CHAPTER 3

RESULTS AND DISCUSSION

This chapter presents the results, discussion, and the personal insights that the
researchers have gathered through the process of conducting a survey of the study on
Sleep Deprivation and Students’ Academic Performance. It is divided into six
sections: 1) The demographic profile of the respondents, 2) The respondents Sleep
Duration, 3) The extent of Sleep Deprivation on Grade 11 students, 4) The Academic
Performance of the respondents, 5) The significant relationship between sleep
deprivation and academic performance, and 6) the researchers’ intervention on how to
manage the effects of sleep deprivation on the respondents academic performance

Demographic Profile

Table 1 Frequency and Percentage Distribution on Respondents Sex

Sex Frequency (n=71) Percentage

Male 47 66.2%

Female 24 33.8%

Based on the data gathered by the researchers, out of 71 respondents, 47

(66.2%) are males, and (33.8%) are females. The researchers therefore concluded that
majority of the respondents are males.

Among non-modifiable factors, sex is seen to play a significant role, as many

studies report a higher rate of sleep problems in females (Fatima 2018.)

Table 2 Frequency and Percentage Distribution on Respondents' Age

Age Group Frequency (n=71) Percentage

16 48 67.6%

17 11 15.5%

18 7 9.9%

19+ 5 7%

Based on the data gathered there are 48 (67.6%) students who are age 16,
followed by 17 students who are age 11(15.5%) 17, 7 (9.9%) are age 18, lastly, there
are 5 (7%) respondents who are age 19 and above. Majority of the respondents are age
16 years old, followed by 17, 18, and 19 above.

Grade 11 Senior High School Students should be aged 16-17 or 15-16 and up
(Dep Ed, 2023.)
Sleep Duration

Table 3 Frequency and Percentage Distribution on Respondents Sleep Duration.

Sleeping Hours Frequency (n=71) Percentage
3 hours 1 1.41%
5 hours 3 4.22%
6 hours 6 8.45%
7 hours 14 19.72%
8 hours 28 39.44%
9 hours 9 12.67%
10 hours 6 8.45%
11 hours 1 1.41%
12 hours 1 1.41%
14 hours 1 1.41%
16 hours 1 1.41%

Analyzing the collected data, it can be inferred that there are 1 (1.41%)
respondent who answered 3 hours, 3 (4.22%) who answered 5 hours, 6 (8.45%) who
answered 6 hours, 14 (19.72%) who answered 7 hours, 28 (39.44%) who answered 8
hours, 9 (12.67%) who answered 9 hours, 6 (8.45%) who answered 10 hours, 1
(1.41%) for 11 hours, 12 hours, 13 hours, and 14 hours. To sum up the data gathered,
majority of the respondents answered 8 hours, followed by 7 hours, 9 hours, 3 hours,
6 hours, 10 hours, 5 hours, 11 hours, 12 hours, 13 hours, and 14 hours.
Teenagers 16-18 years of age should sleep 8 to 10 hours per 24 hours on a
regular basis to promote optimal health. Sleeping the number of recommended hours
on a regular basis is associated with better health outcomes including: improved
attention, behavior, learning, memory, emotional regulation, quality of life, and
mental and physical health. (Sleep Med 2018)
The extent of Sleep Deprivation on Grade 11 Students

Table 4 Frequency and Percentage Distribution on the Extent of Sleep Deprivation

on Grade 11 Students.
Factors M SD Description
Interpretation
A. Oral Recitation
1. I feel stressed out during oral recitation because I am sleep 2.9 0.92 SE
deprived. 2

2. I feel drowsy while participating in oral recitation because I 2.7 1.01 SE

feel sleep deprived. 6

3. I cannot focus in participating in oral recitation because I 2.6 1.03 SE

am sleep deprived. 8

4. I do not want to be called upon during oral recitation 2.6 1.20 SE

because I feel irritable due to sleep deprivation. 5

5. My linguistic comprehension in oral recitation is poorer 2.6 1.08 SE

when I am sleep deprived. 6

Weighted Mean 2.7 0.62 SE

3

B. Quizzes
1. I feel stressed out during quizzes because I am sleep 2.7 1.28 SE
deprived. 7
2. I feel drowsy while I am taking my quizzes because I am 2.7 1.08 SE
sleep deprived. 2
3. I cannot focus in taking my quizzes because I am sleep 2.6 1.14 SE
deprived. 1
4. It is hard for me to understand the quiz questions when I am 2.7 1.08 SE
sleep deprived. 9
5. I am not in the mood answering quizzes when I am sleep 2.7 1.22 SE
deprived. 6

