Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
LUCA NATIONAL HIGH SCHOOL
LUCA, AJUY, ILOILO
SCREEN TIME, SLEEP CONDITION AND ACADEMIC PERFORMANCE
A Study Presented to the
Teachers of Luca National High School
Senior High School Department
Luca, Ajuy, Iloilo
In Partial Fulfillment of the Requirements
for Graduation in Senior High School
Christian Angelo A. Agulay
Kimberly B. Barrios
Kristian E. Colocar
Novie Joy A. Olmos
Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
LUCA NATIONAL HIGH SCHOOL
LUCA, AJUY, ILOILO
Chapter 1
INTRODUCTION
This chapter is divided into six parts; (1) Background of the Study, (2)
Statement of the Problem, (3) Theoretical/Conceptual Framework, (4) Significance of
the Study, (5) Delimitations of the Study, (6) Definition of Terms.
Background of the Study
Screen time no longer means just the amount of time one spends in front of the
television. Now it is an aggregate amount of time spent on smartphones, computers as
well as multitasking with different devices (DeWeese, 2014). The American poll by
National Sleep foundation found 45% of adolescents getting less than eight hours per
night and spends the rest of the time facing their gadgets screen (Suni, 2022).
Excessive screen time may affect learners sleep conditions (Suni, 2022).
Many SHS Learners wake up each morning feeling tired and unmotivated to go
class (Owens, Belon and Moss, 2010; Sargent, 2017). SHS Learners seem to have
misjudge the power of a good night’s rest (Carskadon,1990; Sargent, 2017). Medical
professionals recommend seven to nine hours of sleep each night for SHS students to
function properly (Hysing et al.,2010; Sargent, 2017). Gutierrez (2002), Sargent (2017)
states for sampled SHS students, 70% reported receiving only five to six hours of sleep
on the weekdays, Only 28% reported receiving seven to eight hours, While only 2%
reported receiving nine hours each night.
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Sleep deprivation recently has become a public health concern throughout the
years with the trends of insufficient sleep continuing to increase (Center for disease
control and prevention, 2015; Sargent, 2017). There are consistent findings with
previous literature that showed nearly 70% of SHS learners receive 5 to 7 hours of sleep
each night(Sargent, 2017). Since then, the same survey was distributed in 2008 and the
number of teenagers obtaining eight hours of sleep each night decreased to 28%
(Center for disease control and prevention, 2011; Sargent, 2017). The long list of
contributing factors continues to increase, but specifically screen time and excess use of
light-emitting devices remain common factors for inadequate sleep each night among
SHS students (Hysing et al,.2015; Sargent, 2017).
In the Philippines, the study released by JAMA Pediatrics last November 1, 2021
reveals that adolescents spend about 7.7 hours of screen time. Children are racking up
hours of screen time since the pandemic has begun and there doesn’t appear to be an
end in sight. The Statistica Research Department on February 15, 2022 have also
reported that internet users spent an average of 10.27 hours accessing the internet on
various devices during the third quarter of 2021, this also indicates the same number of
hours spent by internet users facing their device’s screen.
The Manila Bulletin (2021) reported that the Department of Education (DepEd)
has set 4 hours as the maximum screen time for learners such as those in Grades 9 to
12. DepEd also noted that self-learning modules and Primier Lessons should include
different digital content formats, such as video lessons to be available through the
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DepEd Learning Resources Portal, DepEd Commons and DepEd learning Management
System(LMS).
Luca National High School implements Modular Distance Learning Modality where
learners use self-learning modules (SLMs). As a learning aid, learners open social media
sites/platforms to be able to answer their modules and understand their lessons better.
This way of learning in cases cause learners to stay up late facing their device’s screen
which may have impacts to their sleep condition which then further may bring impacts
to their academic performance.
With this concern, the researchers will conduct this study to determine the
amount of screen time and sleep condition that the Senior High School learners have
and how these variables impact their academic performance.
Theoretical Framework
This research is anchored in the theory of Bandura which is the Social Learning
Theory.
Social Learning Theory was developed to provide “a framework for
understanding, predicting and changing human behavior” (Bandura, 2001, pp. 15, 26;
Sargent, 2017). This theory suggests that individuals can learn through observation,
modeling, and imitation (Bandura, 1989; Sargent, 2017). Sargent (2017) explained that
an individual’s health choices are influenced by a combination of personal factors,
environmental factors, and behaviors. The theory suggests that each of these factors
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influence one another in an individual’s life (Sargent 2017; McLeod, 2016). The
constructs of reciprocal determinism, self-control and reinforcement could be applied as
underlying constructs for this research study (Sargent, 2017).
Reciprocal determinism was used to describe a person’s behavior by both
influences from personal factors and their social environment that people’s behavior was
always controlled by the environment. That people were nothing more than passive
recipients’ of environmental influences (Cherry, 2021). In this research, one’s
expectations, beliefs, and goals toward electronic devices use before bed may have an
influence on whether it affects their sleep. Reciprocal determinism also refers to the
individual shaping his or her environment as well (Sargent, 2017).
The same is true when the construct of self-control is applied to this research.
Self-control is the person’s ability to forego acts that provide immediate or near-term
pleasures, but that also have negative consequences for the actor, and as the ability to
act in favor of long-term interests and regulate his or her behavior by setting a goal for
the behavior change (Gottfredson, 2017). In this study lack of self-control due to screen
time habits before bedtime may have negative effect on a person’s sleep hygiene
(Sargent, 2017).
