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Republic of the Philippines

ISABELA STATE UNIVERSITY


City of Ilagan, Isabela

COLLEGE OF NURSING

THE EFFECTS OF SLEEP DEPRIVATION ON THE

ACADEMIC PERFORMANCE OF STUDENT NURSES

_____________________

A Research Proposal

Presented to the

Faculty of the College of Nursing

Isabela State University

Ilagan Campus

____________________

In Partial Fulfillment of the Requirements for the

Degree of Bachelor of Science in Nursing

By:

Ramil, Ernesto Jr. Tamayao

Nicolas, Romalyn Sagadraca

Ochoa, Daniella Marie Oria

ACKNOWLEDGEMENT

The researchers would like to fervently express their million thanks to all the people who

have been by their sides throughout the process of making this study.
Firstly, All glory and praises to the Almighty Father for His relentless spiritual and moral

support and for inspiring me to accomplish this research.

The researchers would like to express their sincerest gratitude to all the faculty members

and staff at Isabela State University-City of Ilagan Campus College of Nursing for their advice,

unwavering support, and encouragement throughout the process of conducting this study.

To the College of Nursing Dean, Mrs. Beverly D. Taguinod, RN, MSN, for her efforts in

encouraging and supporting the researchers in conducting this study.

Additionally, the researchers would like to convey their profound gratitude to Mr.

Charles Z. Ariola Jr., RN, MSN, LPT who served as their research adviser and provided

direction and expertise throughout this study.

A sincere thanks to the research lecturer, Mr. Roderick Z. Malabug, RN, MSN, (PhD. D

NS), for his insightful counsel that directed the researchers toward improved study outcomes.

To the research RLE instructor, Mrs. Eleanor Atienza, for her steadfast moral support and

inspiration during the conduct of this study.

To the research statistician, Mr. Calibo for his time and efforts in assisting the researchers

in accurately completing their study.

To Maria Jonalyn D. Gangan, the research grammarian, for her advice, patience, and help

in ensuring the researchers followed proper grammar and context while conducting this study.

Finally, to the devoted parents and friends of the researchers for their steadfast moral support and

spiritual guidance throughout every step of the way.

The researchers are grateful for all the endless support provided by friends, family, and

anyone whohas contributed morally, financially, or physically in one way or another.


The Researchers

ABSTRACT

In nursing, sleep deprivation is a common occurrence. While on duty, nurses are expected

to provide for the specific needs of each patient and maintain their professional competence.
Lack of sleep has been associated with higher rates of illness transmission as well as nursing

practice errors. Students who have these issues frequently have difficulty falling asleep,

remaining asleep, and sustaining quality of sleep. The researchers' objectives in conducting this

study is to know if there is a significant difference between the academic performance of student

nurses and sleep deprivation. A descriptive-correlational method was applied to this study to

provide static pictures of situations as well as establish the relationship between variables.

Raosoft's Formula was utilized to get the percentage and sample size. A 4-point Likert rating

scale was used to analyze and interpret the findings. The data were collected using the following

statistical tools (i.e. Frequency and Percentage, Weighted Mean, One-Way Analysis of Variance,

and Pearson Correlation Coefficient).

Consequently, the researchers aimed to determine if there is a significant difference

between the sleeping patterns of student nurses and the effects of sleep deprivation. Moreover, if

there is a significant difference between the academic performance of student nurses and the

effects of sleep deprivation. Finally, to determine if there is a significant relationship between the

effects of sleep deprivation and the academic performance of student nurses. This study did not

reveal any significant differences in sleeping patterns, types of sleep, napping habits, or the

duration of naps concerning the psychological, academic, and physical effects of sleep

deprivation among student nurses. Furthermore, the study did not identify a significant

relationship between the effects of sleep deprivation, whether psychological, academic, or

physical, and the academic performance of student nurses.

DEDICATION

This research study is genuinely and respectfully dedicated to the Isabela State University-
Ilagan Student Nurses who have been the respondents of their research. To their dearest

parents who gave their full moral and financial support. To their mentors,

research advisers, friends, and classmates who provided encouragement,

support, advice, and guidance to fulfill this study. To the level

III student nurses who participated. Above all,

to the Almighty God, who gave the

researchers strength, wisdom,

and knowledge. We offer

all of these to you.

The Researchers

CHAPTER I

THE PROBLEM AND ITS BACKGROUND


Introduction

College life is the most stressful and challenging level for every student

because it puts them in a dilemma on what career path they will pursue as they

prepare themselves for the battle of the real world. As an aftermath, they suffer

physical and mental exhaustion. Rest and sleep became luxurious to every student

and having an 8-hour of sleep happens once in a blue moon.

Sleep tremendously affects the health and well-being of an individual.

Having enough sleep enables people to physiologically function properly and

appropriately. More so, it has a vital impact on how our brain functions such as

our cognitive thinking capabilities, emotions, actions, judgments, and the like.

According to a study by the National Heart, Lung, and Blood Institute (2022),

sleep plays a vital role in good health and well-being throughout your life. The

way you feel while you are awake depends in part on what happens while you are

sleeping. During sleep, your body is working to support healthy brain function

and maintain your physical health.

There are numerous contributory factors or causes that impair the sleep

patterns of individuals which lead to the alteration of their physiologic

functioning. According to Suni, E. (2022), Multiple factors can cause or

contribute to sleep deprivation including poor sleep hygiene, lifestyle choices,

work obligations, sleep disorders, and other medical conditions. More so, sleep

deprivation is often driven by voluntary choices that reduce available sleep time.

For example, a person who decides to stay up late to binge-watch a TV series may

experience acute sleep deprivation. An inconsistent sleep schedule may facilitate


these decisions and make them feel less intentional in the moment. Moreover,

work obligations are another common contributor to sleep deprivation. People

who work multiple jobs or extended hours may not have enough time for

sufficient sleep. Shift workers who have to work through the night may also find it

hard to get the amount of sleep that they need.

Subsequently, sleep deficiency may be caused by other sleep disorders or

medical conditions. For example, sleep apnea, a breathing disorder that induces

dozens of nightly awakenings, may hinder both sleep duration and quality. Other

medical or mental health problems, such as pain or general anxiety disorder, can

interfere with the quality and quantity of sleep.

The primary signs and symptoms of sleep deprivation include excessive

daytime sleepiness and daytime impairment such as reduced concentration, slower

thinking, and mood changes. Feeling extremely tired during the day is one of the

hallmark signs of sleep deprivation. People with excessive daytime sleepiness

may feel drowsy and have a hard time staying awake even when they need to. In

some cases, this results in microsleeps in which a person dozes off for a matter of

seconds. Insufficient sleep can directly affect how a person feels during their

waking hours. Examples of these symptoms include: slowed thinking, reduced

attention span, worsened memory, poor or risky decision-making, lack of energy,

and mood changes including feelings of stress, anxiety, or irritability (Suni, E.,

2022).

In totality, the researchers aim to conduct this study to know if there is a

significant difference between the academic performance of student nurses and


sleep deprivation. More so, to emphasize the significance of sleep. It is a vital

health function that people must fulfill to function well. Another is to formulate a

potential solution to the problem which later on be beneficial not just to the

respondents but also to the people who are experiencing sleep deprivation.

Statement of the Problem

This study aimed to determine the effects of sleep deprivation on the

academic performance of student nurses of Isabela State University-City of Ilagan

Campus.

Specifically, it sought to answer the following questions:

1. What is the profile of the students in terms of:

1.1. Age

1.2. Sex

1.3. First Semester General Weighted Average

2. What is the sleeping pattern of the respondents in terms of:

2.1. Average Number of Hours of Sleep Per Day:

2.2. Types of Sleep:

o Interrupted Sleep:

o Continuous Sleep:

2.3. Average Numbers of Hours of Nap Per Day (if applicable):

3. What are the effects of Sleep Deprivation in terms of:

3.1. Psychological

3.2. Academic Performance

3.3. Physical Performance


4. Is there a significant difference between the sleeping pattern of the respondents

when grouped according to their profile.

5. Is there a significant relationship between the effects of sleep deprivation and

sleeping pattern of student nurses?

Hypothesis

1. There is no significant difference between the sleeping pattern of the respondents

when grouped according to their profile.

2. There is no significant relationship between the effects of sleep deprivation and

sleeping pattern of the respondents.

