Investigating Cognitive Functioning of Students When Sleep Deprived

at Colegio De Montessori

A Research Paper is Presented to the Faculty of Senior High School Department of

Colegio de Montessori, Naic, Cavite

In Partial Fulfillment on the Requirements for the Subject

Practice Research 1

RESEARCHERS:

BELLO, ADEL MARIE

BUENBRAZO, GWYNETH G.
CALIM, MARK VINCENT
FRANCO, ANTHONETH JHEYN
GONOT, JOVIE LYNN D.
ICONG, JHONCEL
LIM, SHIENA MARIE C.

Science Technology Engineering and Mathematics

Ms. Jhonaliza Gerundio

2024
 CHAPTER 1

Introduction

Counting sheep may not be enough to combat the consequences of insufficient

rest; from trouble concentrating to impaired memory and stifled creativity, the effects

of lack of sleep are far from dreamy. Sleep deprivation (SD) is an inevitable

phenomenon for everyone, especially for those who are working and studying. At

present, the students, particularly the teenagers, are involved in a diverse range of

activities. As a result, they often find themselves staying up late due to various factors

such as school assignments, technology exposure, and even some having part-time

employment. Therefore, sleep deprivation is defined as lack of sleep (Bandyopadhya,

A., 2019). It can affect an individual’s behavior and its cognition. Because, having not

enough sleep may affect different cognitive domains including executive functioning,

working memory, episodic memory, and attention/alertness (Cassé-Perrot, et. al.,

2016).

Cognitive functions play a vital role in the academic performance of all

students, as they serve as the primary means of storing and retrieving information.

Cognitive function encompasses the life-long process of learning, ranging from

quantitative reasoning to memory formation—both long- and short-term processes

(Gareau, M. G., 2016). Inadequate sleep has been shown to impair attention and

concentration, resulting in difficulty staying focused and paying attention in class.

This can be especially problematic for students, who often have to process complex

information and solve challenging problems. The role of attention is crucial in the
learning process as it brings the information being discussed to consciousness,

resulting in conscious processing (Styles, 1997).

Sleep deprivation affects cognition, consolidates declarative and non-

declarative memory, and facilitates memory consolidation in sleep—all of which are

critical for cognitive processing, memory consolidation, and insightful thinking (Deak

& Stickgold, 2010). During sleep, the brain consolidates and strengthens memories,

making them more accessible for retrieval. A lack of sleep impairs this consolidation

process, resulting in difficulty in learning and recalling information. The first record

of this revelation is from the first century AD. Rethorician Quintilian stated, “It is a

curious fact, of which the reason is not obvious, that the interval of a single night will

greatly increase the strength of the memory.” This can have a significant impact on

students, who need to retain large amounts of information and apply them in various

contexts. Research has shown that sleep deprivation impairs both short-term and long-

term memory, leading to difficulties in learning and retaining new information.

Moreover, decision-making is a critical component of students education and

careers. students are often faced with complex problems that require them to make

logical and accurate decisions. However, sleep deprivation can impair this cognitive

function, leading to poor decision-making skills. Studies have shown that sleep-

deprived individuals are more likely to make risky decisions and have difficulty

evaluating alternatives. This can have serious consequences for students, who often

work on high stakes projects and experiments. Many different cognitive processes,

including learning, memory, attention, language, reasoning, and decision-making, are

all negatively impacted by sleep deprivation ( Durmer and Dinges, 2005; Killgore,

2010; Jackson et al., 2013) (Brown et al., 2009).

Nevertheless, established research suggests that without sufficient sleep,

simple reaction time is slowed, attention lapses become longer and more frequent.

The purpose of this qualitative research study is to determine the effects of sleep

deprivation on cognitive functioning of the students. It also aims to give awareness in

order to mitigate the detrimental effects of sleep deprivation on the cognitive abilities

and academic success of students. It is imperative to address this issue and seek out

effective solutions. By educating the students on the significance of sleep and the

adverse consequences of sleep deprivation, it can encourage the development of

healthy sleep habits.

Background of the Study

In the human body, sleep aids come with all the cognitive functions such as

memory, learning, decision making, and critical thinking. Sleep is also said to be a

physiologically adapted action to conserve energy.