Reinforcement is a term used to describe the received response to a person’s
behavior that is driven by the consequences. As such positive behavior is rewarded and
negative behavior is punished (Gordon, 2021). In this research, reinforcement may be to
establish a set bedtime schedule each night to ensure adequate rest is accomplished. If
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the learner finds that there are benefits to getting adequate rest each night, then he or
she will reinforce this behavior each night. On the other hand, if an individual has a set
bedtime each night but receives social pressure to be online gaming or communicating
online for social reasons, then the individual may alter his or her sleep schedule to
continue to be connected to others electronically.
Cherry (2021) discussed the three psychological processes needed for an
individual to change their behavior. The individual must first see the modeled behavior.
Next, the individual then must consider how they can apply this modeled behavior to
their own life. Health educators can assist with behavior change and promote positive
sleep hygiene habits among SHS learners (Becker et al, 2008; Sargent, 2017). Health
educators can help identify barriers to adequate sleep and provide individuals with
educational resources on positive sleep hygiene habits. One potential barrier to positive
sleep hygiene may be the use of screen time one hour prior to bedtime (Hysing et al.,
2015; Sargent, 2017).
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Conceptual Framework
Independent variables Intervening variables Dependent variable
Screen Time
Strand
Sex Academic
Performance
Socioeconom
ic Status
Sleep
Condition
Figure 1: Shows the relationship of Independent variables to Dependent
Variables
Statement of the Problem
This study aims to determine the screen time and sleep condition of senior high
school learners and their impacts to academic performance. Specifically, it sought to
answer the following questions:
1. What is the screen time of senior high school learners each night when taken as a
whole and when grouped according to (a) strand (b) sex and (c) socioeconomic status?
2. What is the sleep condition of senior high school learners when taken as a whole and
when grouped according to (a) strand (b) sex and (c) socio-economic status?
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3. What is the level of academic performance of the senior high school learners when
taken as a whole and when grouped according to (a) strand (b) sex and (c) socio-
economic status?
4. Is there a significant difference between the screen time of senior high school
learners when grouped according to (a) strand (b) sex and (c) socio-economic status?
5. Is there a significant difference between the sleep condition of senior high school
learners when grouped according to (a) strand (b) sex and (c) socio-economic status?
6. Is there a significant difference between the academic performance of senior high
school learners when grouped according to (a) strand (b) sex and (c) socio-economic
status?
7. Is there a significant relationship between the screen time, sleep condition each night
and academic performance of the senior high school ?
Hypotheses
1. There is no significant difference between the screen time of senior high school
learners when grouped according to (a) strand (b) sex and (c) socio-economic status?
2. There is no significant difference between the sleep condition of senior high school
learners when grouped according to (a) strand (b) sex and (c) socio-economic status?
3. There is no significant difference between the academic performance of senior high
school learners when grouped according to (a) strand (b) sex and (c) socio-economic
status?
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4. There is no significant relationship between the screen time use, sleep condition each
night and academic performance of the senior high school learners.
Delimitation of the Study
This study aims to determine the screen time and sleep condition of senior high
school learners and their impacts to academic performance which employs a descriptive-
correlational research design. This study is limited to determining the screen time as
well as the sleep condition and academic performance of the Senior High School
learners in the Municipality of Ajuy in the School Year 2021-2022. Relationship between
screen time and sleep condition was determined as well as the correlation between the
variables: Sleep condition and academic performance, was also determined in this study.
The respondents of the study were the 162 randomly sampled senior high school
learners of Luca National High School which were given a “Screen Time and Sleeping
Conditions Survey”.
The collected data were analyzed by using descriptive statistics, Pearson’s
product moment relation, t test for independent sample and one-way anova; the
researchers used the standard of p<.05.
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Significance of the Study
This research focuses on determining the screen time and sleep condition of
senior high school learners and their impacts to academic performance. This study
aimed to help the following:
Department of Education (DepEd). This study will help them to evaluate or
determine how academic performance of learners are affected by their screen time use
and the quality of sleep they have.
School Administration. This study will help the school heads device a program
to be implemented for their learners.
Teachers. This study will help teachers in the preparation of their weekly home
learning plan for their learners.
Parents. This study will help parents in deciding the screen time allowance they
will have for their children.
Learners. This study will give them an idea on deciding how much screen time
they should use and as well as increase their desire to have a good sleep condition.
Future Researchers. The result of this study will serve as their bases on the
related topic. Furthermore, they can verify the results and venture into more researchers
related to the same field with improved methodologies or procedures.
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Definition of Terms
Screen time- The time spent using a device such as a computer, cell phone,
television or game console one hour prior to bedtime (English Oxford Living Dictionary,
2022).
In this study, screen time is the measure of how often the participant use any
electronic device the hour before bedtime.
Sleep conditions - are conditions that affect sleep quality, timing, or duration and
impact a person’s ability to properly function while they are awake (Sleep foundation,
2020)
In this study, sleep condition refers to the quality of sleep the participants received each
night.
Impact - the action of one object coming forcibly into contact with another
(English Oxford Living Dictionary, 2022).
In this study, impact refers to the measure of how academic performance of the
respondents is affected by their screen time use and sleep condition.
Academic performance- the measurement of student achievement across various
academic subjects. Teachers and education officials typically measure achievement
using classroom performance, graduation rates and results from standardized tests
(Retrieved from [Link]
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In this study, academic performance refers to the measure of how learners have
attended to the requirements of the modular distance learning as indicated by their
responses in the questionnaire.