Theoretical Framework

Orem’s Self-Care Deficit Theory of Nursing was developed in 1985 and

focuses on the ability of an individual to perform self-care activities (termed self-

care agency) to maintain life, health, and well-being or the ability to care for

others (termed dependent-care agency). The nursing role within the model is to

assess the individual’s ability to perform self-care through a complete assessment

of the current health state and symptoms being experienced by the individual. The

theory suggests that nurses provide 3 types of care: (1) total compensatory where

the nurse provides total care when the individual cannot perform any self-care, (2)

partial compensatory where the individual and nurse share self-care activities, and

(3) supportive care or educational care where the nurse facilities self-care through

educating the individual with the tools to make decisions or learn skills needed for

total self-care. In this theory, sleep-wake disturbances are symptoms that can
result in sleep deprivation that affects the academic performance of the students

and potentially impacts self-care.

Research Paradigm

INPUT PROCESS OUTPUT

I. Profile of the respondents


in terms of:

1.1. Age
1.2. Sex
1.3. Students’ General
Weighted Average in First
Semester;
1.4. Sleeping Pattern
-Average Number of Determined the effects of
Hours of Sleep Per Day:
-Types of Sleep: sleep deprivation on the
o Interrupted Sleep: Analysis and interpretation
o Continuous Sleep: of data academic performance of
-Average Numbers of
Hours of Nap Per Day (if level III students’ nurses at
applicable):
Isabela State University-

II. Effects of Sleep City of Ilagan Campus.


Deprivation in terms of:
2.1. Psychological
Performance
2.2. Academic
Performance
2.3. Physical
Performance

Feedback
Figure 1. The Research Paradigm

Theoretical Framework

Orem’s Self-Care Deficit Theory of Nursing was developed in 1985 and

focuses on the ability of an individual to perform self-care activities (termed self-

care agency) to maintain life, health, and well-being or the ability to care for

others (termed dependent-care agency). The nursing role within the model is to

assess the individual’s ability to perform self-care through a complete assessment

of the current health state and symptoms being experienced by the individual. The

theory suggests that nurses provide 3 types of care: (1) total compensatory where

the nurse provides total care when the individual cannot perform any self-care, (2)

partial compensatory where the individual and nurse share self-care activities, and

(3) supportive care or educational care where the nurse facilities self-care through

educating the individual with the tools to make decisions or learn skills needed for

total self-care. In this theory, sleep-wake disturbances are symptoms that can

result in sleep deprivation that affects the academic performance of the students

and potentially impacts self-care.

Significance of the Study

The researchers believed that this study is beneficial to the following people:

ADMINISTRATORS. This study was able to help the school to find out what is needed to

improve the school schedule.

FACULTY. This study helped the teachers to understand the effects of sleep deprivation on the

academic performance of their students and may serve as an eye-opener on how will they handle

them.
STUDENTS. This study helped them open their minds to being sleep deprived affects their

academic performance and can motivate them to perform well in class.

PARENTS. This study was able to give information to the parents on how their child’s academic

performance is being affected by sleep deprivation. In that way, they can offer help or they can

guide their child regarding his/her academic.

RESEARCHERS. The findings of the study helped to develop their cognitive, affective, and

psychomotor domain in terms of conducting research.

FUTURE RESEARCHERS. The results of this study were beneficial to them because it will

serve as their future reference in conducting research that is related to this study.

Scope and Delimitation of the Study

The objectives of this study include the effects of sleep deprivation on nursing

students at the Isabela State University- City of Ilagan Campus. The data was gathered from 101

randomly selected Level 3 nursing students who are mentally stable, enrolled in regular classes,

and carrying a full workload. Raosoft Formula was used by the researchers to obtain the

necessary sample for the study from the current BSN Level 3 population in the first semester.

The same questionnaires were distributed to each respondent. This study investigates

the perceptions and personal experiences of the nursing student regarding the impact of sleep

deprivation on their academic performance. The study’s sources came from recent articles,

existing literature, the internet, and the responses to a survey. In addition, this study’s data would

only be quantified using the instruments specified by the researchers.

It is significant to note that academic performance is not solely affected by the amount

of sleep a student has or the quality of sleep. The sample size is not well represented since more
females are respondents. The academic performance of students was limited to their General

Weighted Average which is not the only measure of how well one does in school.

Definition of Terms

To provide the readers of this research a better understanding of the content, the

following terms were operationally and conceptually defined:

Academic Performance– Having the confidence and determination to work towards

accomplishing academic responsibilities (Soria & Stebleton, 2013).

Nap- to sleep lightly or briefly, especially during the day.

Nursing student- A person who is actively learning, while pursuing academic studies related to

the nursing field and registered in a public or private educational institution.

Physical Performance- acts as a mechanism in the relationship between physical activity and

well-being. (Bondarev, 2021)

Psychological Performance- This involves assessments and intervention strategies that enhance

an individual’s performance and personal growth. (Shaw, 2022).

Sleep- The process of retiring to bed and being in a relaxed state of mind, eventually

reinvigorates brain and body functions after arousal. (Sharma & Andrade).

Sleep Deprivation- The reduction of sleep time that is required to maintain attentiveness,

cognitive functions, and a healthy lifestyle. Sleep deprivation can occur as a result of constant

awakenings and interference within the sleep environment. (Sweileh et al.)

Sleep Patterns – Routine sleep time that is set aside by individuals to engage in sleep, thus,

creating a consistent sleep habit (Anjum et al).


CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This part deliberately presented the different views of authors, findings from previous

studies, and varied ideas from research writers regarding the effects of sleep deprivation on the

academic performance of the students. The readings were carefully chosen as to their significant
contribution to the purpose of this study. Also, the shared views enriched the discussion of this

study and gave the researcher a wider understanding and perception of the present inquiry.

College students frequently struggle with sleep deprivation. Sleep deprivation harm your

general health and performance, both at school and at work (after graduation). With relation to

diagnosed sleep deficiency issues, it is critical to understand why you require adequate sleep.

Sleeping takes up around one-third of your daily schedule, according to the Institute of

Neurological and Stroke. As necessary to living as food and water is good sleep and receiving

enough of it at the correct times. It is more difficult to focus and respond fast when you are

sleep-deprived because you are unable to construct or mount the neural connections in your brain

that allow you to learn and generate new memories.

College students experience sleep deprivation for a variety of reasons. In a study by

Ahrberg (2012) and his colleagues, they found that students' circadian sleep rhythms are affected

by a variety of stressors, with work and school stressors being the most common. A working

student may experience stress from attending school, working excessively hard at work,

returning home to complete additional schoolwork until the early hours of the morning, and so

on.

Meanwhile, Leodinas (2012) reiterated the importance of having 6-8 hours of sleep to

improve academic performance in school. He also added that having a nap in the afternoon has a

tremendous impact. The more we study sleep deprivation the more we understand the importance

of sleep and how it improves our memory and learning. Once we are sleep deprived, we may

suffer from reduced critical thinking, messes up memory and mood, retard reasoning, and shutter

quantitative skills.
A study by Anderson et. al (2012), sought to ascertain the extent to which sleep

deprivation affects memory. A total of forty-four people participated in the study to see how

parts of the visual working memory were affected by one night of total sleep deprivation and

four nights of partial sleep deprivation. One night of total sleep deprivation and four nights of

partial sleep deprivation did not effect memory, according to the researchers; However, total lack

of sleep did affect information recall. Additionally, the study's authors (Drummond et al.)

discovered that sleep deprivation has an impact on memory and cognition.

More so for humans, sleep is a vital physiological function. Due to shifting social

possibilities and rising academic expectations, university students in most resource-constrained

nations frequently complain about poor sleep quality. Ethiopian researchers haven’t looked at the

quality of sleep among university students. Hence, this study evaluated university students’ sleep

quality as well as its psychological and demographic implications. Due to academic expectations,

medical students are subject to a high amount of strain. Their sleep pattern is characterized by

short periods of sleep, delayed sleep start, and incidence of daytime naps.

Also, it has been observed that there is currently a growing interest in researching on the

sleep patterns of employees who work nights or who must wake up early. As a result, the goal of

this study was to find out how nursing students who study during the day and work at night sleep

and how tired they are. Thirty students completed the Epworth Sleepiness Scale and a Sleep

Journal for thirty days to participate. On days off from work and during vacations from school,

as opposed to during the regular school year, men slept longer than women. The prevalence of

excessive daytime sleepiness reflected the participants' high levels of fatigue and sleepiness. In

conclusion, night workers who are deprived of sleep-wake up earlier to study, resulting in high

levels of fatigue that may hinder their academic and professional performance.
Furthermore, sleep affects the quality of our waking up every morning. It has a holistic

effect on every individual such as their productivity, emotional stability, creativity, and physical

vitality. With that, we should never deprive ourselves of quality sleep because it helps our body

and brain to function well and keep them in good condition.

