Sleep Deprivation on Academic Attentiveness

among Junior High School Students

A Research Paper
Presented to the Faculty
Of University of St. La Salle
Integrated School
Bacolod City

In Partial Fulfillment
of the Requirements
for Math and English 10

Members:
Cajili, Jose Maria B.
Sambrona, Gene Michael L.
Jamero, Martha Julian Samantha P.
Lall, Ferlie Mae E.
Milan, Grace Kay L.

Date
March 1, 2019
APPROVAL SHEET
 The research paper entitled “SLEEP DEPRIVATION ON ACADEMIC
ATTENTIVENESS AMONG JUNIOR HIGH SCHOOL STUDENTS” presented by
CAJILI, JOSE MARIA B., SAMBRONA, GENE MICHAEL L., JAMERO,
MARTHA JULIAN SAMANTHA P., LALL, FERLIE MAE E., MILAN, GRACE
KAY L. in partial fulfillment of the requirements in English and Mathematics
Performance Task of the University of St. La Salle-Integrated School has been evaluated
and approved by the panel of evaluators.

PANEL OF EVALUATORS

JONATHAN M. DAVILA ROSELLER M. BEJEMINO, JR, EdD

Member Member

MA. CHRISTINA T. NAVARRO, MAT

Research Adviser

ROMY DE LA SERNA
Research Adviser
ACKNOWLEDGEMENT
 The researchers would like to express their gratitude to the persons who helped in the
accomplishment of this research paper.
To our research advisers Mrs. Ma. Christina T. Navarro, MAT and Sir Romy de la
Serna for your knowledge and guidance in making our research.
To our Research validators Mr. Romy de la Serna and Sir Anton Uberas who
carefully checked the content of the instrument and gave corrections for its improvement.
To our Statistician Sir Michael Cañada, Ph.D. for your patience and expertise in
processing and interpreting our reliability, descriptive and inferential statistics.
To our Junior High School respondents who took their time in answering the survey
questionnaire.
To our Parents who always supported us and gave financial assistance in our entire
research paper.
Above all to our God almighty who makes everything possible despite of our
limitations as human.

-The Researchers

TABLE OF CONTENTS

Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES vii
ABSTRACT viii

INTRODUCTION 1
Background of the Study 1
Statement of the Problem 3
Hypothesis 4
Theoretical Framework 4
Conceptual Framework 6
Scope and Limitations 7
Significance of the Study 8
Definition of Terms 9
Review of Related Literature 10
METHODS 17
Research Design 17
Respondents of the Study 18
Research Instrument 18
Data Gathering Procedure 19
Statistical Treatment 19
Ethical Consideration 20

RESULTS AND DISCUSSION 20

CONCLUSION 28
RECOMMENDATIONS 29
REFERENCES 30
APPENDICES 35
Appendix A: The Research Instrument 35
Appendix B: SPSS Results 36
Appendix C: Validity Test
Appendix D: Computations for Sample Size
Appendix E: Documentation

LIST OF TABLES

Page

Table 1 Extent of sleep deprivation on academic 21

 attentiveness among Junior High School
students in terms of sex

Table 2 Extent of sleep deprivation on academic

22
attentiveness among Junior High School
students in terms of grade level

Table 3 Extent of sleep deprivation on academic

23
attentiveness among Junior High School
students in terms of section

Table 4 Significant difference of sleep deprivation

25
on academic attentiveness among Junior
High School students in terms of sex

Table 5 Significant difference of sleep deprivation

26
on academic attentiveness among Junior
High School students in terms of grade level

Table 6 Significant difference of sleep deprivation

27
on academic attentiveness among Junior
High School students in terms of section

LIST OF FIGURES
 Page

Figure 1 Schematic diagram showing the framework 7

of the study

ABSTRACT
 The present study aims to determine the extent of sleep deprivation on academic
attentiveness among Junior High School students at the University of St. La Salle-
Integrated School for school year 2018-2019. A descriptive research design was utilized
involving 291 students from grades 7-10. The instrument used in the study was a Functional
Outcomes of Sleep Questionnaire. To determine the extent of sleep deprivation on
academic attentiveness among junior high school students when taken as a whole and when
grouped according to sex, grade level, and section, mean was used. Furthermore, to
determine the significant difference in the extent of academic stress among junior high
school students when grouped according to sex, independent samples t-test was used. In
addition, One-way ANOVA was used when grade level and section are considered. Results
indicated that grade 9 and 10 students have a higher extent of sleep deprivation on academic
attentiveness in school compared to the grade 7 and 8 students who only have an average
extent of sleep deprivation on academic attentiveness. Moreover, there was a significant
difference in the extent of sleep deprivation on academic attentiveness among junior high
school students when grouped according to grade level which signifies that the grade 9 and
10 have a higher extent of sleep deprivation on academic attentiveness compared to the
grade 7 and 8 students. Since the grade 9 and 10 students are to be more engaged with the
effects of sleep deprivation that affects their academic attentiveness compared to grade 7
and 8 students. School administrators, teachers, and guidance counselors should take
initiatives and efforts to help reduce and administer the inattentiveness of their students in
school due to sleep deprivation.