Sleep must substantiate the waking hours of a person. It is necessary for

individuals to have enough sleep. Having enough sleep may significantly affect the

mental function of the students’ performance during classes. According to

explanations on selective impact, sleep deprivation interferes with the functioning of

certain brain areas and thus impairs cognitive performance. This approach is also
referred to as the ‘sleep-based parapsychologist perspective’ (Babkoff, et. Al., 2005).

Perhaps the most famous theory in this category is the prefrontal vulnerability

hypothesis, first proposed by Horne (1993). It suggests that SD especially impairs

cognitive performances that depend on the prefrontal cortex. These include higher

functions, such as language, executive functions, divergent thinking, and creativity.

A good performance would require cognitive flexibility and spontaneity. This

theory also assumes that the deterioration of subjects’ performance in simple and long

tasks is merely due to boredom (Harrison and Horne 1998; Harrison and Horne 1999;

Harrison and Horne 2000). Those studies, however, have mainly measured working

memory or other attention functions with the type of tasks that are not traditionally

emphasized in the prefrontal vulnerability hypothesis (Chee, et. Al., 2006).

Individuals differ in terms of the length, timing, and structure of sleep.

Therefore, it is logical to hypothesize that inter-individual differences are also

important in reaction to SD. Studies have consistently found that some people are

more vulnerable to sleep loss than others (Van Dongen, et. Al., 2005).

The lack of sleep negatively impacts the day’s activities, particularly

performance in school. Academic performance has been linked to fewer hours of

sleep overall (Abdulghani, H. M., et. Al., 2012). This includes off-task behavior,

drowsiness, irritability and lack of focus. Sleep deprivation includes lack of

concentration and poor grades. (News Center, 2012). Sleep also supports numerous

other aspects of cognition, including memory, problem-solving, creativity, emotional

processing, and judgment. Levels of brain activity fluctuate during each stage of sleep
— including both rapid eye movement (REM) and non-REM (NREM) sleep — and

evidence increasingly suggests that sleep enhances most types of cognitive function.

Statement of the Problem

Generally, this study aims to determine the relationship between cognitive

functioning and sleep deprivation to the students who are currently enrolled at

Colegio de Montessori.

Specifically, this study aims to answer the following questions:

1. What are the factors affecting students’ sleep?

2. How sleep deprivation affects the cognitive ability/functioning of the

students?

3. How cognition functioning affects the academic performance of the students?

Objectives

Generally, the main goal of this study is to determine the relationship of

cognitive functioning and sleep deprivation to the students students who are currently

enrolled at Colegio de Montessori.

Specifically, the objective of this study is to determine:

1. the factors affecting students’ sleep.

2. the effects of sleep deprivation on cognitive ability/functioning of the students.

 3. the impact of cognition functioning on the academic performance of the

students.

Significance of the Study

The purpose of this study was to offer valuable information and insights

regarding cognitive functioning in conditions of sleep deprivation.

The beneficiary of this study are the following:

Students. this study can provide students with a deeper understanding about cognitive

functioning when sleep deprived. This may inform them of the potential consequences

of inadequate sleep on cognitive functioning that may affect their academic

performance. Through this research, students can take steps to prioritize appropriate

healthy sleep habits, which will enhance their focus, memory, and overall cognitive

abilities.

Teachers, the research can provide valuable insights to teachers in recognizing the

signs of sleep deprivation in students and understanding how it affects their learning

processes and performance in the classroom.

Future researchers, this study can serve as a valuable resource for both theoretical

and research literature when they conduct their own studies related on this topic.

School administrators, the results of this study may inform them to support students

who may be experiencing sleep deprivation, which may give them the idea to conduct

programs that support students’ well-being, including promoting healthy sleep habits.
Scope and Delimitation

The scope of our study is to find out the Cognitive Functioning of Students

when Sleep Deprived at Colegio de Montessori. The study is delimited only to the

Sixty (60) participants randomly selected students. The result of this study is

applicable only to the respondents of this study and should not be used as a measure

of the Cognitive Functioning when Sleep Deprived of the students who do not belong

to the population of this study.

The main purpose of our study is to point out the Cognitive Functioning of

Students when Sleep Deprived and aims are determining the impacts of Cognitive

Functioning on the Academic Performance of the Students. The study only focuses on

Cognitive Functioning and its relation to the Sleep Deprived of the selected students.