Additionally, Arendt et. al (2014), emphasized that sleep loss directly affects the

academic performance of an individual, specifically his learning capacities such as memory,

attention, and problem-solving skills. Apart from that, sleep deprivation can lead to daytime

sleepiness. With these factors, students are likely to achieve lower test scores or grades.

However, it has been shown that cognitive function is not hindered as drastically when

individuals are working in groups as when working alone.

Subsequently, Bill Velasco stated that one of the major health problems that have been

insidiously affecting Filipinos is lack of sleep. 46% of Filipinos do not get enough sleep while

32% said they sleep for less than 6 hours. He also accentuated that proper sleep has been proven

to help students perform better in school the following day, particularly in complicated tasks like

mathematics. Students who have adequate sleep have higher grade of scores than those with

sleep deprivation. According to a study, 27% of students are at risk of developing at least one

sleep disorder.

More so, Philips raises awareness of Obstructive Sleep Apnea (OSA) in the Philippines

Philips, Sleep Society of the Philippines and Centuria Medical Makati, hosted the Sleep Apnea

Forum to educate healthcare professionals in the diagnosis and treatment of OSA and lifestyle

habits contribute to sleep deprivation in the Philippines.


St. Luke’s Medical Center study revealed that six out of ten adults worldwide experience

a medical issue that impacts their sleep. Here in the Philippines, more than 10 million said they

are suffering from insomnia which is considered to have one of the highest rates of sleep

deprivation in the world.

Moreover, Dr. Castillo, a psychiatrist at the Zamboanga City Medical Center said that

chronic sleep deprivation and inability to focus at work or school can be an early sign of

impending mental issues and should seek medical assistance. Meanwhile, the medical society has

grown more and more concerned over the rising cases of suicides, especially among the youth,

including in Zamboanga City. Social media could influence teens to create unrealistic

expectations of themselves and intuitively amplify strong negative emotions such as loneliness,

jealousy, anger, and others.

Subsequently, sleep depth and basal sleep are two factors that influence one's quality of

sleep. The recommended amount of sleep for optimal health is known as basal sleep. The amount

of sleep lost over time as a result of poor sleeping habits, illness, the environment, or other

factors is known as sleep debt. According to the National Sleep Foundation (2014), sleep

deprivation decreases the quality of sleep. Because the two function concurrently, it is important

to note that sleep quality is just as important as sleep quantity. Studies have shown that fewer

hours of sleep are linked to lower performance on complex mental tasks, eventhough some

people may feel rested with a few hours of sleep each night. Due to the academic atmosphere

that encourages critical thinking, college students' performance on complex tasks is important

(Morgenthaler, 2014).

Meanwhile, a teenager should get about nine hours of sleep each night (Noland 225;

Epstein; 18) School of Public Health Teens may experience sleep deprivation if they sleep less
than nine hours each night (Bergin, 45; 18) School of Public Health Therefore, sleep deprivation

can have an impact on a student's academic performance, behavior, or physical potential (Bergin

45; Black 34; Thabane, Powles, and Gibson; the 19th school of public health). As a result, a

student's grade will fall if they consistently skip bedtime (Black 35; Epstein; 224 Noland). By

increasing stress and obesity, sleep deprivation may also contribute to health issues (Blank 35;

Epstein; 224 Noland).

Additionally, undergraduate students frequently have inadequate sleep. For the past 30

years, Pace Schott decreased over the last 30 years. Much research has been conducted that

shows how much such sleep deprivation affects the body’s systems and organs. Lack of sleep is

a widespread issue in society and can have detrimental effects on one’s physical and emotional

well-being.

Another, Hasegawa et al.'s study titled "Assessment of Autonomic Nervous System

Function in Nursing Students Using an Autonomic Reflex Orthostatic Test by Heart Rate

Spectral Analysis," 2015) looked at how 121 nursing students at the Kyoto Prefectural

University of Medicine's nursing program used their autonomic nervous systems. An autonomic

reflex orthostatic tolerance test was used to evaluate the standing load of the participants, and

their heart rate variability was looked at during the test. 7 Their autonomic reflex was measured

with an electrocardiogram over approximately five minutes. The participant was asked to sit for

two minutes, stand for two minutes, and lie down for one minute in order to take these

measurements. It was hypothesized that fourth-year students face greater academic demands. As

a result, the autonomic nervous system of these participants would be functioning abnormally.

In addition, fourth-year students had a low resting state and hypotension in their

parasympathetic nervous system. The fourth-year students presented with a high-standing state
regarding autonomic nervous system function and a high sympathetic nervous system function,

in contrast to the first-year students. Stress-induced sympathetic nerve activation while inhibiting

the parasympathetic nervous system. In the meantime, standing caused a significant autonomic

nervous system response to fatigue. Additionally, the autonomic nervous system is influenced by

stress, particularly in fourth-year students. Moreover, sleep has been shown to decrease

sympathetic nerve activity. There were two limitations to this study. The small population and

the remote geographic location were two of the limitations.

The Philippine Daily Inquirer conducted a study and revealed that Filipinos are

considered the most sleep-deprived people in Asia. More or less 50 million Filipinos have less

than six hours of sleep.

Additionally, a study conducted by Almazroua I. et. al (2016) aims to study the effect of

sleep deprivation on medical students at different academic levels and investigate the causes of

sleep deprivation affecting them and problems related to it. The chosen respondents of this study

were medical students in the first, second, third, fourth, and fifth academic years at the College

of Medicine, King Saud University, Riyadh, Saudi Arabia. Another result reveals that there were

341 responses, with a response rate of 88.8%. The number of medical students who had normal

sleeping hours was 104 (53.1%) male students and 71 (49%) female students. The prevalence of

sleep deprivation was higher among male students (62 [31.6%]) as compared with female

students (42 [29%]), P value was 0.278. Fifth-level students were more deprived on weekdays

and weekends than other-level students with P values of 0.216 and 0.001, respectively. There

was a significant difference in the grade point average (GPA) concerning sleep deprivation. The

number of students who got GPA 4 or more and who were sleep deprived was 68 (65.4%)

whereas the number of those who were not sleep deprived was 180 (83%) (P= 0.0004).
Therefore, the researchers concluded that the most common cause of sleep deprivation among

medical students was studying. Sleep deprivation was negatively associated with academic

performance in the medical students.

Sleep deprivation adversely affects the brain and cognitive function. Moreover, it tends to

cause slower brain waves in the frontal cortex, shortened attention span, higher anxiety, impaired

memory, and a grouchy mood. Gayathri R utilized a questionnaire-based survey. The survey

comprises questions about the effects of sleep deprivation among college students. This survey

was administered to the 100 participants through a Survey Planet link. The researcher therefore

concluded that sleep deprivation is a major problem faced among college students of the present

generation. There are several causes attributed to it such as irritability, mood swings, lack of

motivation, swelling of the eye, and headaches are consequences that may harm the health

condition severely.

This study found that 59.7% of students in the sample had poor sleep quality, as

measured by the Pittsburgh Sleep Quality Index (Ye et al., 2017). According to the findings of

the study, taking long naps at night can have negative effects on cognitive performance and

subjective alertness. It was found that people had the worst quality of sleep when they napped

more than three times per week and for more than two hours. In addition, students who napped

between the hours of six and nine at night slept for shorter periods. In general, participants who

napped frequently throughout the day reported poor nighttime sleep quality and symptoms of

sleep deprivation. According to Ye et al. (2017), these participants showed lower levels of daily

function and cognitive performance, which harmed their academic performance. The use of

unreliable and invalidated survey questions, self-reported napping and sleep patterns, and the
absence of a daily nap count or description of the napping experience are some of the study's

limitations. In addition, the cross-sectional survey's data indicate that napping and nighttime

sleep quality do not have a causal relationship.

Subsequently, Ye et al.'s study, "Napping in College Students and Its Relationship with

Nighttime Sleep," investigated the effects of napping on nighttime sleep. It's important to know

how often, how long, and when a person usually takes a nap during the day when looking into

the connection between naps and nighttime sleep. Researchers will be able to better determine

the advantages and disadvantages of napping, particularly how it affects academic performance

and overall health, with the assistance of an understanding of these factors. The fact that short

naps can boost alertness and neurobehavioral performance is a well-known benefit. Additionally,

it is thought that prolonged naps cause drowsiness and confusion, which in turn may affect

cognitive or academic performance (Ye et al., 2017).