Keywords: sleep deprivation, academic attentiveness, Junior high school students

INTRODUCTION

Background of the Study

 Sleep is known to be important in the development of children and their cognitive

functioning. This is vital for every student especially in high school. To focus properly in

lectures and discussions, they must be adequately given a good amount of night’s rest

every day. In fact, sleep is just as crucial as eating healthy and exercising. Sleep is

important for various aspects of brain function. This includes cognition, concentration,

productivity and performance, necessary for students to listen attentively and work

properly in class (Leech, 2018). The benefits of sufficient sleep not only include the

feeling of being well-rested, but sleep is also necessary for our nervous system to

function properly (“Students lack of sleep”, n.d.).

Unfortunately, because of parents’ expectations for students to excel further

academically, sleep is oftentimes not prioritized in high school, and needs to be sacrificed

by high school students. Too little sleep causes the loss of concentration, and can lead to

memory impairment and compromised physical performance. Not only does sleep

deprivation cause problems with our school studies, there are many health risks for those

who are chronically sleep deprived (“Students lack of sleep”, n.d.). Although there are

many causes of sleep deprivation such as social media, sleeping problems and the like, it

is stated that ,majority of students stay up to finish their homework and schoolwork due

the next day as well as to study for tests which adds more pressure on the student (Google

Sites, n.d.).

In relation to this, multiple studies have proved the importance of sleep in a

student’s overall academic performance. One study conducted by Bianchi (2014),

concludes that sleep deprivation builds up the drive for sleep which results to decreased

subjective alertness, increased self-reported and objective sleepiness. Similarly, another

study reported by Alapat (2012) states that any prolonged sleep deprivation will and can

affect one’s mood, energy level, and ability to focus, concentrate and learn, directly

affecting their academic performance. However despite the justifiable results these

studies have presented, most studies have failed to mention the correlation between the

amount of sleep and attentiveness of junior high school students. Fortunately, studies

such as those done by Higginson (2017) gathered that sleep deprivation can impair parts

of the brain which control cognitive abilities and behaviour. Furthermore, an individual

who is sleep deprived will show reduced metabolism and blood flow to multiple areas of

the brain which can be linked to difficulty in focusing, forgetfulness, lack of

concentration, short attention span, learning difficulties, and risky behaviour. This may

explain why, students who are sleep deprived are reported to have trouble paying

attention in class and are most likely to sleep in the day which directly affects class and

academic performance.

It is along with this context that this study will be conducted in order to explore

the extent of sleep deprivation experienced by Junior High School students with its

relation to their attentiveness in school at the University of St. La Salle-Integrated

School.

Statement of the Problem

This study aims to determine the relationship between the lack/loss of sleep and

the academic attentiveness among Junior High School students at the University of St. La

Salle-Integrated School for school year 2018-2019.

Specifically, it seeks to answer the following questions:

 1. What is the extent of sleep deprivation among Junior High School students when

taken as a whole and when grouped according to:

a. Sex

b. Grade Level

c. Section

2. Is there a significant difference in the extent of sleep deprivation among Junior

High School students when grouped according to:

a. Sex

b. Grade Level

c. Section

Hypothesis

The following hypothesis is advanced in this study:

There is no significant difference in the extent of sleep deprivation on

academic attentiveness among Junior High school students when grouped

according to:

a. Sex

b. Grade level

c. Section

Theoretical Framework
 Sleep deprivation can be anchored on different theories. According to Oswald

(1966), sleep is to replenish the body’s energy when at rest so that homeostasis is

ensured. The tissues of the brain and body are repaired and the chemicals required for

proper functioning are retained. According to the repair and restoration theory of sleep,

sleeping is important for revitalizing and restoring the body’s physiological processes

that maintain normal and healthy functioning. During sleep, the body also increases its

rate of cell division and protein synthesis, further suggesting that repair and restoration

occur during sleeping periods (Cherry, 2018). Adam and Oswald (1983) believed that

rapid eye movement (REM) sleep also played a key role in restoring the brain and

nervous system. This could again include repair, as well as replenishing neurotransmitters

in the nervous system and clearing the build-up of toxins and byproducts. McGinty and

Szymusiaka (1990) agree that sleep would have benefits to an overheated brain, including

protecting it from damage, and facilitating immune defence. In other words, perhaps it is

the brain which needs to rest and repair, and not the body. As Hobson (2005) put it,

"Sleep is of the brain, by the brain and for the brain." It is becoming evident that sleep

plays a key role in the maintenance of the brain, including cognitive functioning.

