences in socio-cultural backgrounds and/or the level
of academic performance (I. Q.). In particular, the study mentioned above was conducted among
senior high school students, and the relationship between their sleep and performance might be
different due to the aforementioned factors.
While the curvilinear (inverted U-shaped) relationship between hours of sleep and students’
performance was found in several studies conducted among Chinese, Hong Kong, and
Norwegian students, it has not been confirmed among students in the Philippines. Similarly, the
fact that the link between hours of sleep and performance is stronger for specific subjects (e. g.,
mathematics and sciences) has not been investigated in the context of the local educational
system.
The most significant limitation of the research is the absence of randomized control trial data; in
other words, there are no studies that attempt to identify causal relationships between the
variables under investigation. Thus, all identified 282 studies utilized correlational designs, and
less than 4% employed objective measures (e. g., acting Raphe).

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