INTRODUCTION

This chapter of the study will assess the readers to fully understand the concept of the
study. It holds in analyzing the specific problem investigated and describes the objectives of the
study.

Background of the Study

High school life can be stressful but most memorable experience in everyone’s life. At
this stage, a person starts to develop from childishness to early adolescence. They become easily
distracted, vulnerable to temptations and several changes. But people around them are expecting
them to excel academically more than they do when they were younger.

Except that the policymakers should start high school classes later in the morning so that
the adolescents can get sufficient sleep in order to thrive both physically and academically.
Significant risks that come with lack of sleep includes higher rate of obesity and depression,
involvement to motor accidents as well as low quality of life.

School hours start too early preventing the students from getting the rest they need.
Having enough sleep is important for their health, safety, and academic performance as
according to a research done at Highschools Minnesota, Colorado at Wyoming, “Shifting the
school day later in the morning resulted a boost in attendance, test scores and grades in Math,
English, Science, and Social Studies.” They also saw decrease in tardiness, substance abuse, and
symptoms of depression.

Morning classes are valuable if you are a rare breed of a high school student… an
earlybird! But let’s face the fact that morning classes aren’t for everyone. Most students prefer to
get up at noon. Professor Russell Foster, Head of Circadian neuroscience in Oxford University
said, “Forcing teenagers to turn up to school in the morning could result in more errors, fewer
memory, reduced motivation and depression.” However, some teachers believe that students
performed better in the morning.
 Nonetheless, to be clarified, the researchers have conducted a study to know the possible
effects of sleep deprivation in the academic performance of selected STEM students in
Peñaranda National High School in order to find answers and identify the truth behind the said
speculations.

People should be open in anything which throws new light on the way of helping young
people develop their creative faculties.
STATEMENT OF THE PROBLEM

This study entitled “The Effects of Sleep Deprivation in the Academic Performance of
Selected STEM Students in Peñaranda National High School-Senior High School S.Y 2016-
2017” aims to investigate an after comes of sleep deprivation.

Specifically, the study must answer the following questions:

1. How may the profile of respondents be described in terms of:

2. What are the advantages and disadvantages of being sleep deprived in the academic
performance of selected STEM students in Peñaranda National High School-Senior High
School?

3. What are the effects of sleep deprivation to the students and their academic performance?
HYPOTHESIS

The researchers have derived the following hypotheses to be observed and followed with
the given instructions and procedures. This will give rise to the questions obtained by the
researchers.

ALTERNATIVE HYPOTHESIS

1. Sleep deprivation affects the academic performance of selected STEM students in

NULL HYPOTHESIS

1. Sleep deprivation does not affect the academic performance of selected STEM students in
Peñaranda National High School.
2. Students believe that they are not sleep deprived.
3. There are no advantages and disadvantages in being sleep deprived.
4. The students think their school has nothing to do regarding being sleep deprived.
SIGNIFICANCE OF THE STUDY

The researchers believe that this study will be significant to the following people:

 Teachers
 The study could help the teachers to understand the effects of sleep deprivation in the
academic performance of their students and may serve as an eye opener on how will they
handle them.

 School Administration
 This study could help the school to find out what is needed to improve the school schedule.

 Students
 The study will help them open their minds that being sleep deprived affects their academic
performance and can motivate them to perform well in class.

 Researchers
 The findings of the study will help to develop their cognitive, affective, and psychomotor
domain in terms of conducting research.

 Future researchers
 The results of this study will be beneficial to them because it will serve as their future
reference in conducting a research which is related in this study.
SCOPE AND LIMITATIONS

This study is limited to the effects of sleep deprivation in the academic performance of
Selected STEM Students in Peñaranda National High school during the school year 2016-2017.

This study focuses on the advantages and disadvantages of being sleep deprived and how
it affects the students. It also aims to determine the environmental factors affecting the students
and how the students deal with it.

The 62 respondents are limited only to the 3 STEM sections which are 11-STEM 1, 11-
STEM 2 and 11-STEM 3 of Peñaranda National High School school year 2016-2017.
 DEFINITION OF TERMS

The following terms have been operationally defined for clearer understanding of the
study.

 Learning- it refers to the capability of knowledge of every individual.

 Academic Performance- refers to how students perform in their class.

 Sleep deprivation- condition of not having enough sleep.

 Early- existing or happening near the beginning of a period of time.

 Schedule- a plan at a certain time.

 Morning- the early part of the day from sun rise until noon.

 Adolescent- a young person who is developing into young adult.

 Class- series of meetings wherein students are taught a particular subject or activity.

 Sleep- process where the body takes rest with the eyes closed and a person becomes
unconscious.

 Advantage- benefit or gain

 Disadvantage- something that causes difficulty.

Rene Santos (2014)

Three government organizations handle education in the Philippines. These are the
Department of Education, Culture, and Sports (DECS), the Commission on Higher Education
(CHED) and the Technical Education and Skills Development Authority (TESDA). In 1999, the
Department of Education, Culture and Sports, which governs both public and private education
in all levels, stated that its mission was "to provide quality basic education that is equitably
accessible to all by the foundation for lifelong learning and service for the common good." The
Department also stipulated its vision to "develop a highly competent, civic spirited, life-skilled,
and God-loving Filipino youth who actively participate in and contribute towards the building of
a humane, healthy and productive society." All these ambitions were embodied in the
development strategy called "Philippines 2000."