However, the study excludes the effect of sleep deprivation on their behavior at

school.

The period of the study will last for approximately 2-3 months, which is

enough to collect all the important data needed to accomplish this research.

Hypothesis

HO : There is no significant relationship between the cognitive functioning of

students and sleep deprivation.

HA: There is a significant relationship between the cognitive functioning of students

and sleep deprivation.

Theoretical Framework

The theory of (Gunzelmann, Gluck, Price, Van Dongen, & Dinges, 2007),

support this study. Sleep is an inseparable part of human health and life, crucial in

learning, practice, as well as physical and mental health. It affects the capacity of

individual learning, academic performance, and neural-behavioral functions. Hence,

the quality of sleep can have a direct impact on a student’s academic achievement .

Sleep loss caused by disease related sleep fragmentation such as sleep apnea and

restless legs syndrome causes neurocognitive function declines similar to those

observed in sleep restriction studies. Individual vulnerability to sleep loss may play a

more critical role than previously thought in performance. Sleep deprivation caused

by neurobehavioral deficiencies that differ substantially amongst people but remain

consistent among them. However, not much is known about the effects of sleep

deprivation on detailed performance outcomes, such as response time (RT)

distributions, or on changes in specific cognitive components, such as decision

processes. Attempts are being made to bridge this gap with the use of computational

modeling that is based on cognitive architectures (Gunzelmann, Gluck, Price, Van

Dongen, & Dinges, 2007), but these efforts need to be informed by precise

information regarding which component processes of cognition are affected by sleep

deprivation and how sleep deprivation is a manipulation that allows arousal levels to

be manipulated to a higher degree than one sees in the experimental interventions

typically used in cognitive research. The effects of acute sleep deprivation on

cognition are reversible, so sleep deprivation represents a different approach for

investigating the underlying processes of cognition. Conversely, carefully selected

tests of cognitive processing can provide new information about the effects of sleep

deprivation on the brain.

Conceptual Framework

Figure 1. It depicts the conceptual framework for this research, which will

serve as the basis and guide for the publication. The input of this qualitative inquiry

consists of the factors related to the dependent and independent variables, as stated in

the problem statement. This includes the chosen interviewing technique and data

collection methods. The process also involves data tabulation, analysis, and

interpretation, culminating in conclusions and recommendations. A qualitative

approach will be used in this study. The input encompasses all actions taken from the

initial gathering of necessary information for the qualitative research. The final stage

of the study, where the results are analyzed and acted upon, is known as the output.
Definition of Terms
Cognitive Functioning – it used to describe the set of all mental abilities and

processes related to knowledge,attention, memory and working memory, judgment

and evaluation, reasoning and computation, problem-solving and decision making,

comprehension and production of language, etc.

Detrimental - tending to cause harm

Non-REM or Non-Rapid Eye Movement (NREM) - sleep is a phase of sleep that

consists of three stages and is characterized by slower brain waves, and it is during

this phase that the body repairs and regrows tissues, builds bone and muscle, and

strengthens the immune system.

Rapid Eye Movement (REM) Sleep - is the stage of sleep where most dreams

happen. Its name comes from how your eyes move behind your eyelids while you’re

dreaming. During REM sleep, your brain activity looks very similar to brain activity

while you’re awake.

Social Jetlag - refers to the mismatch between a person’s biological clock and their

social life, which can occur when sleep routines are altered due to work schedules or

lifestyle choices.

Sleep deprivation – a condition where a person is suffering from lack of sleep.

Stimuli – anything that can trigger a physical or behavioral change.

.
 CHAPTER 2
Review of Related Literature

Sleep deprivation among students has been a growing concern due to the

demanding academic and social pressures that often lead to irregular sleep patterns.

These literatures and studies aim to synthesize and integrate existing research findings

to investigate the cognitive functioning of students when sleep-deprived.

Foreign Literature & Studies

When the sun sets, your brain releases hormones that make you feel sleepy; in

the morning, exposure to daylight suppresses these hormones and releases brain

chemicals that keep you awake. This internal clock of ours controls when and how we

sleep based on the amount of light around us. As vital to health as oxygen, food, and

water, sleep is considered by most scientists to be crucial for repairing the body and

regaining mental and physical energy (Department of Health & Human Services,

2019).