The ability to encode, retain and recall information has been a function of the

brain that has allowed humans to be able to create a meaningful society, and this function

has been termed memory. Ebbinghaus (1885) says sleep supports the formation of

memory, and this is called the memory consolidation theory. New research suggests that

sleep is far from a passive process, and that sleep may best be characterized as an active

brain state for optimizing memory consolidation. Memories are consolidated by firing the

same group of neurons that fired when the memory was first formed, and this
consolidation occurs during slow wave sleep (SWS) (Oberhaus, 2016). Zhang (2004)

theory proposed that memory consolidation occurs more powerfully during sleep due to a

lack of the interference that tends to occur during the day. The results of both Dallenbach

and Jenkins (1924) and Dallenbach and Minami (1946) studies provide evidence in

support of Zhang's theory. The latter studies, based on the experimental evidence

gathered, suggest that memory consolidation occurs better during periods of

unconsciousness than periods of alertness.

Brain Plasticity Theory is one of the more recent, and rather compelling, theories

of sleep. It is based on research findings, which suggest that sleep is correlated to changes

in the organization and structure of the brain. The brain has the ability to adapt and

change over time. The term “brain plasticity” was coined to refer to this extraordinary

ability of the brain to change throughout an individual’s life; and proponents of this

theory believe that sleep contributes importantly to the processes of brain plasticity. To

start with, the brain plasticity theory argues that, people sleep so as to process the

information they have acquired during the day and consolidate new memories. Support

for this hypothesis has been drawn from several studies, which demonstrate that lack of

sleep has a negative impact on the ability to remember information (N/A, 2016).

Conceptual Framework

Sleep deprivation is a general term to describe a state caused by inadequate

quantity or quality of sleep, including voluntary or involuntary sleeplessness and

circadian rhythm sleep disorders. Sleep is as important to the human body as food and

water, but many of us don't get enough sleep. Lack of sleep is known to cause poor

attention, worse grades, school absences, poor social interactions, irritability and
crankiness, depression and increased risk taking behaviors. Specifically, research studies

have shown that shorter sleep durations are associated with inattention, poor decision-

making, and decreased memory, all of which can affect academic achievement (Paruthi,

2015).

The feeling of sleepiness is a result of sleep deprivation and is highly correlated to

daytime function and performance. Every child responds to sleep deprivation differently,

with some appearing to be less affected than others. Some groups of people may consider

sleep as wasted time and purposely deprive themselves of sleep to pursue other things

such as entertainment, educational goals, or money-making pursuits. Others may

unintentionally not get enough sleep because of shift work, family obligations, or

demanding jobs. Consistent sleep-wake patterns of going to bed late, frequent nighttime

arousals, or waking up early can lead to sleep deprivation and the accumulation of sleep

debt (Davis, 2018).

Figure 1 shows the schematic diagram showing the framework of the study.

Causes: Effects:
poor sleep habits Sleepiness
Sleep
stimulants Decreased memory
prior use of → Deprivation → Mental Illnesses
technology Fatigue
↓ Decreased Immune System

Lack of attentiveness
in school

Figure 1
Schematic diagram showing the framework of the study
Scope and Limitations

This study covers the extent of sleep deprivation experienced by Junior High School

students at the University of St. La Salle-Integrated School for school year 2018-2019.

The data gathering phase of this study will commence during the 4th quarter of the

present school year and the respondents involve Grade 7-10 Junior High School students.

This study does not cover any other causes and effects of sleep deprivation obtained

from outside activities of the school. Likewise, it does not involve coping mechanisms

and solutions for sleep deprivation.

Significance of the Study

This study is relevant to the following stakeholders:

USLS-IS Administrators. The findings of this research may help implement

programs in response to the students’ sleeping conditions.

Guidance Services Center. Through the researchers’ findings of the study, the

services delivered by the counselors may be aimed towards the coping and dealing with

the conditions related to sleep deprivation among the fellow Junior High School students.

Teachers. The results may inform teachers and mentors on the different causes of

the lack of sleep in students which academics may be a source of it. Hence, they can also

research on other ways to improve their students’ attentiveness and active learning during

class.
 Students. Through this study, students may be informed about how they are affected

by sleep deprivation in terms of academic attentiveness. This helps them to prevent sleep

deprivation so they could study well.