Weighted Mean 2.7 0.83 SE

3

C. Class Activities
1. I feel stressed out during class activities because I am sleep 2.6 1.35 SE
deprived. 5
2. I feel drowsy while I am doing my class activities because I 2.5 1.06 RE
am sleep deprived. 9
3. I cannot focus in doing class activities because I am sleep 2.6 1.18 SE
deprived. 6
4. It is hard for me to do class activities because I am sleep 2.5 1.19 RE
deprived. 9
5. I have no energy in doing class activities because I am sleep 2.4 1.32 RE
deprived. 6
Weighted Mean 2.5 0.85 RE
9
General Average 2.6 0.77 SE
8

Legend:
Scale Qualitative Description Interpretation
4.21-5.00 Always Experienced (AE)
3.41-4.20 Often Experienced (OE)
2.61-3.40 Sometimes Experienced (SE)
1.81-2.60 Rarely Experienced (RE)
1.00-1.80 Never Experienced (NE)
Oral Recitation
Oral Recitation factor obtained the total mean of 2.73 and SD 0.62 which is
descriptively interpreted as “Sometimes Experienced.”
As to Oral Recitation, the Grade 11 students of Anomar National High School
sometimes experienced the feeling of being stressed out during oral recitation because
of sleep deprivation (M= 2.92 , SD=0.92), feeling drowsy while participating in oral
recitation because of sleep deprivation (M= 2.76 , SD= 1.01), cannot focus in
participating in oral recitation because of sleep deprivation (M= 2.68 , SD= 1.03), not
wanting to be called upon during oral recitation because of irritation due to sleep
deprivation (M= 2.65 , SD= 1.20), and also sometimes experienced poor linguistic
comprehension in oral recitation because of sleep deprivation (M= 2.66 , SD= 1.08).
Problem no. 1 “I feel stressed out during oral recitation because I am sleep
deprived.” garnered the highest mean of 2.92 with 0.92 SD. Problem no. 4 “I do not
want to be called upon during oral recitation because I feel irritable due to sleep
deprivation.” garnered the lowest mean of 2.65 with 1.20 SD. It shows that students
sometimes experienced that being sleep deprived affects their oral recitation.
Not only does sleep leave us feeling rested and energized for the day, but
studies have shown that it has a significant impact on our communication skills. With
a good night’s sleep and communication confidence in hand, you’ll be a force to be
reckoned with at your next big presentation (Daghl 2021.)
Quizzes
Quizzes factor obtained the total mean of 2.73 and 0.83 SD which is
descriptively interpreted as “Sometimes Experienced”.

As to quizzes, the Grade 11 students of Anomar National High School

sometimes experienced being stressed out during quizzes because they are sleep
deprived (M: 2.77, SD: 1.28), felt drowsy when they're taking their quizzes because
they are sleep-deprived (M: 2.72, SD: 1.08), cannot focus on taking their quizzes
because they are sleep deprived (M: 2.61, SD: 1.14), hard for them to understand the
quiz questions when they are sleep deprived (M: 2.79, SD: 1.08), and also the
sometimes experienced that they are not in the mood to answer quizzes when they are
sleep deprived (M: 2.76, SD: 1.22).

Problem no. 4 “It is hard for me to understand the quiz questions when I am
sleep deprived .” garnered the highest mean of 2.79 with 1.08 SD. Problem no. 3 "I
can't focus in taking my quizzes because I am sleep deprived.” garnered the lowest
mean of 2.61 with 1.14 SD. It shows that students sometimes experienced that being
sleep deprived can affect quizzes.

Cognitive skills and abilities, such as memory, problem-solving, and critical

thinking, play a significant role in the performance of individuals on quizzes.
Research suggests that a strong cognitive foundation can enhance quiz performance
by aiding in information retention, effective reasoning, and the ability to answer
questions accurately. (Smith et. al. 2023)

Class Activities

Class Activities factor obtained the total mean of 2.59 and 0.85 SD which is
descriptively interpreted as “Rarely Experienced.”

As to class activities, the Grade 11 students of Anomar National High School

sometimes experienced being stressed out during class activities because they are
sleep deprived (M:2.65, D:1.35), the respondents rarely experienced drowsiness
during class activities because of sleep deprivation (M:2.59, SD:1.06), sometimes
experienced difficulty on focus in doing class activities because of sleep deprivation
(M:2.66, SD:1.18), rarely experienced hardships in doing class activities because of
sleep deprivation (M:2.59, SD:1.19), and also the respondents rarely experienced
having no energy in doing class activities because of sleep deprivation (M: 2.46,
SD:1.32)

Problem no. 3 “I cannot focus on doing class activities because I am sleep

deprived.” garnered the highest mean of 2.66 with 1.18 SD. Problem no. 5 "I have no
energy in doing class activities because I am sleep deprived.” garnered the lowest
mean of 2.46 with 1.32 SD. It shows that students rarely experienced that being sleep
deprived can affect class activities.