A study conducted by Rose S. and Ramanan S. (2017) aims to find out the effect of sleep

deprivation on academic performance and cognitive functions among college students. The result

revealed that a total of 150 respondents, with a response rate of 75%, were obtained. 143 (95.3%)

students obtained less than the recommended 7-8 hours of sleep. The students whose GPA was

lower were associated with lesser sleep duration and sleep deprivation. More so, the cognitive

functions of college students like memory, attention, and concentration were also impaired.

Therefore, the researchers concluded that sleep deprivation tremendously decreased academic

performance and impaired the cognitive function of the students. Thus, adequate sleep is

paramount for the students to have a better academic performance.

To investigate the connection between napping and the quality of one's sleep, 440

randomly selected undergraduate college students participated in the study. 17 emails were used
to find participants, and undergraduate students received an anonymous survey. Both open-ended

and multiple-choice questions were used in the survey. The Pittsburgh Sleep Quality Index

(PSQI), a self-rating questionnaire, was used to evaluate students' sleep quality and disturbances

over one month. The duration, frequency, and timing of naps were the subject of the questions.

Demographics, general health, sleep satisfaction, academic performance, weekday and weekend

sleep schedules, and sleep routines are additional topics for questions.

Furthermore, the article "Effects of Sleep Deprivation on Procedural Errors" focuses on

memory maintenance. The Experimental Psychology Journal: Stepan et al. (2019), investigated

how procedural task error rates are affected by lack of sleep. 234 students between the ages of 18

and 25 at Michigan State University participated in this study, which looked at both procedural

errors and sleep deprivation. These undergraduate students were fluent in English. In addition,

none of the participants were colorblind, had no significant sleep disturbances, or had a strong

preference for either the morning or evening. They also did not have any existing memory or

sleep disorders. The participants received course credit as compensation (Stepan et al., 2019).

More so, the researchers used two testing rooms and groups of up to eleven individuals

for the study. Participants were instructed to get at least six hours of sleep the night before the

study and to get up at nine in the morning. These students were not permitted to nap before

entering the laboratory or during the 24 hours preceding the study. Nor were they permitted to

consume caffeine, alcohol, or drugs. The study began at ten in the morning. When they arrived,

each participant completed sleepiness and mood assessments, the UNRAVEL task (perform a

series of tasks in a looped, specific order in response to a stimulus), and a variety of cognitive

and personality measures. After completing these tasks, the group was randomly divided into
two groups—a sleep group and a sleep deprivation group—under double-blind conditions. The

other 23 groups were required to remain awake overnight in the laboratory, while one group was

given a Fitbit to track their sleep activity and told to go home and sleep. Participants who had not

gotten enough sleep were required to complete sleepiness and mood assessments every two

hours. At 8:45 in the morning the following day, the students who slept at home arrived at the

laboratory.

Consequently, the UNRAVEL test, cognitive tasks, and sleepiness and mood assessments

were then completed by both groups. Regarding the UNRAVEL test, the experiment's results

were evaluated using sequence and non-sequence errors (Stepan et al., 2019). People who don't

get enough sleep shouldn't do procedural tasks, especially when they involve interruptions and

costly mistakes, according to this study. Participants who had not gotten enough sleep were

either unwilling or unable to complete the same tasks they had done the night before. Higher

error rates were observed with the sleep-deprived individuals who were able to complete the

tasks. Memory errors accounted for the majority of the errors, particularly when tasks were

timed. One limitation of this study was that it did not investigate whether sleep-deprived

individuals required accommodations while performing procedural tasks because inadequate

sleep can harm one’s health and performance.

Consequently, a study conducted by Chen W. and Chen J. (2019) revealed that sleep

deprivation can have substantial consequences for college learning and achievement. More so,

the present study used two waves of longitudinal data from the U.S. Wabash National Study

(N = 3549) to examine the relationships between sleep deprivation and school-record grade point

average (GPA) and college graduation. The results suggest that chronic sleep deprivation is

associated with lower GPA. Students who experienced sleep deprivation from their freshman to
senior years had a lower chance of graduation than students who were not sleep deprived.

Furthermore, sleep deprivation during students' senior year was found to be more consequential

for college graduation than sleep deprivation during their freshman year.

Sleep is vital to every individual, in fact sleep impacts the academic performance. 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. Meanwhile, later high school

start times may increase sleep duration, but do not consistently increase GPA to improve mood

and well-being. Heshner J. said if a student is struggling academically, screening for a sleep

disorder is vital. Interestingly, devices are under development which may allow students to better

monitor their sleep habits, sleep consistency, chronotype and sleep behaviors. Heshner J.

suggests that for the proactive student, these devices may enhance sleep behaviors and academic

performance. Schools need to develop sleep friendly policies and interventions to promote

healthy sleep for their students.

Okano et al. 's research, titled "Sleep Quality, Duration, and Consistency are Associated

with Better Academic Performance in College Students," 2019) used a Fitbit to monitor the sleep

of 88 participants in a study examining the impact of sleep on academic performance. The Fitbit

is an accessory that can be used to track things like how many steps you take, your heart rate,

and how long you sleep. The relationship between gender and sleep and academic performance

was the second objective. The researchers hypothesized that gender differences were caused by

females having higher grades.

Furthermore, the participants were MIT students enrolled in the fall semester's The Solid-

State Chemistry class. Each of the 88 participants received a Fitbit and was placed in a section
that best suited their schedule. Other sections were not open to participation by the participants.

Quizzes, midterms, and a final exam assessed the course material for each participant.

Participants' knowledge was tested through weekly quizzes leading up to the date of the quiz.

Prior to the exam date, students were required to complete three midterms covering three to four

weeks of content. The material covered throughout the semester was tested on a 16-question

cumulative final exam (Okano et al., 2019).

More so, there were several findings in the study. Longer-term, better-quality sleep was

associated with improved performance and grades. There was no correlation between test

performance the night before an exam and better sleep quality, despite the fact that better grades

were associated with consistent sleep. However, when sleep quality was improved for a month

and a week prior to a test, sleep duration was correlated with higher grades (Okano et al., 2019).

The wearable activity device has limitations. Although a Fitbit device can estimate stages of

sleep, there is no published evidence that it can accurately predict quality of sleep. Factors like

stress, anxiety, motivation, personality traits, and gender roles that can affect sleep may also limit

the relationship between sleep and academic performance.

Meanwhile, sleep disruption in medical students and its relationship to poor academic

performance: Seoane et al.'s "A Systematic Review and Meta-Analysis" The connection between

sleep deprivation and academic performance was the subject of an 18-month study (2020). There

were 29 studies evaluated, and 5,646 out of 14,170 students reported poor quality sleep. Rapid

eye movement (REM) sleep was thought to improve long-term memory performance.

Meanwhile, non-REM sleep would be linked to declarative memory, such as recalling events and

facts (Seoane et al., 2020).


A diverse group of students studying kinesiology, medical, and nursing careers were the

participants. Over more than one night, students' sleep quality, duration, and diurnal sleepiness

were measured. During the regular school day, participants' sleep quality was evaluated.

Questionnaires, standardized tests, and grade point averages were used to evaluate academic

performance (Seoane et al., 2020).

Additionally, the findings of several studies were compiled in the article. Medical

students' performance was found to improve in some studies when they got less sleep. A

psychiatric and sleep assessment on a regular basis could help participants who aren't getting

enough sleep. As a result, academic performance and quality of life may rise. Even though poor-

quality sleep and excessive daytime sleepiness were not severe, they were strongly linked to

lower academic performance (Seoane et al., 2020).

The study's shortcomings include an excessive number of female medical students. None

of the studies in this study included objective measures of sleep characteristics. However,

academic performance is correlated with quality of sleep. In studies conducted in 2012 or later,

and in those in which women made up more than 50% of the sample, this correlation was found

to be significantly higher in the Middle East and Asia/Oceania (Seoane et al., 2020). It is

impossible to determine whether there is a relationship because demographics and 19

comorbidities did not yield sufficient data. To put it another way, there isn't enough data to

conduct moderator analyses.

Another, sleep deprivation is thought to be a major factor in errors, especially in the

healthcare field. According to Kaliyaperumal et al. (2017) study titled "Effects of Sleep

Deprivation on the Cognitive Performance of Nursing Working in Shift," investigated how

nighttime nurses' cognitive abilities are affected by lack of sleep. Between August 2016 and
September 2016, this study was conducted. Staff nurses who had been on a rotating schedule for

at least one year were the participants, ranging in age from 20 to 50. They would work the day

shift for one month before switching to the night shift for the following month. According to

Kaliyaperumal et al., these nurses were employed at Peelamedu Samanaidu Govindasamy

Hospitals in Tamil Nadu, India. 2017). The nurses had to work eight-hour shifts and six days a

week to take part in this study. In addition, none of the nurses in the study had any of the 21

mental or medical conditions that were being studied, worked extra hours, or had another job.