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Chapter 2
Review of Related Literature
This chapter contains five literature reviews: (1)Screen time, (2)Sleep Condition,
(3)Academic performance, (4)Sleep condition as affected by screen time,(5) Academic
performance as affected by sleep condition
Screen Time
Screen time is a term used for activities done in front of a screen, such as
watching tv, working on a computer, or playing video games. Screen time is sedentary
activity, meaning you are being physically inactive while sitting down. Very little energy
is used during screen time (Neil K., 2021). Screens are part of everyone’s life these
days. While there is growing evidence showing the negative effects of screen time on
adults and children, your family can improve their health by cutting on the amount of
time spent in front of the screen. Too much screen time can lead to obesity, Sleep
problems, Chronic neck and back problems, Depression, Anxiety and lower test scores in
children. Children should limit screen time 1 to 2 hours per day. Adults should limit
screen time outside of work hours (Aris M., 2020). Worldwide, the average person
spends a total of 6 hours and 55 minutes looking at a screen each day (for internet-
connected activities). And majority of this (3 hours and includes 2 hours 25 minutes
scrolling through social media channels, an hour and a half of streaming music, and 54
minutes listening to podcasts. According to data from Data Reportal, the average
American spends 7 hours and 11 minutes looking at a screen every day. This is slightly
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above average and over half an hour longer than the British who average 6 hours and
25 minutes of screen time per day. But it is ear four hours less than the biggest screen-
time consumers, Filipinos, who average nearly 11 hours every day (Rebecc M.,2021).
Sleep Condition
In the study conducted by (Cedernaes et al., 2015) they demonstrate that a
single night of short sleep makes declarative memories vulnerable to stress in humans,
as indicated by participants reduced capacity to maintain pre-stress performance on the
object location memory task when they were stressed and short on sleep. Whether this
finding extends to other conditions, such as different types of sleep disruptions (e.g.,
sleep fragmentation, circadian misalignment) or chronically poor sleep habits or in
females or deter participants, is currently unknown and would be worth investigating.
For instance, it has been shown that he effects of stress on spatial memory formation
can differ between. Sleep quality decreases with aging and thus sleep complaints are
prevalent in older adults, particularly for those with cognitive impairment and dementia.
For older adults, emerging evidence suggest poor sleep quality increases risk of
developing cognitive impairment and dementia. Given the aging population and the
impending economic burden associated with increasing dementia patients- there is
pressing need to improve sleep quality among older adults (Landry et al.,2015). Sleep
loss increases the experience of pain. However, the brain mechanics underlying altered
pain processing following sleep deprivation are unknown. More ever, it remains unclear
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whether ecologically modest night to night change in sleep, within an individual, confer
consequential day to day change in experienced pain (Krause et a., 2019). In the study
by (Chery Ann Durante 2021) sleep disorders can affect an individual’s general health
and quality life. Social media addiction, work imbalance, stress, anxiety and depression
are associated with the increase prevalence of sleep disorders among Filipino mothers.
Data showed that in the sample population the prevalence of insomnia was 44%,
circadian rhythm disturbance 17%, restless leg syndrome 13.5%, and sleep apnea
53.8%. Most mothers were experiencing mild to moderate anxiety (68%), mild to severe
depression (45.5%), and mild to severe stress (42%). It was also found out that social
media addicted mothers twice more likely to suffer from insomnia. Furthermore,
mothers who were stressed, anxious, and depressed were significantly associated with
insomnia and parasomnia. Mothers who work insecurity are twice more likely to suffer
from sleeping disorders.
Academic performance
In the study conducted by (DM Yanbarisova 2015) found that combining
academic study with employment is typical or a wide range of student. There are many
reasons why students choose to work, from the need to integrate into the job market to
the desire to fill spare time. Two factors work schedule and correspondence between
the type of work and the future profession are used to identify five types of study and
work combinations. Various combination reveals different levels of academic
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performance, different plans and somewhat different reasons for having entered an
institution of higher education. Regression analysis of the data showed that only one
type of the study and worst combination non-professional fulltime employment has a
negative effect on academic performance. Other strategies of student’s employment
showed no statically significant on academic performance. All other conditions being
equal, professionally employed students performs better than their non-professionally
employed counterparts, and sometimes even better than those who do not work at all.
Study habits are important factors to sustain the academic performance of students. The
study revealed concentration on the study habits like focusing on teacher while
discussing, memorizing, and reviewing lessons in preparation to attending the classes.
However, the indicators such as creating and performing review schedules for exam,
reading and taking down notes were the most influential practices contributing to the
academic performance of students, as supported by the results of coefficient of
determination, and yet this study habits were least practiced. Correlational test revealed
low relationship between overall study habits and academic performance of the
student’s indicating attribution of knowledge acquisition to other extraneous variances
outside the scope of the present study. The lack of awareness on the part of the senior
high school students of Caragay island, Philippines in determining the most effective and
influential study habits that contribute to their academic performance. It was
recommended to schoolteacher, and students to provide a convenient class schedule,
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improve reading comprehension, and practice strategic note-taking as effective study
habits to improve academic performance (Barcenas, J.M.A., and Bibon, M.B. 2022).