Definition of Terms

The following are the salient terms that are defined conceptually and operationally:

Academic Attentiveness. The concept studied in cognitive psychology that refers to

how we actively process specific information in our environment (Cherry, 2018).

In this study, it refers to the attentiveness experienced by Junior High School

students in their classes.

Grade Level. It is the level of the educational program studied by a student

(Wisconsin Department of Public Instruction, n.d.).

In this study, it refers to the grade level in Junior High School comprising grade

seven to ten.

Junior High School Students. Students that are specifically prepared for studying at

the college level (Top Education Degrees, n.d.).

In this study, it refers to who the respondents are.

Section. This is the individual class unit into which the students register and

complete their work (Willy Plus, n.d.).

 In this study, it refers to the designated class of a group of students.

Sex. Refers to a set of biological attributes in humans and animals (Canadian

Institutes of Health Research, 2017).

In this study, it is the sexul identity of the respondent.

Sleep Deprivation. Defined as not obtaining adequate total sleep (American Sleep

Association, 2017).

In this study, it refers to a student suffering from the lack of sleep.

Review of Related Literature

This section presents the related literature and studies that are relevant to the

present study.

Sleep Deprivation

According to the National Institute of Neurological Disorders and Stroke, sleep is

said to be an important part of a person’s daily routine as one-third of his/her life is spent

on it. It was further added that the quality and the amount of a person’s sleep is essential

in survival even when compared to food and water.

Besides the many physical consequences of insufficient sleep, both the brain and

cognitive function are also affected, leading to deficits in working memory and

inattention. Concentration and response, two important qualities man should possess, is

also affected by the lack of sleep, commonly known as sleep deprivation, as pathways in

the brain allowing learning and memory creation aren’t maintained, making it more

difficult to concentrate and respond quickly. In relation to this, research conducted by

Drummond and McKenna (2009) suggests that carrying out tasks requiring attention has

a direct correlation to the amount of sleep, its function declining with the number of

hours slept.

In addition, the quality of a person’s sleep depends on two factors, basal sleep and

sleep debt. The National Sleep Foundation (2014) defines basal sleep as the amount of

sleep the body needs on a regular basis and sleep debt as the accumulated sleep lost due

to poor sleep behaviors, illnesses, environmental factors, and/or other causes, resulting to

low sleep quality. On this note, studies have shown that reduced hours of sleep is

associated with low performance on complex mental tasks done by both college students

and adults. Furthermore, Morgenthaler (2014) adds that those who do not meet the sleep

requirements have a higher risk of mortality.

In line with the previous statement, one of these requirements also includes the

amount of sleep, which for a teenager is optimally nine hours according to the School of

Public Health (n.d). In accordance with this, teenagers who sleep less than the optimal

time is said to experience sleep deprivation thereby affecting the overall academic ability,

behavior, and/or physical potential of a student. Insufficient sleep is not only experienced

by teenagers but is also particularly common among undergraduate students. According

to Pace, Schott, et al. (2009) the average sleep duration among undergraduates have been

found to have drastically decreased over the past 30 years.

However, although experienced by people from different age ranges, the effects

of the lack of sleep may be entirely different for each person as implicated by Gaultney J.
(2010). It was emphasized that sleep patterns or disorders may vary depending on the

person’s age and gender.

In terms of age, it has been reported that although sleep disorders tend to increase

in adults, students were also at risks of these increasing disorders. Contrary, another study

by Webb (1985) reached a different conclusion. The study compared the performance

between two different age groups. Results show that younger respondents experience

larger subjective decrements while older respondents experience larger persistence

decrements. The study concluded that there were mixed results on both precision and

cognitive demanding tasks. On the other hand, the article entitled, Sleep gets Worse with

Age (2017), explains how the effects of sleep deprivation worsens with age. It was

further elaborated that since sleep gets shorter and shorter with age, sleep deprived

individuals experience physical and mental deterioration that also gets worse with time.

However, unlike the findings of Webb (1985), Collins and Mertens (1986) found that the

performance of older respondents were lower and were more affected by the increasing

workload compared to the younger respondents. The study concluded that despite this,

the detrimental effects of sleep deprivation and altitude did not appear to interact with

age.

On the other hand, in terms of gender, it has been reported that compared to

males, females were at a greater risk of Restless Leg Syndrome (RLS)/ Periodic limb

movement disorder (PLMD), insomnia, affective disorder, nightmares, and lastly, are

prone to more than one sleep disorder (Gaultney J, 2010). Similarly, Lewis (n.d) reached

a similar conclusion. The study showed that women are biologically wired to pay more

attention to different things than men are. In addition, it was found that males focus more
on analytical and visual things, while females tend to focus more on verbal and nonverbal

communication. However, a study conducted by Brazaitis et al. (2016) stated otherwise.