There were 97 female and 3 male participants after weaning out those who did not meet the

eligibility requirements. The Montreal Cognitive Assessment (MoCA) Version 7.3, the Stroop

test, and Memoryze were used to measure cognition and executive function. The Vigilance Test,

a simple reaction time test, and a timed math test were among the mobile applications used to

assess attention, reaction time, photographic memory, and numerical cognition, also known as

mental speed. The Wilcox Signed Rank test (Kaliyaperumal et al.,) was used to compare non-

parametrical values, and SPSS Version 19.0 was used to analyze the data. 2017). The Epworth

Sleepiness Scale (ESS) was used to measure the prevalence of sleep deprivation throughout the

study. These values were expressed as percentages.

In fact, the study found that 69% of the nurses in this study had difficulty getting enough

sleep. It was discovered that at night, general intelligence and attention were lower than during

the day. On the other hand, it was discovered that at night, mental speed and reaction time were

better. According to the Montreal Cognitive Assessment (MoCA) Version 7.3, nurses who

worked the day shift had better cognition. Furthermore, this study found that sleep deprivation

had a negative impact on daytime and nighttime execution, memory, response time, and mental
speed related to numerical cognition (Kaliyaperumal et al., 2017). As a result, sleep deprivation

does affect cognitive function.

Gender differences in the relationship between sleep disturbances and academic

performance among nursing students were examined in the article "Gender Differences in the

Relationship Between Sleep Disturbances and Academic Performance Among Nursing Students"

published in 2020. It is hypothesized that gender may have an impact on academic performance

and sleep in nursing students. In addition, previous research has shown that females have worse

sleep quality than males (Marta et al., 2020).

From July 1, 2018, to September 30, 2018, 142 students participated in this study. From

first-year to fourth-year students, all of the participants were enrolled in undergraduate programs

in Indonesia during the 2017–18 academic year. Biodemographic information, the Pittsburgh

Sleep Quality Index, the Insomnia Severity Index, the Epworth Sleepiness Scale, the

Morningness-Eveningness Questionnaire, and the Beck Depression Inventory were used to

gather sleep data (Marta et al., 2020). Questions focused on known factors that affect sleep, sleep

quality and disturbances, male and female insomnia, daytime sleepiness, preferences for the

circadian rhythm, and the severity of depression symptoms were the instruments used to collect

information on sleep. After the sleep surveys were finished, data on academic performance was

gathered using grade point averages from the 2017–18 school year. SPSS Version 23.0,

independent T-tests, chi-square tests, and the odds ratio were used to analyze the data. T

determine the relationship between two distinct groups and a specific event, such as poor or good

academic performance, a logistic regression model and a multivariate logistic regression model

were utilized in 20 (Marta et al., 2020).


In addition, male and female nursing students were found to have similar rates of daytime

sleepiness, insomnia, and poor quality of sleep. According to Marta et al., about a quarter of the

participants reported feeling tired during the day. 2020). This finding was frequently observed in

students who experienced bad sleep quality and insomnia. In addition, the study's findings

indicate that nursing students in general frequently experience insomnia and poor sleep quality.

Female nursing students with insomnia were also more likely to struggle academically. However,

in male nursing students, there was no correlation between insomnia and academic performance

(Marta et al., 2020). The cross-sectional design, the single nursing school serving as the sample,

and the subjective self-administered questionnaires are three of this study's limitations. To

confirm the findings further, a second prospective, longitudinal study is required.

Meanwhile, Lack of sleep has a significant effect on pupils' academic performance. In

actuality, it may be dangerous or even fatal. Toying P. (2020) examined 119 senior high

Electrical Installation and Maintenance (EIM) students who were chosen using simple random

sampling for this study by using a descriptive and correlational approach. Results showed that

88% of the students had sleep problems and that they typically slept for less than 6 hours each

night. Due to social media, playing mobile games, and performing schoolwork and assignments,

students are sleep-deprived. Additionally, 61 percent of the students have a general average that

is only quite satisfactory (75-79), and 29 percent have a grade that is just satisfactory (80-84) in

the K-12 grading system. This suggests that low academic performance and a high prevalence of

tiredness in classroom behavior are related. Policymakers, school administrators, and teachers

may utilize the implications as a foundation for teaching children, as well as their parents, how to

use mobile phones and other technology responsibly. The usage of mobile phones must be

controlled by the parents, who should establish bedtime or lights-out guidelines. A set bedtime or
schedule must be followed. To achieve high academic accomplishment, school administrators

and teachers must have a well-planned and well-designed policy on assigning assignments and

homework.

SYNTHESIS

Sleep is vital to every individual for a person to function well, he/she needs to have

adequate sleep. More so, sleep deprivation has a tremendous impact on the academic

performance and cognitive function of students. College students frequently struggle with sleep

deprivation.

Subsequently, it is integral for people to be cognizant of the importance of sleep because

chronic sleep deprivation may eventually lead to sleep disorder which is very crucial to the

holistic health of a person. Moreover, it is more difficult to focus and respond fast when you are

sleep- deprived because you are unable to construct or mount the neural connections in your

brain that allow you to learn and generate new memories.

The review of related literature and studies is composed of foreign and local studies

wherein the researchers narrate in detail the effects of sleep deprivation on the academic

performance of students. The researchers also included conceptual works of literature for the

richness and in-depth of the study.

Meanwhile, the existing research studies exploring sleep deprivation supported the claim

of the researchers that there is a significant relationship between sleep deprivation and the

academic performance of respondents when grouped according to their profile. Research studies

indicated that sleep deprivation tremendously decreased academic performance and impaired the

cognitive function of the students. Thus, adequate sleep is paramount for the students to have a

better academic performance.


Furthermore, previous literature also revealed that sleep deprivation has negative impacts

on the physical health, psychological health, and academic performance of a student.


CHAPTER III

METHODOLOGY

This chapter presents the research design, locale of the study and the respondents of the

study, sampling procedure, research instrument, scoring procedure, data gathering procedures,

the treatment of the data, and statistical tools. A descriptive method such as frequency and,

percentage computation was used to describe the general findings of the study. A survey

instrument was utilized to gather data.

Research Design

The study used a descriptive-correlational assessment method. McBurney and White

(2009) said that Descriptive-Correlational design aims to provide static pictures of situations as

well as establish the relationship between different variables. More so, according to Driessnack

et. al, the name itself is a mix of descriptive and correlational research designs which provide an

explanatory study on the certain phenomenon evident in the research paper and a systematic

query on the relationship between variables being used in the study. This method will be used to

determine the effects of sleep deprivation on the academic performance of level III student

nurses of Isabela State University-City of Ilagan Campus.

Respondents of the Study and Sampling Procedures

The respondents of this study were taken from the BSN Level III students who were

randomly selected. The said student nurses are officially enrolled during the School Year 2022-

2023.
Research Instruments

QuestionPro defines the Likert scale as a unidimensional scale that researchers use to

collect respondents’ attitudes and opinions. More so, the researchers utilized the Likert answers

of the respondents in every question on the questionnaires. The computed arithmetic mean is

verbally described using a descriptive Rating of the 4-point Likert scale. Questionnaires were

self-made validated and verified by Madam Beverly D. Taguinod, Madam Marilou Malabug, and

Madam Jonalyn Cielito Uy-Francisco.

Table 1: Descriptive Rating of the 4-point Likert scale.

Likert Scale Range of Weighted Mean Descriptive Rating

4 3.26 – 4.00 Experience Frequently

3 2.51-3.25 Experience Sometimes

2 1.76-2.50 Experience Rarely

1 1.00-1.75 Never Experience

Data Gathering Procedure

Before the questionnaire was floated to the respondents, permission to conduct the study

was obtained from Mrs. Beverly D. Taguinod, MSN, Dean of the College of Nursing which will

later be coordinated with the research adviser. To make sure that the data needed will be filled in

with full accuracy and reliability, the researcher will personally deliver the survey questionnaires

to the respondents. Retrieval will be done just after the respondents have answered all the needed

information.
The data were consolidated and collated after the entire questionnaire was collected in a

prescribed and appropriate form or table for presentation, discussion and analysis.

Statistical Tools and Treatment

To give meaning on the data gathered, the following statistical tool and instrumentation

was employed.

1. Frequency and Percentage distribution was used to determine the profile of the level III

student nurses as to age, sex, and first semester GWA

2. T Weighted Mean was used to determine the average of all answers from the

respondents. Furthermore, it is also used to assess what among all the questions have the biggest

weight. Weighted Mean is used to determine the effects of sleep deprivation on the academic

performance of level III student nurses of Isabela State University-City of Ilagan Campus.