Sleep Condition as affected by Screen Time
In the study conducted by( Gadi Lissak 2018) Physical health effects: excessive
screen time is associated with poor sleep and risk factors for cardiovascular diseases
such as high blood pressure, obesity, low HDL cholesterol, poor stress regulation(high
sympathetic arousal and cortisol dysregulation), and insulin resistance. Other physical
health consequences include Impaired vision and reduced bone density. Psychological
effects: internalizing and externalizing behavior is poor sleep. Depressive symptoms and
suicidal are associated to screen time induced poor sleep, digital device night use, and
mobile phone dependency. ADHD-related behavior was link to sleep problems, overall
screen time, and violent and fast-paced content which activities dopamine and the
reward pathways. Current young generation experiences electronic media as central part
of their lives. Children and adolescents use for leisure an increasingly growing variety of
digital media devices. Rapid technological improvements allow condensing into the users
experience a growing variety and fast-paced stimuli which is accessible almost any time
and place through mobile devices, consequently, drawing youth to an excessive screen
time use over the recommended 2h per day limit (Henderson et al., 2016). Children in
2011 were estimated to sleep, on average, one hour less per night when compared with
children of the early 20th century (Magee et al., 2014). In Britain, 20-30% of young
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children experience sleep problems (Cheung et all., 2017). Sleep is highly important for
neurodevelopment of infants and toddlers. Accumulating Evidence indicates that
inadequate sleep, both in duration and quality may compromise youth’s physical and
mental health psychological functioning. Screen time and sleep duration have important
implications for the health and well-being of children. Population data suggest that
shorter sleep duration and excessive screen time are growing problems among children
and could be interacting issues. For instance, excessive screen time and shorter sleep
durations are predictive of behavioral and social problems, poorer academic
performance, and health conditions such as obesity. These findings are concerning
because the level of media use (ie, computer and television viewing) among children is
increasing. For example, the average amount of screen time among US children 8-18
years of age increased from 6:21 to 7:38 hours per day from 1999 to 2009. In contrast,
sleep durations appear to be decreasing, wit children in 2011 estimated to sleep 1 hour
less per night, on average, compared with children in the early 20 th century. The
bidirectional relationship between sleep duration and media use was tested using cross-
lagged panel models performed with Mplus version 6.11. There were significant
bidirectional associations between sleep durations and television viewing, and computer
use did not predict subsequent sleep duration in either interval, but sleep duration was a
predictor of subsequent computer use. The present indicate that longer screen time
(especially television viewing) predicted shorter sleep duration in children. These are
several explanations for these findings. For example, according to the displacement
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hypothesis, longer screen time could displace sleep duration directly or indirectly by
displacing time spent in other behaviors that benefits sleep (eg, physical activity). In
addition, because screen time involves exposure to artificial light, it may contribute to
shorter sleep duration by affecting circadian rhythms. The most novel finding is that
sleep duration was inversely associated with subsequent screen time. Although several
researchers have suggested that sleep duration could influence subsequent media use
few, studies have examined this proposition. Less sleep could promote tiredness and
fatigue, could reduce the motivation to engage in ore active behaviors, and over time,
could lead to sedentary activities such as television viewing and computer use. For
children with a short sleep duration that reflects an underlying sleep problem, there may
tendency to engage in behavior such as a television viewing or computer use as a way
to cope with sleepiness and tiredness, or as a way to improve their sleep. Therefore, our
results suggest a bidirectional association between sleep duration and screen time.
Several associations were most evident for children whose mothers had a lower
education level (ie, year 12 completion vs higher qualification) and whose family income
was low or high. Previous studies have demonstrated that lower socioeconomic status
among children linked with increased television viewing and poorer sleep quality,
possibly because of lower parental awareness of recommendations regarding health
behaviors, fewer rules regarding media use and limit setting, and a reduced emphasis
on routines. Lower socioeconomic status could also result in fewer opportunities for
children to engage in more active play because of limited space, less safe environments,
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and fewer opportunities to participate in after-school pursuits. Children’s in these
environment may therefore be more likely to engage in sedentary behavior such as
television viewing and computer use. The finding that several associations were more
pronounced in children from high income households was unexpected. However, higher
income is correlated with a greater number of media devices in a household, which
could contribute to shorter sleep duration and increased screen time for some children.
Obesity also moderated the relationship between television viewing at 6 years of age
and sleep duration at 8 years of age, and the effect was only evident among obese
children.
Academic performance as affected by Sleep Condition
In the study conducted by (Shelley Hershner 2020) sleep impacts academic
performance. Past studies focused on the negative influence of shorter sleep duration
and poor sleep quality on GPA. New novel sleep measures have emerged. Sleep
consistency measures how likely a student is to be awake or asleep at the same time
each day. Students with greater sleep consistency have better academic performance. A
morning circadian preference and earlier classes are associated with higher grades.
Later high school start times may increase sleep duration, but do not consistently
increase GPA, but improve mood and well-being. If a student struggling academically,
screening for a sleep disorder is vital. Devices are under development which may allow
students to better monitor their sleep habits, sleep consistency, chronotype and sleep
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behaviors. For the proactive students, these devices may enhance sleep behaviors
academic performance. Schools need to develop sleep friendly policies and interventions
to promote healthy sleep their students. Evidence shown that sleep plays a key role in
cognitive functioning, and here the specific importance for memory consolidation in the
context of academic performance is discussed. As school years are also a turning point
into defining one’s chronotype and general sleep habits, it is vital that schools and
universities offer a flexible structure for students to be able to develop healthy sleep
practices allowing for the very much needed space for memory consolidation. The
effects of sleep deprivation on the cognitive performance of students using their General
weighted average (GWA) as its basis. Moreover, the study intends to distinguish factors
that assist the development of sleep deprivation of the students and will attempt to
determine connections regarding sleep deprivation. Results revealed that the student’s
general weighted average (GWA) is not affected by the number of sleeping hours.