Their findings show that no sex differences were observed in the mean values of both

memory and attention task performance. It was also observed that there were sex

differences in short-term memory and in unpredictable attention switching task

performance variability, which was found to be higher in females compared to males.

Other studies such as that of Esterman et. al. (2016) also found gender differences in

attention were shown to have little to no difference over the past years. This can be seen

in the difference of the mathematical ability, which was once seen to be a biological

difference in cognition, between both sexes. The gap between these two sexes has been

closing in to the point where it is now considered almost non-existent.

Sleep deprivation has also been said to be a cause of a number of health problems

such as stress and obesity. Countless studies have indicated and proved that different

bodily organs and important bodily systems are indeed affected by the lack of sleep. This

implicates that sleep deprivation is a common problem faced by students, teenagers, and

adults alike and has proven to have serious consequences on both the physical and mental

health of a person.

Sleep Deprivation and Academic Attentiveness

A study conducted by Gilbert and Weaver (2010) has recognized the interference

with the lack of sleep to a student’s academic, extracurricular, and vocational choices. In

addition, the 24-hour time period allotted for sleeping alone has been found to have

greatly decreased, while sleep dissatisfaction has been shown to have increased over the
past years. Relatively, multiple studies have shown the correlation between the lack of

sleep and academic attentiveness between the homogenous and heterogenous groups.

Studies such as those done by Machado and Mattos (2000), found that scaffolding can be

obtained through collaborative work among peers of the same level of competence even

with the lack of sleep. In further support, another study done by Femlee and Eder (1983)

found that sleep deprived students in low groups showed no difference in attention with

students in higher group. However, other studies such as those done by Donato (1994)

found that sleep deprived learners improved their performance through cooperation,

whether working with stronger or weaker peers. Contrary to that finding, it was

concluded that the heterogeneous grouping showed superiority over homogenous

grouping at the low level. Low students in the heterogeneous class made more relative

gains than high students in the same class. It was also noted that low students did not

improve at the expense of high students. In addition, another study conducted by Haskins

et al. (1983) reported that low-group students were both more disruptive and more

frequently off-task than those in higher groups. It was suggested that the disruptive and

distracting behaviors of the low-group students was primarily due to boredom.

Sleep Deprivation on the Academic Performance

Numerous studies have proved the correlation between sleep deprivation and poor

academic performance because of the lowering of the cognitive function as a result of

poor sleep quality. Moran (2012) states that concentration, an attentional process, is vital

for success in any field of skilled performance. A study with college students as its

respondents has shown that while 33% of sleep-deprived students took longer than 30

minutes to fall asleep, 43% of students were reported to have prematurely woke up more
than once on a nightly basis (Forquer et al, 2008). Contrary to the belief that college

students have different sleep hygiene depending on their class standing, majors, and

workload, it has been found that there is no significant difference between freshman,

sophomores, juniors, seniors, and graduate students in the time they fall asleep, number

of premature waking, and total hours of sleep a night. However, according to the article

Gender Differences (n.d), the results of the Programme for International Student

Assessment (PISA), an internationally standardized assessment given to 15-year-olds,

showed that 12 out of 26 countries had no significant difference in the math performance

between the two sexes. On the other hand, the remaining 13 countries showed male

superiority, while Iceland showed female superiority.

It has been concluded that sleep loss results in the loss of concentration and

increased sleepiness during the day. It is also inferred that college students struggling

with excessive sleep loss are increasing those symptoms by further depriving themselves

of sleep, in return negatively affecting their ability to perform well in school.

Synthesis

In the study done by Gilbert and Weaver (2010), the two researchers found

that sleep loss interferes with student’s academic performance. The past study is

particularly related to the present study since they identified the effect of sleep

deprivation on the academic performance. Their study which is distinctly relative to the

present study, cited that sleep deprived individuals also have difficulty in retrieving

words and delivering them which affects their communication, these effects due to a lack

of sleep are all vital skills needed not only for survival but also for learning process; in
order to obtain the most out of education, it is imperative to have proper functioning of

cognitive skills, memory, attention, concentration, and alertness. However, all of these

skills are affected by lack of sleep. Moreover, Soliven (2016) stated that the quality

of sleep directly affects the quality of productivity, emotional balance, creativity, and

physical vitality, as same to what the present study also aims to point out. Likewise, the

findings discoursed by the researches have aided the present researchers define their goal

in conducting the study. On the other side, Shot and Banks (2014) stated that an

experiment failed to show that sleep deprivation has a high impact on academic

performance. The experiment showed that the sleep deprived participants in the

experiment did not possess cognitive skill deficits or poor sustained attention. Hence, an

individual’s subjective feelings of sleepiness and alertness are not a reliable source in

assessing one’s cognitive or behavioral impairments.