The academic year in the Philippines is patterned after its wet/cool and dry/hot seasons.
The hottest months of the year are from March to May, thus making them the "summer break."
The wet season starts in June, which also marks the beginning of the academic school year.
Beginning 1993, DECS increased the number of school days from 185 to 200. The school year
ends during the first few weeks of March. The Philippines, a Catholic country, has a two- to
three-week break during Christmas in December and a four- to five-day break at the start of
November to celebrate the Day of the Saints and the Day of the Dead.

The languages used for instruction have switched from Spanish to Tagalog, to English to
the local vernacular, including some Chinese languages, and Arabic, which is used in the
southern part of the country. According to an official publication of the U.S. Library of
Congress, the Philippine census reported that during the 1990s a total of 65 percent of Filipinos
understood English.

During the last four decades of the twentieth century, education in all levels had vastly
improved. In the compulsory elementary level, from 1965-1966, there were a total of 5.8 million
student enrolled, 4.5 percent of which were in private institutions. In 1987-1988 these numbers
grew to 9.6 million enrolled, 6.6 percent of which were in private schools. By school year 1999-
2000, 12.6 million were enrolled with 7.1 percent in the private sector. This level is for grades 1
through 6—ages 7 to 12. The various Philippine grade levels are referred to with cardinal
numbers (one, two, and three) rather than ordinal numbers (first, second, third). Secondary
education is taught for 4 years from ages 13 to 16.

Primary and secondary schools are taught from Monday to Friday, starting at 7:30 A.M.
The school day begins with a flag raising, national anthem, and pledge of allegiance. Students
usually have an hour for lunch. School cafeterias are mostly non-existent and those that exist are
largely inadequate. Students either go home for lunch or pack their lunch. Some parents, usually
mothers, come to school to bring warm lunch for their children. Classes resume for the
afternoon, until about 4:30 to 5:00 p.m. In some areas, due to lack of facilities, certain schools
are forced to have double shifts, minimizing the hours children spend in school.

Access has been a problem for certain sectors of the population and DECS has made this
the number one priority. In the secondary level for 1965-1966, approximately 1.17 million
students were enrolled with 62.3 percent in the private sector. In 1987-1988, there was a total of
3.49 million students enrolled, 40.8 percent of whom were in private schools. By 1999-2000
there was an overall total of 5.1 million students, with 24 percent in private schools.
 CHAPTER II

METHODOLOGY

This chapter presents the method of research used in the study, the techniques or
collecting the data and the development of the research document, and also the procedures
needed to be followed in order to organize the experimentation.

METHOD OF RESEARCH USED

A descriptive research is used in this study. The descriptive method of research is a fact-
finding study with adequate and accurate interpretation of the discoveries. Since the present
study or investigation was concerned with the effects of sleep deprivation in the academic
performance of selected STEM students in Peñaranda National High School school year 2016-
2017, a descriptive method of research is the most appropriate method to use. It is more and
beyond just data gathering; the study is not product of mere thinking or research.

GATHERING OF DATA

For gathering, the research needs the use of questionnaire. After reading and studying
samples of questionnaire from related studies, the researchers prepared their own questionnaire.
They also consulted knowledgeable people about the preparation aspects of the problem and to
answer the specific question under the statement of the problem. Then they submitted the
questionnaire to their project adviser for some correction after it was finalized.

The copies of the questionnaire were then distributed personally by the researchers to the
respondents. After an hour, all the distributed copies were also retrieved personally by the
researchers.

THE RESPONDENTS

The respondents were selected using the random sampling technique among the students.
The researchers used 0.05 as the marginal error and the proportion of the study population. There
are 73 total students in the STEM strand of Peñaranda National High School-Senior High
School.
 SAMPLE AND SAMPLING PROCEDURE

The sources of data are the STEM students of Peñaranda National High School whose
population is 73. A sampling procedure was done to determine how many respondents should be
using the formula:

N
𝑛=
1 + 𝑁𝑒 2

73 Female 24
=
1 + 73 (0.05)2
Male 49
73 Total 73
=
1 + 0.1825

= 62

The total number of the respondents that should be used in the conduction of survey is
107. The next procedure is to determine how many males and females should be used in the
survey, the researchers used the formula:

𝑛
𝑛=
𝑁

Substituting the following values:

𝑛
𝑛=
𝑁 Female 20

62 Male 42
=
73 Total 62

=0.85

Male: 49 x 0.85= 42

Female: 24 x 0.85= 20

The total number of male respondents is 42 while the female respondents are 20.
 CHAPTER III

RESULTS AND DISCUSSION

Part I. Profile of the Respondents

Graph 1: The Percentage of Respondents in terms of Gender

32%

68%

Male Female

It could be seen that majority of the respondents came from males dominating the
population of women with a 36% difference.

Graph 2: The Percentage of Respondents in terms of Age

29%

71%

16 17

Graph 2 shows the percentage distribution of STEM students in terms of age. It can be
seen that the respondents are mostly 16 years old with 71% while only 29% are 17 years old.
Graph 3: The Percentage of Respondents in Terms of the Total Members of the Family

3%
8% 2% 10%
13% 16%

48%

3 4 5 6 7 8 13

Graph 3 shows the percentage of the total family members of respondents, 48% of the
respondents belong to a 5-membered family having the highest percentage followed by 4 and 6
with 16% and 13% respectively, and 13 got the last place with 2%.

Graph 4: The Percentage of Respondents in Terms of Sibling Rank

16% 2%
34%
8%

21%
19%

1st 2nd 3rd 4th 5th 13th

Graph 4 shows the percentage of respondents' sibling rank, the highest is 1st with 34%,
followed by 3rd with 21%, 2nd with 19%, 5th with 16%, 4th with 8% and 13th with 2%.