Hence, there is a negligible correlation between sleep and cognitive performance.
Nonetheless, there are other factors considered to influence cognitive function, thereby
consequently affecting one’s academic performance. These factors may include
distractions, study habits, memory retention level, attention span, level of concentration,
and stress (Yason et al., 2021).
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Chapter 3
Methodology
Chapter 3 consists of three parts: Purpose of the study and Research Design,
Methods, and Statistical Data Analysis Procedure.
Part One, Purpose of the Study and Research Design, discusses the main
objective of conducting the study, the chosen research design and the overview of the
whole research process.
Part Two, Method, describes the research respondents (sample size, sampling
technique and distribution of respondents), research instrument (overview of the
instrument, validity and reliability testing), ethical considerations and procedures to be
undertaken in gathering data.
Part Three, Statistical Data Analysis Procedure, details the different statistical
tools for analyzing the data
Purpose of the Study and Research Design
This study aims to determine the screen time and sleep condition of senior high
school learners and their impacts to academic performance.
This study employs correlational research design which determined the
relationship between screen time, sleep condition and academic performance of the
respondents.
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Research Respondents
The respondents of the study were the 162 randomly sampled senior high school
learners of Luca National High School which will be given a “Screen Time, Sleeping
Conditions and Academic performance Survey”. Sample size was determined using the
slovin’s formula.
Determination of the Sample Size
Slovin’s Formula
N = 271
e = 0.05
n = N / 1 + (Ne2)
n = 271/ 1 + (271 x 0.052)
n = 271/ 1 +( 271 x 0.0025)
n = 271 / 1 + 0.668
n = 271 / 1.668
n = 162
Determination of the Required Sample per Strand
Pi = N i / N t
ni = Pi (nt)
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Sample Distribution Table
Strand Ni Pi ni
STEM 49 0.181 29
HUMSS 113 0.417 68
GAS 60 0.221 36
EIM-SMAW 27 0.181 29
N 271 ni 162
Research Instrument
This study utilized a survey for the respondents. The survey is divided into Two
Parts.
Part One, Personal Information, gathered data regarding to the respondent sex, strand,
and socio- economic status.
Part Two, Questionnaire Proper is the survey checklist that the researchers have
made.
Validity of the Instrument
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Screen Time, sleep condition and academic performance survey questionnaire
have undergone both face and content validity testing. The researchers asked three (3)
experts to determine which of the statements in the questionnaire are related to the
study and which are not. They scrutinized and rated each item whether they are suitable
(S)not suitable (NS) or need revision (NR).
Ethical Considerations
As in any ethical study, it was ensured that participation was voluntary, that
respondents may choose to answer the questionnaires or not and that confidentiality
was protected. Respondents were oriented during the data gathering. Their role in the
research was explained and that their honesty in answering the questions were vital for
the success of this study. Lastly, the researchers made sure that no right was violated
throughout the conduct of this quantitative research.
Data Gathering
The permission to conduct the study was secured from the principal of Luca
National High School. As soon as the communication letter was approved, the final
conduct of the study has been started. During the actual data collection, the
respondents were briefed, and verbal instruction provided. The researchers made sure
that no item was left unanswered; hence, questionnaires with incomplete responses
were returned to the respondent for completion.
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Upon collecting all the needed data, the researchers encoded, analyzed and
interpreted the results.
Statistical Data Analysis Procedures
The collected data were analyzed by using descriptive statistics, Pearson’s
product moment relation, t test for independent sample and one-way anova; the
researchers used the standard of p<.05.
Pearson Product-moment Correlation. This was used to find out a linear
relationship in screen time, sleep condition and academic performance of the senior high
school learners when group according to strand, sex, and socio-economic status.
t-test. This was used to find out if there is significant difference in screen time, sleep
condition, and academic performance of senior high school learners when group
according to strand, sex, and socio-economic status.
One-way anova. This was used to determine if there are exiting significant difference
in screen time, sleep condition, and academic performance of senior high school
learners when grouped according to strand, sex, and socio-economic status.
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Chapter 4
Presentation, Analysis, and Interpretation of Data
Chapter 4 presents the results and discussion of the data regarding the
relationship between Screen time, Sleep condition and Academic performance Among
Senior High School Learners.
This chapter discusses the screen time, sleep condition and academic
performance of senior high school learners when taken as a whole and when grouped
according to Sex, Strand, and Socio-Economic Status. Furthermore, this chapter
discusses if there is significant difference between screen time, sleep condition and
academic performance of senior high school learners when grouped according to sex,
strand, and socio-economic status.
This chapter also discusses if there is a relationship between screen time, sleep
condition and academic performance of senior high school learners.
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Table 1
Screen Time Use of Senior High School Learners
Category Mean Description S.D.
A. Entire Group 2.60 Very Long 0.62
B. Sex
Male 2.65 Very Long 0.63
Female 2.55 Very Long 0.61
C. Socio-economic Status
Rich 2.43 Long 0.20
Upper middle-income class 2.58 Very Long 0.37
Middle income class 2.61 Very Long 0.17
Lower middle-income class 2.59 Very Long 0.49
Lower income class 2.58 Very Long 0.64
Poor 2.68 Very Long 0.69
D. Strand
STEM 2.26 Long 0.64
EIM/SMAW 2.65 Very Long 0.41
HUMSS 2.69 Very Long 0.66
GAS 2.63 Very Long 0.60
Scale for Interpretation
Scale Description
1.0 – 1.75 Short
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1.76 – 2.50 Long
2.51- 3.25 Very Long
3.26 – 4.00 Excessive
Screen Time Use of Senior High School Learners.