The Sleep Health Foundation states that each child has unique sleep needs and

these needs also vary as they grow. For children aged 6-13 years, the recommended

amount of sleep is 9-11 hours, though some may require anywhere between 7-12

hours. As for teenagers aged 14-17 years, 8-10 hours of sleep is ideal, but some may

need anywhere between 7-11 hours.

Therefore, research indicates that the following are common sources of sleep

disturbances: the internet, social media, texting, parenting, working shifts, traveling
across time zones, illness, bad sleeping habits, and certain medications (Department

of Health & Human Services, 2019).

According to the University of the People—an accredited online university in

the United States (2023), with adequate sleep, you become a better student for many

reasons, including: (a) learning and memory, (b) improved grades, (c) improved

mood, (d) improved health

Sleep consolidates memory which improves learning and retaining

information. Additionally, lack of sleep means less focus making it harder to learn

(Alhola & Polo-Kantola, 2007). With the ability to study and stay more focused, you

can improve your grades. Sleep helps to balance your hormones so that you can

maintain your mood rather than suffer from mood swings due to feeling tired

(Tennessee, 2022). Since your cells are re-energized during sleep, your immune

system can stay healthy and strong, which means you’ll be less likely to get sick (The

Benefits of Slumber, 2018).

Impacts of Sleep Deprivation on Students

The effects of acute sleep deprivation, few focus on students, despite the

prevalence and impact of sleep deprivation in this population. Such studies often have

a narrow focus on disease states, limiting their ability to provide a holistic assessment

of physical, emotional and cognitive well-being. Moreover, students rate sleep

problems second only to stress in relation to negative impact on academic

performance. The effect of acute sleep deprivation on physical performance has been
well documented with negligible effects on intense periods of exercise, whilst

endurance task performance suffers due to decreased motivation. Sleep deprivation

has been shown to have a detrimental effect on certain aspects of working memory,

such as filtering efficiency, whilst Stroop test scores show degradation; however, this

has been evidenced to be due to deficits in reaction time rather than processing skills

(Sleep and Biological Rhythms, April 2017).

Sleep Deprivation affects Cognitive Functioning

According to a study, the sleep/wake patterns of students varied between

weekdays and weekends, with a majority waking up and going to bed earlier on

weekdays. Study found that majority of students slept less than 8 hours on

weeknights, with only a tiny percentage reporting 10 or more hours of sleep.

However, on weekends, a larger percentage of students reported getting more than 8

hours of sleep. Also, the impact of age on sleep duration was studied and it was found

that upperclassmen have less sleep during school nights compared to younger

students. Therefore, all age groups catch up on sleep over the weekends. (Ming et al.,

2011c)

Lack of sleep has a negative impact on one’s cognitive abilities, with various

theories suggesting different outcomes. Some theories suggest a general decrease in

cognitive functioning due to instability in attention networks, while others claim

specific impairments in executive functions. The findings demonstrate that sleep

deprivation affects numerous aspects of cognitive processing, including stimulus

processing and non-decision processes. As a result, it can be concluded that sleep

deprivation has a broad range of effects, as reduced attention arousal and impaired

central processing work together to cause an overall decline in cognitive functioning.

(Roger Ratcliff & Hans P. A. Van Dongen, August 2009)

Research by Patrick et al. (2017) revealed that sleep deprivation has

significant effects on cognitive performance in university students. The study found

that cognitive function, including attention, memory, and decision-making, was

impaired in sleep-deprived students. These findings highlight the negative impact of

sleep deprivation on cognitive abilities, which can ultimately affect academic

performance.

Therefore, despite ample evidence showing that sleep deprivation hinders

cognitive abilities, there has been limited research on its impact on the creation of

false memories. However, recent studies have revealed that under certain

circumstances, sleep deprivation can heighten the likelihood of developing false

memories. Specifically, when individuals were sleep deprived during the initial

encoding of an event, they were more susceptible to false memories in a

misinformation task. Conversely, sleep deprivation after event encoding did not have

a significant effect. These groundbreaking experiments are the first to explore the

connection between sleep deprivation and vulnerability to false memories, which can

have serious repercussions. (Steven J Frenda, September 2014)

Moreover, Díaz-Morales and Escribano (2015) explored the concept of social

jet-lag and its association with academic achievement and cognitive performance. The

study emphasized gender differences in the relationship between social jet-lag and
cognitive functioning. The findings suggested that social jet-lag negatively influences

cognitive performance, particularly in female students. This gender-specific aspect

adds a nuanced understanding of the impact of sleep irregularities on cognitive

abilities.