3. Analysis of Variance (ANOVA) was used to determine if there is significant

difference between the sleeping pattern of student nurses and effects of sleep deprivation.

4. Analysis of Variance (ANOVA) was also used to determine if there is significant

difference between the academic performance of student nurses and effects of sleep deprivation.

5. Pearson Correlation Coefficient (Pearson’s R) was used to determine if there is

significant relationship between the effects of sleep deprivation and academic performance of the

respondents.
CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results, analysis, and interpretation of data gathered from the

answers to the questionnaires distributed to the field. The data were presented in tabular form in

accordance with the specific questions posited in the statement of the problem.

1. Profile of the respondents

Table 1.1 Frequency and Percentage Distribution of Respondents According to Age

Age Frequency Percentage

20 13 12.9

21 74 73.3

22 14 13.9

Total 101 100.0

Table 1.1 Presents the frequency and percentage distribution of the respondents’ profiles in

terms of Age.

In terms of age distribution, the largest proportion of respondents are 21 years old,

representing 73.3 percent of the sample. Meanwhile, 20-year-olds account for 12.9 percent, and

22-year-olds make up 13.9 percent. The age distribution suggests that the majority of student

nurses in the study fall within the 20 to 21-year-old range. A study conducted by Dokuka and

Smirnov (2020) found high academic performance to be associated with shorter sleep among

young adults between 20 and 21 years of age including university students.


Table 1.2 Frequency and Percentage Distribution of Respondents According to Sex

Sex Frequency Percentage

Female 84 83.2

Male 17 16.8

Total 101 100.0

Table 1.2 Presents the frequency and percentage distribution of the respondents’ profiles

in terms of Sex.

Regarding the respondents' sex, the majority are female, constituting 83.2 percent of the

sample, while male respondents make up the remaining 16.8 percent. This indicates that there is

a significant gender imbalance among the participants, with more female student nurses included

in the study.

Marta et al. (2020), in the article titled “Gender Differences in the Relationship Between

Sleep Disturbances and Academic Performance Among Nursing Students,” studied how gender

plays a role in sleep disturbances and academic performance. In nursing students, it is

hypothesized that gender can affect both sleep and academic performance. Additionally, based

on past studies, it has been found that females experience worse sleep quality than males (Marta

et al., 2020).
Table 1.3 Frequency and Percentage Distribution of the Respondents’ Profile According to

General Weighted Average

General Weighted Average Frequency Percentage

1.00 – 1.50 3 3.0

1.51 – 2.00 55 54.5

2.01 – 2.50 41 40.6

2.51 – 3.00 2 2.0

Total 101 100.0

Table 1.3 Presents the frequency and percentage distribution of the respondents’ profiles

in terms of General Weighted Average.

The respondents' General Weighted Average (GWA) is also analyzed. The largest group

falls within the GWA range of 1.51 to 2.00, comprising 54.5 percent of the sample. The other

GWA ranges are less represented, with 1.00 to 1.50 at 3 percent, 2.01 to 2.50 at 40.6 percent, and

2.51 to 3.00 at 2 percent. This indicates that a significant proportion of student nurses have a

GWA in the mid-range, which might be useful for analyzing the relationship between GWA and

sleep deprivation effects.

Several research, notably Gwa, have investigated the association between sleep

deprivation and academic performance. Gomes et. al (2016), conducted a study on undergraduate

students and discovered a substantial link between sleep deprivation and poor academic

performance. According to the findings, inadequate sleep has a detrimental impact on GWA by

reducing cognitive capacities essential; for successful studying and exam performance.
2. Sleeping Pattern

Table 2.1. Frequency and Percentage Distribution of the Respondents’ Profile According to

Number of Hours of Sleep

Number of Hours of Sleep Frequency Percentage

4 9 8.9

5 21 20.8

6 40 39.6

7 17 16.8

8 14 13.9

Total 101 100.0

Table 2.1. Presents the frequency and percentage distribution of the respondents’ profiles

in terms of Number of Hours of Sleep.

The study also explores the number of hours of sleep the respondents get. Most student

nurses reported sleeping for 6 hours (39.6 percent) or 7 hours (16.8 percent). This suggests that a

substantial number of respondents may be experiencing some degree of sleep deprivation, which

aligns with the study's focus on sleep deprivation's effects on academic performance.

According to Toying P. (2020), being sleepy in class can have a vital impact on the

academic performance of a student. Lack of sufficient sleep can be harmful and even deadly. It is

a basic necessity of life and an important part of learning. This study utilized descriptive and

correlational design to examine 119 senior high Electrical Installation and Maintenance (EIM)

students who were selected through simple random sampling. Findings revealed that 88 percent

of the students were sleep deprived and they usually sleep for less than 6 hours only.
Table 2.2. Frequency and Percentage Distribution of the Respondents’ Profile According to

Types of Sleep

Types of Sleep Frequency Percentage

Continuous 34 33.7

Interrupted 67 66.3

Total 101 100.0

Table 2.2. Presents the frequency and percentage distribution of the respondents’ profiles

in terms of Types of Sleep.

In terms of types of sleep, the majority of respondents have interrupted sleep patterns

(66.3 percent), while 33.7 percent report continuous sleep. This finding could be crucial in

understanding how different sleep patterns relate to academic performance.

A study conducted by Faizan S. and Genpat M. (2019), revealed that there were 512

(64.24 percent) students with global PSQI score ≥5 indicating poor sleep quality. The mean GPA

of poor sleepers was 2.92 ± 1.09 which was significantly lower than that of good sleepers (p <

0.0001). In the group of students who scored lower GPA (2.0-2.7), 28.2 percent had very bad

subjective sleep quality, 29.05 percent had sleep latency of 16-30 min, 29.4 percent had sleep

duration of <5-7 h, 27.8 percent had sleep efficiency of <85 percent, and 37.7 percent

experienced daytime dysfunction almost every day. Adequate sleep is essential to refresh the

students every day and help them in learning and memory processing. Medical students and their

facilitators should comprehend the negative effects of sleep deprivation on student academics

and should take adequate measures to improve the sleep quality of students.
Table 2.3. Frequency and Percentage Distribution of the Respondents’ Profile in Terms of Nap

and the Number of Minutes

Nap Frequency Percentage

Yes 77 76.2

No 24 23.8

Total 101 100.0

Number of Minutes of Nap

15– 30 minutes 26 25.7

1 hour 36 35.6

2 hours 30 29.7

3 hours 8 7.9

4 hours 1 1.0

Total 101 100.0

Table 2.3 Presents the frequency and percentage distribution of the respondents’ profiles

in terms of Nap and the Number of Minutes.

Regarding napping habits, a significant majority of respondents (76.2 percent) take naps,

while 23.8 percent do not. Among those who nap, the most common duration is 1 hour (35.6

percent), followed by 15 to 30 minutes (25.7 percent). This information indicates that napping is

a common coping mechanism among student nurses, potentially in response to sleep deprivation.

According to Bagheri R. et. al (2021), many people take daytime naps, with the

frequency of napping varying considerably depending on the country, from 36 percent to 80

percent. Reasons for napping are multiple: in response to sleep loss (i.e., replacement napping),
in preparation for sleep loss (i.e., prophylactic napping), or just for enjoyment (i.e., appetitive

napping). Our study demonstrated that napping in the afternoon improved all types of cognitive

performance. Napping is particularly beneficial to performance on tasks, such as addition, logical

reasoning, reaction time, and symbol recognition. Napping appears beneficial for all types of

memory, either procedural, declarative, or short-term memory. Daytime napping offers various

other benefits such as relaxation, reduced fatigued and improve mood. Napping can boost

creativity and productivity, improve physical performance, and help people cope with fatigue

related to shift work.

A study conducted by Chee M. et. al (2018), found that a 1 hr nap provided comparable

improvement to learning as an equivalent time spent cramming. When tested 30 min after

learning, retention of factual knowledge was significantly greater after an hour spent napping or

cramming relative to taking a break. The nap benefit remained after 1 week while cramming no

longer provided significantly better retention than taking a break.