The screen time use of senior high school learners is shown in Table 1. Most of
the senior high school learners’ screen time use is very long,(M= 2.60, s.d.= 0.62).
When grouped according to sex, the male senior high school learners exhibited a very
long screen time use, (M = 2.65, s.d. = 0.63). While female senior high school learners
also had a very long screen time use, ( M= 2.55, s.d. = 0.61).
Likewise, when they are grouped according to their socioeconomic status, those
learners whose family belong to rich class have a long screen time use, (M= 2.43, s.d.=
0.20), while those that belong to upper middle-income class (M= 2.58, s.d.= 0.37),
middle income class (M= 2.61, s.d.= 0.17), lower middle-income class (M= 2.59, s.d.=
0.49), lower income class (M= 2.58, s.d.= 0.64), and poor class (M=2.68, s.d.= 0.69)
have a very long screen time use.
Lastly, when they were grouped according to strand, STEM learners exhibited a
long screen time use, (M= 2.26, s.d.= 0.64), while EIM/SMAW learners (M= 2.65, s.d.=
0.41), HUMSS learners (M= 2.69, s.d.= 0.66), and GAS learners (M=2.63, s.d.=0.60)
have a very long screen time use.
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Table 2
Sleep Condition of Senior High School Learners
Category Mean Description S.D.
A. Entire Group 2.74 Very Good 0.61
B. Sex
Male 2.82 Very Good 0.68
Female 2.67 Very Good 0.53
C. Socio-economic Status
Rich 2.67 Very Good 0.11
Upper middle-income class 2.06 Good 0.56
Middle income class 2.95 Very Good 0.63
Lower middle-income class 2.44 Good 0.51
Lower income class 2.76 Very Good 0.52
Poor 2.80 Very Good 0.63
D. Strand
STEM 2.61 Very Good 0.56
EIM/SMAW 2.70 Very Good 0.60
HUMSS 2.80 Very Good 0.60
GAS 2.75 Very Good 0.66
Scale for Interpretation
Scale Description
1.0 – 1.75 Poor
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1.76 – 2.50 Good
2.51- 3.25 Very Good
3. 26- 4.0 Excellent
Sleep Condition of Senior High School Learners.
The Sleep Condition of senior high school learners is shown in Table 2. Most of
the senior high school learners’ sleep condition is very good, (M= 2.74, s.d.= 0.61).
When grouped according to sex, the male senior high school learners exhibited a very
good sleep condition, (M = 2.82, s.d. = 0.68). While female senior high school learners
also had a very good sleep condition, ( M= 2.66, s.d. = 0.53).
Likewise, when they are grouped according to their socioeconomic status, those
learners whose family belong to rich class have a very good sleep condition, (M= 2.67,
s.d.= 0.11), while those that belong to upper middle-income class (M= 2.06, s.d.=
0.56), middle income class (M= 2.95, s.d.= 0.63), lower middle-income class (M= 2.44,
s.d.= 0.51), lower income class (M= 2.76, s.d.= 0.52), and poor class (M=2.80, s.d.=
0.63) have a very good sleep condition.
Lastly, when they were grouped according to strand, STEM learners exhibited a
very good sleep condition, (M= 2.61, s.d.= 0.56), while EIM/SMAW learners (M= 2.70,
s.d.= 0.60), HUMSS learners (M= 2.80, s.d.= 0.60), and GAS learners (M=2.75,
s.d.=0.66) have a very good sleep condition.
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Table 3
Academic Performance of Senior High School Learners
Category Mean Description S.D.
A. Entire Group 2.76 Very Good 0.58
B. Sex
Male 2.82 Very Good 0.58
Female 2.71 Very Good 0.59
C. Socio-economic Status
Rich 2.73 Very Good 0.69
Upper middle-income class 2.42 Good 0.33
Middle income class 2.93 Very Good 0.46
Lower middle-income class 2.70 Very Good 0.43
Lower income class 2.91 Very Good 0.52
Poor 2.71 Very Good 0.65
D. Strand
STEM 2.55 Very Good 0.50
EIM/SMAW 2.64 Very Good 0.52
HUMSS 2.89 Very Good 0.61
GAS 2.78 Very Good 0.59
Scale for Interpretation
Scale Description
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1.0 – 1.75 Poor
1.76 – 2.50 Good
2.51- 3.25 Very Good
3.26 – 4.00 Excellent
Academic Performance of Senior High School Learners.
The Academic Performance of senior high school learners is shown in Table 3.
Most of the senior high school learners’ Academic Performance is very good, (M= 2.76,
s.d.= 0.58). When grouped according to sex, the male senior high school learners
exhibited a very good Academic Performance, (M = 2.82, s.d. = 0.58). While female
senior high school learners also had a very good Academic Performance, ( M= 2.71, s.d.
= 0.59).
Likewise, when they are grouped according to their socioeconomic status, those
learners whose family belong to rich class have a very good Academic Performance, (M=
2.73, s.d.= 0.69), while those that belong to upper middle-income class have a good
Academic Performance (M= 2.42, s.d.= 0.33), middle income class (M= 2.93, s.d.=
0.46), lower middle-income class (M= 2.70, s.d.= 0.43), lower income class (M= 2.91,
s.d.= 0.52), and poor class (M=2.71, s.d.= 0.65) have a very good Academic
Performance.