It will be tough to focus, think, and memorize information. Academic

performance is lower when you are not getting enough sleep every night. Not getting
sufficient sleep can also lead to increased stress levels as well as feelings of being
tired all the time and easily annoyed. (Lin, 2023)
The Academic Performance of the Respondents

Table 5 Grading Scale, Frequency, Percentage, and Descriptors Distribution on the

Extent of Sleep Deprivation on Grade 11 Students.
Grading Scale Count Percentage (%) Descriptors
90-100 10 14.08 Outstanding
85-89 35 49.30 Very Satisfactory
80-84 14 19.72 Satisfactory
75-89 1 1.41 Fairly Satisfactory
Below 75 11 15.49 Did Not Meet
Expectations

Analyzing the collected data, it can be inferred that on the grading scale of 90-
100 there are 10 respondents (14.08%) who performed outstanding on their academic
performance, on the other hand on the scale of 85-89 there are 35 (49.30%)
respondents who performed very satisfactory on their academic performance, while
on the grading scale of 80-84 there are 14 (19.72%) who performed satisfactory and
on the scale of 75-89 there are only 1 (1.41%) who performed fairly satisfactory,
lastly there are 11 (15.49%) respondents’ who did not meet the academic
expectations.

To sum up the data gathered, majority of the respondents have the grades
ranges to 85-89 who performed very satisfactory, followed by 80-84 who performed
satisfactory, below 75 who did not expectations, 75-89 who performed satisfactory,
and 90-100 who performed outstanding on their academic performance.

Well-written grading scale along with their grade descriptors are an essential
tool in helping students to understand the marks that they have been awarded and why
they have been awarded them. They also help inform what students need to do in
order to achieve higher marks in future assessment (Dep Ed order no 8, 2015)
The Significant Relationship between Sleep Deprivation and Academic
Performance.

Table 6 Variable, Factors, Pearson’s r, P Value, Interpretation, and Decision

Distribution on the Extent of Sleep Deprivation on Grade 11 Students.
Variable Sleep Pearson’s r P Interpretation Decision
Deprivation Value
Factors
Oral -0.18 0.13 Not Significant Accept Ho
Recitation
Academic Quizzes -0.21 0.07 Not Significant Accept Ho
Performance
Class -0.29 0.02 Significant Reject Ho
Activities

As evident in the table there is no significant relationship between Sleep

Deprivation and the Academic Performance of the respondents in terms of oral
recitation (p=0.13) and quizzes (p=0,07). However, in terms of class activities
(p=0.02) there is a significant relationship between the dependent and independent
variable.

This actively demonstrates that sleep deprivation has no effect on the

academic performance of the students in terms of oral recitation and quizzes and the
Ho should be accepted, but there is a significant relationship between them in class
activities that rejects the Ho.
This contradicts to the study (Gallo, 2021) when sleep deprived, students may
experience extreme drowsiness, nervousness, and physical tension. They might have
trouble concentrating and making decisions. In fact, a large majority of students report
that not getting enough sleep gets in the way of a strong academic performance.
The researchers’ intervention on how to manage the effects of Sleep Deprivation
on the respondent’s Academic Performance

Table 7 Researchers Intervention Program

The table below shows the proposed intervention program about sleep
deprivation and academic performance. The researchers planned to create an output
that tackles how to handle the possible outcome of being sleep deprived.
Objectives Activities/Strategies Time Persons Expected
Frame Involved Outcome
To bring Approach the school 60 Student- Students will be
awareness to principal to ask for his minutes participants, able to gain
the students permission to conduct Teachers, knowledge and
what are the an event. Then, invite Principal, and understand what
effects of sleep the students and Researchers. really is sleep
deprivation. teachers to attend the deprivation and
event. Lastly, the its possible effect
discussion will start to the academic
with the help of a performance.
PowerPoint
Presentation, and after
the discussion,
respondents can ask
questions and share
their knowledge.
To explain Approach the school 10minu Social Media Students will be
how crucial SSLG to ask for their tes users, able to learn and
time permission and Student- gain insights
management is approval to post how respondents, about the
to a student important having time Picture E and importance of
and how can it management to avoid Researchers. time management
be of help to being sleep deprived be able to help
practice good be posted to the social handle the
sleep habits. media page. The possible effects of
pictures will contain sleep deprivation
advices on how to on their academic
become productive by performance..
using time
management to
practice good sleep
habits