More than 87% of American high school students report sleeping fewer than

the recommended eight to ten hours per night. According to an article from Stanford

Medicine titled “Among teens, sleep deprivation an epidemic,” teens who lack sleep

are more likely to have a wide range of negative outcomes, including difficulty

focusing, low academic performance, events involving sleepy drivers, anxiety,

sadness, suicidal thoughts, and even actual suicide attempts. This is the primary cause

of students’ stress. A large amount of homework may be the source of this lack of

sleep. Students already have a lot on their plates with extracurricular activities and

sports practices.

Lack of sleep can result in decreased performance during the day, leading to

brief periods of unconsciousness known as micro sleeps, sudden urges to sleep, and

lapses in cognitive function. This can strongly affect neurocognitive abilities, and

persistent lack of sleep can have a cumulative effect over time. Individual

susceptibility to sleep deprivation may also play a significant role. Numerous studies

on sleep deprivation consistently demonstrate negative effects on mood, cognitive

function, and motor skills due to heightened sleep drive and disruptions in the wakeful

state. Certain areas of neurocognition, such as executive attention, working memory,

and higher cognitive functions, are particularly susceptible to the effects of sleep loss

(Dumer & Dinges, 2005).

Role of Cognitive Functioning on Students

Cognitive abilities play a crucial role in predicting an individual’s success in

education, occupation, socioeconomic status, and overall health and lifespan.

Research has shown a positive correlation between the number of years of formal

education completed and cognitive function. This has led to the belief that extending

one’s education may have a positive impact on cognitive abilities. Studies have also

found that educational attainment has a beneficial effect on cognitive function.

Additionally, there is evidence that cognitive abilities play a role in determining the

length of an individual’s education and that there are shared factors that influence

both educational attainment and cognitive development. It is likely that there is a

reciprocal relationship between these factors and cognitive abilities during the

developmental process. This association between education and cognitive abilities is

evident across all levels of education, including tertiary education. The authors

conclude that educational attainment contributes to individual differences in cognitive

skills.(Martin Lövdén, Laura Fratiglioni, M. Maria Glymour, Ulman Lindenberger,

Elliot M. Tucker-Drob, August 2020)

Effects of Sleep Deprivation on Academic Performance

In their study, Phillips et al. (2017) found that maintaining a consistent sleep

schedule is just as crucial as the amount of sleep one gets. This regularity of sleep is a

potentially significant factor that can be changed independently from the duration of

sleep. In fact, students who had more predictable sleep patterns tended to have higher
grades in school. Interestingly, the researchers also observed that the average amount

of sleep did not differ significantly between those with irregular sleep patterns and

those with regular ones.

Poor academic performance is associated with sleepiness and lack of sleep.

When a child does not get the recommended eight to nine hours of sleep each night,

their alertness and school performance are greatly affected. A study revealed that

students who struggled in school, had low enjoyment and high absences, had less

sleep and experienced more daytime sleepiness compared to those who excelled in

school. Various surveys and studies have consistently shown that successful students

tend to sleep longer and have earlier bedtimes compared to those who struggle

academically (Wolfson & Carskadon, 2003).

Local Literature and Studies

The Philippines has one of the highest rates of sleep deprivation in Asia, with

46% of Filipinos reporting they do not get enough sleep and 32% reporting they sleep

for less than six hours, according to the 2016 Healthy Living Index Survey (Leonidas,

2012). Based on Sleep Cycle’s latest study, which tracks individuals’ sleep patterns,

Filipinos typically slept for 6-6.5 hours per day, as reported in the 2019 World Survey

on Sleep Deprivation where the Philippines placed 4th.

Research on the effects of sleep deprivation shows that getting enough sleep is

crucial for improving memory and learning abilities. On the other hand, not getting

enough sleep can have detrimental effects on the mind, including reduced critical

thinking. Leodinas (2012) recommends that students get eight to ten hours of sleep
before an examination in order to perform at their best. Additionally, taking a nap in

the afternoon can also enhance memory (Leonidas, 2012).