Lastly, when they were grouped according to strand, STEM learners exhibited a
very good Academic Performance, (M= 2.55, s.d.= 0.50), while EIM/SMAW learners
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(M= 2.64, s.d.= 0.52), HUMSS learners (M= 2.89, s.d.= 0.61), and GAS learners
(M=2.78, s.d.=0.59) have a very good Academic Performance.
Table 4 A
T-Test for differences in the screen time of senior high school learners
Category D.F. Mean S.D. t-ratio t-prob
A. Sex
Male 160 2.60 0.63 1.010 0.314
Female 2.55 0.61
P>.05 Not significant at .05 Alpha.
T-test for differences in the Screen Time Use of Senior High School Learners.
The differences in the screen time use of senior high school learners are shown
in Table 4. The t-test computations reveal no significant differences in the screen time
use of senior high school learners when they are classified into sex, t (160) =1.010, p=
0.314. The null hypothesis of no differences in the screen time use of senior high school
learners that would exist between sex was accepted. This simply shows that both male
and female senior high school learners have the same duration in their screen time use.
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Table 4 B
Anova results for the differences in the Screen time of Senior High School
Learners Classified as to Socio economic status
Sources of Degrees of Sum of Mean F-ratio [Link]
Variation Freedom Squares Squares
Between Groups 5 .101 .020 .051 .998
Within Groups 156 62.11 .398
Total 161 62.22
P>.05 Not significant at .05 Alpha.
ANOVA results for the differences in the Screen time of Senior High School
Learners Classified as to Socio economic status
ANOVA results revealed no significant differences in the screen time use of
senior high school learners when they classified as to their socio-economic status, F
(5,156) =0.051, P=0.998. Meaning, those senior high school learners with rich, upper
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middle income, middle income, lower middle income, lower income, and poor socio-
economic status, their scree time use in their screen time is similar.
Table 4 C
Anova results for the differences in the Screen time of Senior High School
Learners Classified as to Strand
Sources of Degrees of Sum of Mean F-ratio [Link]
Variation Freedom Squares Squares
Between Groups 3 .101 1.296 3.512 0.17
Within Groups 158 62.11 .369
Total 161 62.21
P>.05 Not significant at .05 Alpha.
ANOVA results for the differences in the Screen time of Senior High School
Learners Classified as to Strand
ANOVA results revealed no significant differences in the screen time use of
senior high school learners when they classified as to their strand, F (3,158) =3.512,
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P=0.17. Meaning, those senior high school learners with STEM, EIM/SMAW, HUMSS,
and GAS strand, their screen time use in their screen time is similar.
Table 5 A
T-test for the difference in the Sleep Condition of Senior High school Learners
Compared Groups D.F. Mean S.D. t-ratio t-prob
A. Sex
Male 160 2.65 .63 1.723 .087
Female 2.55 .61
P>.05 Not significant at .05 alpha.
T-test for differences in the Sleep Condition of Senior High School Learners.
The differences in the sleep condition of senior high school learners are shown in
Table 5. The t-test computations reveal no significant differences in the sleep condition
of senior high school learners when they are classified into sex, t (160) =1.723, p=
0.87. The null hypothesis of no differences in the sleep condition of senior high school
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learners that would exist between sex was accepted. This simply shows that both male
and female senior high school learners have the same duration in their sleep condition.
Table 5 B
Anova results for the differences in the Sleep Condition of Senior High School
Learners Classified as to Socio-Economic Status
Sources of Degrees of Sum of Mean F-ratio [Link]
Variation Freedom Squares Squares
Between Groups 5 2.891 .578 1.603 .163
Within Groups 156 56.282 .361
Total 161 59.172
P>.05 Not significant at .05 alpha.
ANOVA results for the differences in the Sleep Condition of Senior High School
Learners Classified as to Socio economic status
ANOVA results revealed no significant differences in the sleep condition of senior
high school learners when they classified as to their socio-economic status, F (5,156)
=1.603, P=0.163. Meaning, those senior high school learners with rich, upper middle
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income, middle income, lower middle income, lower income, and poor socio-economic
status, their sleep condition is similar.
Table 5 C
Anova results for the differences in the sleep condition of Senior High School
Learners Classified as to Strand
Sources of Degrees of Sum of Mean F-ratio [Link]
Variation Freedom Squares Squares
Between Groups 3 .730 .243 .658 .579
Within Groups 158 58.44 .370
Total 161 59.172
P>.05 Not significant at .05 alpha.
ANOVA results for the differences in the Sleep Condition of Senior High School
Learners Classified as to Strand
ANOVA results revealed no significant differences in the sleep condition of senior
high school learners when they classified as to their strand, F (3,158) =0.658, P=0.579.
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Meaning, those senior high school learners with STEM, EIM/SMAW, HUMSS, and GAS,
their sleep condition is similar.
Table 6 A
T-test for the difference in the Academic performance of Senior High school
Learners
Compared Groups D.F. Mean S.D. t-ratio t-prob
A. Sex
Male 160 2.65 .63 1.216 .226
Female 2.35 .61
P>.05 Not significant at .05 alpha.
T-test for differences in the Academic Performance of Senior High School
Learners.
The differences in the academic performance of senior high school learners are
shown in Table 6. The t-test computations reveal no significant differences in the
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academic performance of senior high school learners when they are classified into sex, t
(160) =1.216, p= 0.226. The null hypothesis of no differences in the academic
performance of senior high school learners that would exist between sex was accepted.
This simply shows that both male and female senior high school learners have the same
academic performance.