3. Effects of Sleep Deprivation

Table 3.1 Effects of Sleep Deprivation in terms of Psychological Performance

Indicators Mean Standard Deviation Description


Psychological
Performance
1. Lack of 2.57 0.68 Experienced
attentiveness/ Sometimes
concentration during
class hours and
clinical duties.
2. Lack of sleep 2.85 0.84 Experienced
affects my appetite. Sometimes
3. I have difficulty 2.72 0.89 Experienced
of getting back to Sometimes
sleep once I get up
in the middle of the
night to finish my
home works.
4. Poor sleep makes 2.96 0.86 Experienced
me forget things Sometimes
more easily.
5. I start sleeping 3.03 0.83 Experienced
late when I entered Sometimes
college as a nursing
student.
6. Sleep deprivation 3.05 0.84 Experienced
negatively affects Sometimes
my mood.
7. Sleep 3.02 0.90 Experienced
deprivation brings Sometimes
out trouble of getting
up in the morning
for my early duty or
classes.
8.I am less 2.90 0.83 Experienced
productive due to Sometimes
lack of sleep.
9. I always stay up 3.04 0.83 Experienced
all night to study Sometimes
before my exam.
10. I have difficulty 2.51 1.03 Experienced
of sleeping disorders Sometimes
that causes me to
stay up all night.
Average 2.87 0.51 Experienced
Sometimes

In terms of psychological effects, the respondents reported an average mean score of

2.87, with a relatively low standard deviation of 0.51. This suggests that, on average, student

nurses in the study experience these psychological effects, such as difficulty concentrating

during class or clinical duties, mood disturbances, and sleep-related disruptions, sometimes. The

narrow standard deviation indicates that the responses are relatively consistent among the

participants in this category.

According to Minkel, J. et al. (2012), in the article "Sleep deprivation and stressors:

Evidence for elevated negative affect in response to mild stressors when sleep deprived" Sleep-
deprived participants reported greater subjective stress, anxiety, and anger than rested controls

following exposure to the low-stressor condition, but not in response to the high-stressor

condition, which elevated negative mood and stress about equally for both sleep conditions.

These results suggest that sleep deprivation lowers the psychological threshold for the perception

of stress from cognitive demands but does not selectively increase the magnitude of negative

affect in response to high-stress performance demands.

Table 3.2 Effects of Sleep Deprivation in terms of Academic Performance

Indicators Mean Standard Deviation Description


Academic
Performance
1. Poor sleep makes 2.94 0.83 Experienced
it hard for me to Sometimes
think.
2. Poor sleep makes 2.70 0.89 Experienced
me lose interest in Sometimes
my studies.
3. I have difficulty 2.68 0.82 Experienced
understanding our Sometimes
lessons due to sleep
deprivation.
4. I am not able to 1.99 0.98 Experienced Rarely
submit my
activities/tasks on
time due to sleep
deprivation.
5. Poor sleep causes 2.12 0.85 Experienced Rarely
me to make mistakes
in school.
6. Poor sleep makes 2.83 0.81 Experienced
it hard for me to Sometimes
concentrate.
7. I interact poorly 2.72 0.81 Experienced
during classroom, Sometimes
teacher – student
discussion.
8. I have difficulty 2.35 0.86 Experienced Rarely
following my
instructor’s
instructions.
9. I feel sleepy 2.90 0.83 Experienced
during our class Sometimes
discussion.
10. I have a hard 2.76 0.84 Experienced
time answering my Sometimes
clinical instructor’s
questions during
recitation.
Total 2.60 0.49 Experienced
Sometimes

When it comes to academic performance, the mean score is 2.60, with a standard

deviation of 0.49. This indicates that, on average, student nurses in the study experience these

academic-related effects, such as difficulty understanding lessons and concentration issues,

sometimes. While the mean is still in the "Experienced Sometimes" range, the lower mean

suggests that academic performance is somewhat less affected than psychological well-being on

average. The standard deviation remains narrow, indicating consistent responses in this category.

The academic performance of students is also affected by the sleep regularity, quantity,

and quality that an individual acquires. The systematic review conducted by Bueno, Moreno,

Muro, M. Ruiz, MA Ruiz & Plasencia in 2020 showed that poor academic performance is

usually correlated to sleep deprivation.

Table 3.3 Effects of Sleep Deprivation in terms of Physical Performance

Indicators Mean Standard Deviation Description


Physical
Performance
1. Lack of sleep 2.91 0.81 Experienced
interfere with my Sometimes
daily activities.
2. I don’t feel active 2.93 0.81 Experienced
during the day due Sometimes
to lack of sleep.
3. I feel irritated and 2.89 0.83 Experienced
restless because of Sometimes
lack of sleep.
4. Lack of sleep 2.80 0.80 Experienced
makes me Sometimes
unproductive.
5. I lose interest in 2.61 0.79 Experienced
doing my works or Sometimes
assigned task
because of sleep
deprivation.
6. I become passive 2.62 0.73 Experienced
in doing my works Sometimes
because of lack of
sleep.
7. I am not alert and 2.65 0.82 Experienced
not energetic in Sometimes
doing my day-to-day
activities.
8. Sleep deprivation 2.68 0.76 Experienced
makes me easily get Sometimes
tired.
9. I become 2.64 0.77 Experienced
inconsistent in doing Sometimes
my daily activities
because of sleep
deprivation.
Total 2.75 0.46 Experienced
Sometimes

Regarding physical effects, the mean score is 2.75, with a standard deviation of 0.46.

This suggests that, on average, student nurses experience physical effects of sleep deprivation,

such as interference with daily activities, lack of energy, and irritability, sometimes. The

standard deviation remains relatively low, indicating a consistent trend among the participants in

this category.

According to a study conducted by Binks et al. (2020), 77.8% of nursing students had

trouble sleeping. Overall, the sleep quality of students who frequently skipped meals, consumed

unhealthy foods, drank alcohol, and smoked was poor. This study failed to find a significant link

between physical exercise and sleep. According to the study's findings, poor lifestyle choices and
previous medical disorders have a negative impact on sleep, which eventually leads in poorer

clinical and academic performance.

5. Significant relationship between the effects of sleep deprivation sleeping pattern.

Table 5 Relationship between the effects of sleep deprivation sleeping pattern.

Sleeping Effects of Sleep F- p- Decision Remark


Pattern Deprivation value value
Number of Psychological 0.51 0.72 Do not reject not
Hours of Ho significant
Sleep
Academic 0.83 0.51 Do not reject not
Ho significant
Physical 1.75 0.44 Do not reject not
Ho significant
Types of Psychological 2.39 0.12 Do not reject not
Sleep Ho significant
Academic 1.12 0.29 Do not reject not
Ho significant
Physical 2.58 0.11 Do not reject not
Ho significant
Nap Psychological 0.40 0.52 Do not reject not
Ho significant
Academic 1.07 0.30 Do not reject not
Ho significant
Physical 0.19 0.66 Do not reject not
Ho significant
Number of Psychological 0.88 0.48 Do not reject not
Minutes of Ho significant
Nap
Academic 1.02 0.40 Do not reject not
Ho significant
Physical 0.78 0.54 Do not reject not
Ho significant

The table presents the results of a statistical analysis aimed at investigating the

relationship between the effects of sleep deprivation sleeping pattern. The research question
focuses on whether there is a significant relationship in sleeping patterns concerning

psychological, academic, and physical effects of sleep deprivation.

The analysis employs an F-value and p-value to determine the significance of the

relationships between sleeping patterns and the three categories of sleep deprivation effects:

psychological, academic, and physical.

In terms of the number of hours of sleep, the F-values for psychological, academic, and

physical effects are 0.51, 0.83, and 1.75, respectively, with corresponding p-values of 0.72, 0.51,

and 0.44. In all cases, the p-values are above the commonly accepted significance level of 0.05,

indicating that there is no significant difference in sleeping patterns concerning these effects.

Therefore, we do not reject the null hypothesis (Ho) that there is no significant relationship

between the number of hours of sleep and the psychological, academic, and physical effects of

sleep deprivation.

Similarly, when examining the types of sleep (continuous vs. interrupted), the F-values

for psychological, academic, and physical effects are 2.39, 1.12, and 2.58, respectively, with

corresponding p-values of 0.12, 0.29, and 0.11. Once again, all p-values are greater than 0.05,

indicating that there is no significant relationship in sleeping patterns in relation to these effects.

Therefore, we do not reject Ho for this analysis either.

Regarding napping habits and their relationship to psychological, academic, and physical

effects of sleep deprivation, the F-values for psychological, academic, and physical effects are

0.40, 1.07, and 0.19, respectively, with corresponding p-values of 0.52, 0.30, and 0.66. As with

the previous analyses, all p-values exceed 0.05, suggesting that there is no significant

relationship in napping habits concerning these effects. Consequently, we do not reject Ho for

this aspect of the study.