With the being said, a study conducted at Ramon Magsaysay (Cubao) High

School revealed that a large portion of 9 th grade students are experiencing insufficient

sleep, leading to notable impacts on their emotions, ability to interact with others, and

reactions to outside stimuli.

The study conducted by Paul Toyong, a graduate student of the College of

Education’s Doctor in Development Education program, yielded important findings

and conclusions. The research revealed that 88% of students were sleep-deprived,

with the majority only getting less than 6 hours of sleep. Additionally, 61% of

students had a general average of 75-79, indicating only a satisfactory level of

academic performance, while 29% had a general average of 80-84, which is

considered fairly satisfactory in the K-12 grading system. Only 5% of students were

categorized as outstanding. The main reasons for sleeping late among students were

found to be their use of Facebook and Messenger, playing mobile games, and

completing assignments and homework (Kolhar et al,. 2021)

Furthermore, the three most prevalent classroom behaviors observed were

students feeling sleepy during class discussions, falling asleep during vacant periods,

and feeling tired throughout the day. The study also revealed a significant negative

relationship between the number of hours of sleep at night and classroom behavior,

indicating that less sleep leads to higher levels of sleepiness and negative behavior in

class. On the other hand, a significant positive relationship was found between the
number of hours of sleep at night and academic performance, suggesting that more

sleep is connected to better academic results. Conversely, students with less sleep

tended to have lower academic performance. Finally, the study showed a significant

negative relationship between classroom behavior and academic performance,

indicating that higher levels of sleepiness and negative behavior in class are

associated with lower academic performance. Research conducted by Brown Medical

School and Bradley Hospital (2005) and Henna (2018) have shown that there is a

direct relationship between the amount of sleep students get at night and their

performance in school during the day.

Based on the study of Janocha et al. (2023) , students with average night sleep

duration had worse rate and precision of stimulus response and sensorimotor

performance than those from subgroup IB. The elongation of visual latency waves

and auditory waves was related to psychophysical fatigue in sleep deprivation. The

study concludes that sleep deprivation, particularly in medical students, negatively

impacts cognitive abilities and academic achievement (Janocha et al., 2023).

According to a descriptive study on sleeping habits and the relationship

between sleepiness and academic performance at the medical school run by States

University in the Philippines [5], more Filipino medical students—53.3%—than those

from Malaysia (35.5%), Pakistan (39.5%), and Saudi Arabia (37.8%)—experience

excessive daytime sleepiness (Jorge et al., 2020). The average medical student is

sleep-deprived, sleeping less than the recommended daily minimum; the study’s

limitations include using the General Weighted Average as the only tool for measuring

academic performance. A study looking at the sleeping habits of medical students in a

state university-run medical school in the Philippines found that increased sleepiness

does not correlate with poorer academic performance (Jorge et al., 2020).

While in the study of Georgia et al. (2021), a full 24-hour sleep deprivation

decreases tonic alertness, sustained attention, and selective attention—all components

of attention—as well as cognitive inhibition, an executive function. The brain regions

most likely to be affected by total sleep deprivation are the parietal and prefrontal

cortex, as well as the brain subcortex’s arousal system (García et al., 2021).

An article from Sun Star Ph. titled Sleep Deprivatio: A killer, cited four major

health consequences will experience due to lack of quality sleep; (a) worsens

symptom of depression, (b) increases risks of fatal accidents, (c) leads to heart

disease, hypertension and diabetes, (d) decreases work productivity.

Due to the prevalence of sleep deprivation among Filipinos, the number of

individuals experiencing depression is steadily increasing. Senator Risa Hontiveros

highlighted this issue in her proposed ‘Mental Health Law,’ pointing out that the

Philippines has the highest rate of depression in Southeast Asia. She also emphasized

that one in every five Filipinos is living with a mental disorder. Unfortunately,

depression often leads to suicidal thoughts, and studies have shown that the likelihood

of suicide increases after midnight. The lack of sleep exacerbates these thoughts,

which may explain why many suicide cases occur during this time. However, when

one is feeling fatigued, their ability to control their vehicle is impaired, thus putting

their life in danger. Research has shown that individuals who have slept for less than
seven hours in the past 24 hours are at a higher risk of being involved in and

responsible for car accidents (Sunnexdesk & Sunnexdesk, 2020).

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