 METHODS

This section presents the research design, respondents of the study, research

instrument, validity and reliability of the research instrument, data gathering procedure,

statistical treatment, and ethical consideration.

Research Design

In order to answer the problems raised in this study, a descriptive research method

will be utilized. Descriptive research is defined as a research method that describes the

characteristics of the population or phenomenon that is being studied. This methodology

focuses more on the “what” of the research subject rather than the “why” of the research

subject (Bhat, 2019). This method is appropriate in this study since it seeks to describe

the extent of sleep deprivation in relation to academic attentiveness that the Junior High

School students experienced in school.

Respondents of the Study

The respondents of the study will be the Junior High School students. At present,

there are 1191 students enrolled in the Integrated School. Based from the sample size

calculator, the sample size is 291 which will comprise the students who will answer the

survey questionnaire. Proportional allocation of respondents will be used in order to have

an equal number of respondents from grade 7-10 levels.

Instrument
 To obtain the appurtenant information, a standardized Functional Outcomes of

Sleep Questionnaire (FOSQ) was used. The questionnaire consisted of 30 items and

describes the different possible outcomes/effects of sleep deprivation in school as derived

from various sources. Among them, five items were extracted and summarized from the

questionnaire according to its relevance in the study. Aside from the FOSQ, ten items

were personally added by the researchers and was further verified by two validators. In

line with this, the basis for these questions was based on the related studies and review of

related literature as presented in the earlier pages. In addition, the questionnaire was

divided into three sections namely personal, concentration, and comprehension. As a

result of this validation, the questionnaire was given a mean of 4.11 and 4.33 which

according to the Leichhardt Scale agrees that the lack of sleep does affect the academic

attentiveness of Junior High School students. To add, it was also validated with the

Cronbach reliability test. The result of this test was 0.952 and was interpreted excellent

by the statistician. On this basis, these validations demonstrated the reliability of the

various effects of the sleep deprivation questionnaire achieved by the levels required by

the estimation standards.

Data Gathering Procedure

The following shows the detailed step-by-step procedure in gathering the information

needed in the study:

1. The researchers will secure permission from their research teachers to conduct the
survey to the identified respondents of the study.

2. The researchers will obtain a class list and identify the respondents who will
answer the survey questionnaire.
 3. The respondents will answer the survey questionnaire.

4. After the questionnaire has been completely answered, it will be retrieved.

5. The data will be encoded in excel.

6. The data will be processed using SPSS by the assigned statistician.

Statistical Treatment

The following statistical tools will be used in consonance with the specific problems

presented in this study:

For problem number one which aims to determine the extent of sleep deprivation

among junior high school students when taken as a whole and when grouped according to

sex, grade level, and section, mean will be used.

For problem two which aims to determine the significant difference on the extent of

sleep deprivation among junior high school students when grouped according to sex,

independent samples t-test will be used. Moreover, One-way ANOVA will be used when

grade level and section are considered.

Ethical Consideration

The respondents’ profile and identity will be ensured to be private and anonymous

in this research study. Their results will be handled with utmost confidentiality. Informed
consent will be stated and will be fulfilled by the participants educating them of the

background of the study and specifying they can withdraw from the survey.

RESULTS AND DISCUSSION

This section presents the results and discussion of the specific problems raised in

this study. It also provides implication and link to related studies that supports/deviates

from the findings of the present study.

On the extent of sleep deprivation on academic attentiveness among Junior High
School students in terms of sex

Table 1

Extent of sleep deprivation on academic attentiveness among Junior High School

students in terms of sex

Sex Mean SD Interpretation

Male 3.2437 0.86132 Average
Female 3.2779 1.05019 Average

Table 1 shows the extent of sleep deprivation on academic attentiveness among

junior high school students when grouped according to sex. The results show that male

respondents have an average (M = 3.2437, SD = 0.86132) extent of sleep deprivation. In

addition, female respondents were also shown to have an average (M = 3.2779, SD =

1.05019) extent of sleep deprivation.

Based on the findings, male and female students have an average extent of sleep

deprivation on their academic attentiveness. Both experienced the average effects of sleep

deprivation in dealing with school works. According to Esterman et. al. (2016) gender

differences in attention were shown to have little to no difference over the years. This can

be seen in the difference of the mathematical ability, which was once seen to be a

biological difference in cognition, between both sexes. The gap between these two sexes

has been closing in to the point where it is now considered almost non-existent. This may

be because of the effects of technology and other media that have been integrated in the

early to the late stages of education.