Table 6 B
Anova results for the differences in the Academic Performance of Senior High
School Learners Classified as to Socio-Economic Status
Sources of Degrees of Sum of Mean F-ratio [Link]
Variation Freedom Squares Squares
Between Groups 5 2.051 .20 1.210 .307
Within Groups 156 52.884 .398
Total 161 54.935
P>.05 Not significant at .05 alpha.
ANOVA results for the differences in the Academic Performance of Senior
High School Learners Classified as to Socio economic status
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ANOVA results revealed no significant differences in the sleep condition of senior
high school learners when they classified as to their socio-economic status, F (5,156)
=1.210, P=0.307. Meaning, those senior high school learners with rich, upper middle
income, middle income, lower middle income, lower income, and poor socio-economic
status, their academic performance is similar.
Table 6 C
Anova results for the differences in the Academic Performance of Senior High
School Learners Classified as to Strand
Sources of Degrees of Sum of Mean F-ratio [Link]
Variation Freedom Squares Squares
Between Groups 5 2.811 .937 2.841 .040
Within Groups 156 52.123 .330
Total 161 54.935
P>.05 Not significant at .05 alpha.
ANOVA results for the differences in the Sleep Condition of Senior High School
Learners Classified as to Strand
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ANOVA results revealed no significant differences in the sleep condition of senior
high school learners when they classified as to their strand, F (3,156) =2.841 P=0.040.
Meaning, those senior high school learners with STEM, EIM/SMAW, HUMSS, and GAS,
their sleep condition is similar.
Table 7
Correlation Matrix
Variables Screen Sleep Academic
Time Condition Performance
Screen Time Pearson Correlation 1 .494 .516
Sig. (2. tailed) - .000 .000
N 162 162 162
Sleep Condition Pearson Correlation .494 1 .434
Sig. (2. tailed) .000 - .000
N .162 162 162
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Academic Performance .516 .434 1
.000 .000 -
162 162 162
Correlation is Significant at the 0.01 Level (2-tailed).
Relationships between Screen Time, Sleep Condition, and Academic
Performance of Senior high school learners
The relationship between Screen Time, Sleep Condition, and Academic
Performance of Senior high school learners are shown in Table 7.
The sleep condition of senior high school learners is significantly related to their
screen time, (r-value= 0.494, p= 0.000). Likewise, the sleep condition of senior high
school learners is significantly related to their academic performance, (r-value=0.434,
p=0.000). Lastly, the academic performance of senior high school learners is
significantly related to their screen time, (r-value=.0516, p=.000). This means that the
academic performance of senior high school learners is dependent on their sleep
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condition and screen time. The academic performance of senior high school learners is
influence by their sleep condition and screen time.
Chapter 5
Summary of Findings, Conclusions and Recommendations
This chapter presents the summary of finding in the study on screen time, sleep
condition, and academic performance of senior high school learners. This includes the
conclusions and recommendations based on the derived results.
Summary of Findings
This study examined the screen time use, sleep condition and academic
performance. The respondents were given a 30-item questionnaire: 10 items for screen
time use, 10 items for sleep condition and 10 items for academic performance.
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Accordingly, the finding shows that the threshold value for screen time scored
between 2.51-3.25 and categorized as “Very Long”. Sleep condition scored between
2.51-3.25 and categorized as “Very good”. Academic Performance scored between 2.51-
3.25 and categorized as “Very good”.
This study reveals that the learners screen time use is very long when grouped
according to sex, socioeconomic status, and strand. The learners’ sleep condition and
academic performance is very good.
There is no significant difference found on the learners’ screen time use, sleep
condition and academic performance when grouped according to sex, socioeconomic
status and strand.
Significant relationship was found on the learners’ screen time use, sleep
condition and academic performance.
Conclusions
Based on the findings, the following conclusions were made:
1. The screen time of senior high school learners when taken as a whole and when
grouped according to strand, sex, and socioeconomic status is very long.
2. The sleep condition of senior high school learners when taken as a whole and when
grouped according to strand, sex, and socio-economic status is very good.
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3. The level of academic performance of the senior high school learners when taken as a
whole and when grouped according to strand, sex, and socio-economic status is very
good.
4. There is no significant difference between the screen time of senior high school
learners when grouped according to strand, sex, and socio-economic status.
5. There is no significant difference between the sleep condition of senior high school
learners when grouped according to strand, sex, and socio-economic status.
6. There is no significant difference between the academic performance of senior high
school learners when grouped according to strand, sex, and socio-economic status.
7. There is a significant relationship between the screen time, sleep condition each night
and academic performance of the senior high school learners.
Recommendations
From the fore going findings and conclusions, the following recommendations
are given:
1. Further studies maybe conducted using different respondents.
2. Further studies maybe conducted considering different parameters other than
one used in the study.
3. Learners should be cautious in using gadgets as too much screen time may have
bad effects on health.
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4. Learners should develop awareness on the effect of screen time and sleep
condition on academic performance.
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Cheng-Kingsu, J. (2021). Children’s screen time doubled this pandemic.
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DeWeese, K. L.(2014). Screen Time, How Much Is Too Much? The Social and Emotional
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Gordon,J.(2021). What is Reinforcement Theory?.[Link]
is-reinforcement-theory/
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K Kaye, L., Orben, A., A Ellis, D., C Hunter, S., & Houghton, S. (2020). The Conceptual
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McLeod, S. (2016). Albert Bandura's Social Learning Theory. Simply Psychology.
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Malaya, B. (2020). DepEd sets screen time for online classes.
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Sargent, A. L. (2017). Screen Time and Sleep Condition among Selected College
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