Finally, when assessing the number of minutes of nap in relation to psychological,

academic, and physical effects, the F-values for psychological, academic, and physical effects

are 0.88, 1.02, and 0.78, respectively, with corresponding p-values of 0.48, 0.40, and 0.54. Just

like the previous analyses, all p-values are greater than 0.05, indicating that there is no

significant relationship in the number of minutes of nap concerning these effects. Therefore, Ho

is not rejected in this case either.

According to Carskadon, M.A. and Wolfson A.R.’s study (2016) that assesses the

significant between sleep patterns, sleep quality, and school of performance of high school,

and/or college, that the findings strongly indicate that shortened total sleep time, erratic sleep or

wake schedules, late bed and rise times, and poor sleep quality are negatively significant with the

effects of sleep deprivation.

Significant difference between the academic performance of student nurses and effects of
sleep deprivation.

Table 4 Comparison between the academic performance of student nurses and effects of sleep
deprivation.

Effects of Sleep F-value p-value Decision Remark


Deprivation
Psychological 1.76 0.16 Do not reject Ho not significant
Academic 1.53 0.21 Do not reject Ho not significant
Physical 1.44 0.24 Do not reject Ho not significant

The table presents the results of a statistical analysis aimed at investigating the potential

relationship between sleep deprivation and different aspects of student nurses' well-being,

particularly their academic performance.

In the context of academic performance, the F-value is 1.53, and the associated p-value is

0.21. The decision based on these statistics is "Do not reject Ho," meaning that there is no

significant difference between the academic performance of student nurses and the effects of
sleep deprivation. This implies that, according to this analysis, sleep deprivation does not have a

significant impact on the academic performance of student nurses in this particular study.

Similarly, for psychological and physical effects of sleep deprivation, the F-values are

1.76 and 1.44, respectively, with associated p-values of 0.16 and 0.24. In both cases, the decision

is also "Do not reject Ho," indicating that there is no significant difference in psychological and

physical effects among student nurses concerning sleep deprivation. This suggests that, based on

this analysis, sleep deprivation does not appear to significantly affect the psychological or

physical well-being of student nurses in this study.

Ghandi (2013) and Dotillos et al. (2015) did not find any association between sleep

deprivation and academic performance. Abraham and Scaria (2015) also reported that there is

insufficient evidence to make a judgment as to whether the sleep deprivation can have an impact

on the academic performance of students. Students who deprived themselves of sleep by sleeping

for 1–3 hours a night, especially during examination had higher examination scores than those

that sleep for 4–6 hours and 7–9 hours respectively; implying that the more a student deprived

his or herself from sleep to read, the better the academic performance.

Significant relationship between the effects of sleep deprivation and academic performance
of student nurses.

Table 5. Relationship between the effects of sleep deprivation and academic performance of
student nurses.

Effects of Sleep Chi-square p-value Decision Remark


Deprivation Value
Psychological 3.98 0.26 Do not reject Ho not
significant
Academic 3.98 0.26 Do not reject Ho not
significant
Physical 4.42 0.62 Do not reject Ho not
significant
The table presents the results of a chi-square analysis aimed at investigating the potential

relationship between the effects of sleep deprivation and the academic performance of student

nurses, specifically focusing on psychological, academic, and physical aspects.

In terms of psychological effects, the chi-square value is 3.98 with a corresponding p-

value of 0.26. Based on the standard significance level of 0.05, the p-value exceeds this

threshold. Consequently, the decision is to "Do not reject Ho," indicating that there is no

statistically significant association between the psychological effects of sleep deprivation and

academic performance among student nurses. This suggests that psychological factors resulting

from sleep deprivation do not appear to have a significant impact on their academic performance.

Similarly, the analysis explores the academic effects of sleep deprivation, revealing a chi-

square value of 3.98 and a p-value of 0.26. Once again, the p-value is greater than the typical

significance level of 0.05, leading to the decision to "Do not reject Ho." In this context, the

findings indicate that there is no statistically significant link between academic consequences of

sleep deprivation and the academic performance of student nurses. This suggests that sleep

deprivation's impact on the academic performance, as assessed in this study, is not statistically

significant.

Lastly, the analysis extends to the physical effects of sleep deprivation, with a chi-square

value of 4.42 and a corresponding p-value of 0.62. As with the previous variables, the p-value

surpasses the 0.05 significance threshold, leading to the decision to "Do not reject Ho." This

outcome suggests that there is no statistically significant association between the physical effects

of sleep deprivation and the academic performance of student nurses. Therefore, the physical

aspects resulting from sleep deprivation are not deemed statistically significant contributors to

their academic performance.


According to Ali A. et. al (2013), the study was conducted to evaluate the effects of

sleeping patterns on the academic performance of medical students at King Edward Medical

University, Lahore. However, results do not confirm the hypothesis that any particular pattern

effects academic performance of medical students. There is no significance among our two

variables: sleeping pattern and academic performance, therefore we cannot predict with

confidence that student’s grades would be improved by adapting a particular sleeping pattern,

although the possibility is not excluded. As sleeping pattern is not related to academic

performance, we can explore other aspects in the routine of students that may have an effect, like

eating habits, exercise, mood and perceived stress. Poorer academic performance was related

significantly to reduction in night time sleep and later times of waking up in the morning,

however no such association was found in our research. Socioeconomic status also affects sleep

and academic performance. Sleep deprivation can cause attention deficits, daytime somnolence,

and depressive mood with impaired daytime performance.


CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter highlighted the conclusions and recommendations made during the study,

which was conducted to determine the effects of sleep deprivation on the academic performance

of BSN level III student nurses.

Summary of Findings

The purpose of this research is to determine the effects of sleep deprivation on the

academic performance of nursing students. The respondents of the research were 101 student

nurses from Level III of Isabela State University Campus- Ilagan Campus who are enrolled in

the academic year 2022-2023. The following findings are:

 The majority of respondents are female with a percentage of 83.2. While 73.3

percent of respondents are under the age of 21. The majority of the students'

overall weighted averages varied from 1.51 to 2.00, which is in the mid-range

with a percentage of 54.5, and all of the responses are from BSN Level III.

 In terms of number of hours of sleep, 39.6 percent of respondents had 6 hours of

sleep. In terms of type of sleep, the majority of respondents answered interrupted

with a percentage of 66.3. In terms of napping hours, the majority answered yes

and had a majority of 1 hour of nap with a percentage of 35.6.

 In terms of psychological performance, the mean of the respondents is 2.87,

which is categorized as experienced sometimes. The mean of the respondents'

academic performance is 2.60, which is categorized as experienced sometimes.


The mean of the respondents in terms of physical performance is 2.75, which is

characterized as experienced sometimes.

 Based on the data result, the results of the test show that there is no significant

relationship between the effects of sleep deprivation, whether psychological,

academic, or physical, and the academic performance of student nurses.

Additionally, the results in the data show that the probability values of p are

greater than 0.05. This outcome suggests that the decision is to "Do not reject

Ho," indicating that there is no statistically significant association between the

effects of sleep deprivation and academic performance among student nurses.

 Based on the data result, the statistical analysis does not provide evidence to

suggest a significant relationship in sleeping patterns, types of sleep, napping

habits, or the number of minutes of naps concerning the psychological, academic,

and physical effects of sleep deprivation among student nurses. In addition, it is

evident from the results that the p-values are greater than 0.05. Therefore, we do

not reject Ho for this analysis.

Conclusion

The statistical analysis did not reveal any significant differences in sleeping patterns,

types of sleep, napping habits, or the duration of naps concerning the psychological, academic,

and physical effects of sleep deprivation among student nurses. Furthermore, the study did not

identify a significant relationship between the effects of sleep deprivation, whether

psychological, academic, or physical, and the academic performance of student nurses.


In summary, the chi-square analysis results do not support the hypothesis that there is no

significant relationship between the effects of sleep deprivation, whether psychological,

academic, or physical, and the academic performance of student nurses. These findings indicate

that sleep deprivation, as assessed in this study, may not be a major determinant of academic

performance among this specific group of students. However, it is important to consider the

limitations of the study and the potential influence of other factors that were not examined in this

analysis.

Recommendation

Through the conclusions derived from the findings of this study, the following were

recommended for consideration:

The College of Nursing. The researchers recommend making a flexible schedule and conducive

environment where every student nurse can learn and gain experiences without compromising

their sleep or holistic health in general.

The Parents. The researchers recommend to monitor their child’s academic performance and

sleeping habits. The support system is paramount, especially for college students.

The Student Nurses. The researchers recommend creating a study plan, managing their time

properly, and formulating a sleeping plan to improve sleep.

Future Researchers. Future researchers may improve this study by researching the effectiveness

of Autonomous Sensory Meridian Response (ASMR) in improving sleep.


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