Furthermore, the results indicate that there is no significant difference in the

academic attentiveness of male and female adolescents. Both subjects were found to be
under almost the same extent of attention. However, the results do not support the

findings of Lewis (n.d) who concluded that women are biologically wired to pay more

attention than men.

On the extent of sleep deprivation on academic attentiveness among Junior High

School students in terms of grade level

Table 2

Extent of sleep deprivation on academic attentiveness among Junior High School

students in terms of grade level

Level Mean SD Interpretation

Grade 7 2.9547 1.02750 Average
Grade 8 3.2745 0.98408 Average
Grade 9 3.4647 0.96375 High
Grade 10 3.4103 0.82067 High

Table 2 shows the extent of sleep deprivation on academic attentiveness among

junior high school students when grouped according to grade level. Results show that

Grade 7 respondents have an average (M = 2.9547, SD = 1.02750) extent of sleep

deprivation. Meanwhile, the Grade 8 respondents also have an average (M = 3.2745, SD

= 0.98408) extent of sleep deprivation. Furthermore, the Grade 9 respondents have a high

(M = 3.4647, SD = 0.96375) extent of sleep deprivation. Lastly, the Grade 10

respondents also have a high (M = 3.4103, SD = 0.82067) extent of sleep deprivation.

This signifies that compared to the Grade 7 and Grade 8 respondents, both the

Grade 9 and 10 have a higher extent of sleep deprivation. This may be due to the fact that

sleep patterns or disorders vary depending on the person’s age and gender. In relation to

the previous statement, Gaultney (2010) reported that sleep disorders tend to increase
with age. This may explain why the Grade 9 and 10 are at a greater extent in comparison

to the Grade 7 and 8.

However, contrary to Gaultney (2010), the findings of Collins and Mertens (1986)

showed that the performance of older respondents were lower and were more affected by

the increasing workload compared to the younger respondents. The study concluded that

despite this, the detrimental effects of sleep deprivation and altitude did not appear to

interact with age.

On the extent of sleep deprivation on academic attentiveness among Junior High

School students in terms of grade level.

Table 3

Extent of sleep deprivation on academic attentiveness among Junior High School

students in terms of section

Section Mean SD Interpretation

Homogeneous 3.2560 0.84843 Average
Heterogeneous 3.2663 1.01979 Average

Table 3 shows the extent of sleep deprivation on academic attentiveness among

junior high school students when grouped according to section. Results show that

respondents coming from the homogeneous sections have an average (M = 3.25600, SD

= 0.84843) extent of sleep deprivation. However, the respondents coming from the

heterogeneous sections have average (M = 3.2663, SD = 1.01979) extent of sleep

deprivation.

Based on the findings, students coming from the homogeneous and heterogeneous

sections have an average extent of sleep deprivation on their academic attentiveness. This
means that they experience average effects of the lack of sleep in their attentiveness in

school.

According to the findings of Machado and Mattos (2000), scaffolding can be

obtained through collaborative work among peers of the same level of competence even

with the lack of sleep. Contrary to Machado and Mattos (2000), Donato (1994) found sleep

deprived learners improved their performance through cooperation, whether working with

stronger or weaker peers. However, heterogeneous grouping showed superiority over

homogenous grouping at the low level. Low students in the heterogeneous class made more

relative gains than high students in the same class. It was also noted that low students did

not improve at the expense of high students.

On the significant difference on the extent of sleep deprivation on academic

attentiveness among Junior High School students in terms of sex

Table 4

Significant difference of sleep deprivation on academic attentiveness among Junior High

School students in terms of sex

Sex Mean t p Interpretation

Male 3.2437 0.294 0.769 No Significant Difference
Female 3.2779

Table 4 presents the significant difference in the extent of sleep deprivation on

academic attentiveness among junior high school students when grouped according to

sex. Results show that there is no significant difference (t = 0.294, p > .05) on the extent

of sleep deprivation on academic attentiveness among junior high school students when

grouped according to sex.

 The results conclude that there is no significant difference in the extent of sleep

deprivation on academic attentiveness among the male and female respondents of the

junior high school. It is clear that both sexes share similar extents of attentiveness in

school. According to the article Gender Differences (n.d), the results of the Programme

for International Student Assessment (PISA), an internationally standardized assessment

given to 15-year-olds, 12 out of 26 countries had no significant difference in the math

performance between the two sexes. This may be because of the different cultural and

educational factors of each country.

A study conducted by Brazaitis et al. (2016) also partially shared the same

conclusion. Their findings show that no sex differences were observed in the mean values

of memory and attention task performance. However, their findings also show that sex

differences were observed in short-term memory and unpredictable attention switching

task performance variability, which was higher in females compared to males.

On the significant difference on the extent of sleep deprivation on academic

attentiveness among Junior High School students in terms of grade level

Table 5

Significant difference of sleep deprivation on academic attentiveness among Junior High

School students in terms of grade level

Grade Level Mean t p Interpretation

Grade 7 2.9547 4.22 0.006 Significant Difference
Grade 8 3.2745
Grade 9 3.4647
Grade 10 3.4103

Table 5 presents the significant difference in the extent of sleep deprivation on

academic attentiveness among junior high school students when grouped according to
grade level. Results show that there is a significant difference (t = 4.22, p < .05) on the

extent of sleep deprivation on academic attentiveness among junior high school students

when grouped according to grade level.

The results signify that there is a significant difference between grade levels of

the junior high school. It is clear that all levels don’t share similar extents of academic

attentiveness. One reason may be because the effects of sleep deprivation worsens with

age as suggested by the article entitled, Sleep gets Worse with Age (2017). It was further

elaborated that since sleep gets shorter and shorter with age, sleep deprived individuals

experience physical and mental deterioration that also gets worse with time. In relation to

the findings of Gaultney (2010), the shortening of sleep may be because of busy

schedules, sleep problems, and the like.

However, according to study conducted Webb (1985), there were mixed results

regarding the precision and cognitively demanding tasks done by both sleep deprived

younger and older respondents.

On the significant difference on the extent of sleep deprivation on academic

attentiveness among Junior High School students in terms of section

Table 6

Significant difference of sleep deprivation on academic attentiveness among Junior High

School students in terms of section

Section Mean t p Interpretation

Homogenous 3.2560 -0.81 0.935 No Significant Difference
Heterogeneous 3.2663
 Table 6 presents the significant difference in the extent of sleep deprivation on

academic attentiveness among junior high school students when grouped according to

section. Results show that there is no significant difference (t = -0.81, p > .05) on the

extent of sleep deprivation on academic attentiveness among junior high school students

when grouped according to section.

The results indicate that there is no significant difference between the

homogeneous and heterogeneous sections. The difference in their IQ levels does not

indicate that it impacts the amount of sleep they take every night.

Relatively, Femlee and Eder (1983) found that sleep deprived students in low

groups showed no difference in attention with students in higher groups. On the other

hand, Haskins et al. (1983) reported that low-group students were both more disruptive

and more frequently off-task than those in higher groups. It was suggested that the

disruptive and distracting behaviors of the low-group students was primarily due to

boredom.

Conclusion

Based on the findings, male and female students have an average extent of sleep

deprivation on their academic attentiveness. The results also signify that there is no

significant difference in the extent of sleep deprivation on academic attentiveness among

the male and female respondents of the junior high school. In addition, the Grade 9 and

10 have a higher extent of sleep deprivation than those of the Grade 7 and Grade 8. The

results signify that there is a significant difference between grade levels of the junior high

school. Furthermore, students coming from the homogeneous and heterogeneous sections
have an average extent of sleep deprivation on their academic attentiveness. Therefore,

results indicate that there is no significant difference between the homogeneous and

heterogeneous sections. In conclusion, the researchers reject the null hypothesis when

grouped according to grade level but accept that there is no significant difference in the

extent of sleep deprivation on academic attentiveness among Junior High school students

when grouped according to sex and section.

Recommendation

This section presents the recommendations of the specific results and

interpretations of this study. It also provides suggestions on how to implement the

findings of the present study.

USLS-IS Administrators. The administrators of the university, particularly the

integrated school, may implement programs in response to the students’ sleeping

conditions especially those of the Grade 9 and 10 students.

Guidance Services Center. The services delivered by the counselors can be aimed

towards the coping and dealing with the conditions related to sleep deprivation among the

fellow Junior High School students. They must integrate solutions and coping

mechanisms on how to resolve their students lack of sleep.

Teachers. The results inform teachers and mentors on the different causes of the lack

of sleep in students in which academics may be a source of it. Hence, they should explore

other ways on how to improve their students’ attentiveness and active learning during
class. In addition, they could also investigate on the different causes of their students lack

of rest and relaxation.

Students. Students, particularly those coming from grades 9 and 10, should be

informed on how the lack of sleep can impact their attentiveness in school. They should

avoid partaking in unhealthy sleeping habits so as not to impact their academic

attentiveness negatively. They are also responsible for accomplishing their adequate

amount of rest and relaxation; therefore, must be held accountable for their performance,

particularly their concentration and attentiveness during class.

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