Effects of Sleep Deprivation to the Academic Performance of Students

In Partial Fulfillment of the Requirements in

English 10

Submitted to:

Esmeralda A. Silvestre

Submitted to:

Mark Jerome R. Banal

Grade 10-4

S.Y. 2020
 Chapter 1

The Problem and its Background

Introduction

Sleep Deprivation, a.k.a. insufficient sleep or sleeplessness, is the

condition of not having enough sleep. When students don’t sleep in just 8 to
10 hours of sleep that they need, they likely lose their ability to succeed
academically. It has been proposed that sleep deprivation causes
depression, agitation, apathy, and poor academic performance in
students. Reduced total sleeping hours have been associated with declining
academic performance.

Academic performance is the knowledge gained or skills developed by

school subjects. This is usually reflected in test scores, teacher scores or
peer tests and teacher achievement scores. Good academic performance is
your effective mix of personal skills, being organized - everything is in the
right place and fit for the task, and time management wise.

I want to study this sleep deprivation because I want to know the effect
of this sleep deprivation or having enough of sleep. I want to avoid this sleep
deprivation even if I study or doing some homework, activity, and project. I
always sleep for just 5-7 hours so I definitely know that it is possible to
harm my brain system and my body.
 Chapter II

Review of Related Literature and Study

This chapter will present related literature and studies in local and foreign
from different authors and that are relevant to the researchers’ study and
also to the effects of sleeping patterns on the academic performance of
students.

Local Literature

In the Philippines, (Arceo-Dumlao 2014) have said that based on the

research done by Sun Life Financial Asia, almost half of the Filipinos sleep
less than six hours a day. Poor quality sleep has significant impacts on
daytime behavior and academic performance, as well as concentration,
attention, and mood.

In today's fast-paced society, five or six hours of sleep may sound

pretty good butin reality, it is not, it could lead to chronic sleep deprivation
and can cause greater dysfunction. Yet, no matter how important sleep is,
not everyone is able to have an adequate amount of sleep and students are
some of the individuals who are in great need of adequate amount of sleep
however, not being able to get.Most of these teens just are not sleeping
enough.

In this study, the researchers’ objective is to find out the impacts of

sleep deprivation on the academic performance of the students and if
such impacts are significant. One must also be able to identify their level
of sleep deprivation and what causes them to reach its level.

In a Philippine newspaper – The Philippine Daily Inquirer stated that Filipinos

are the most sleep-deprived people in Asia. According to their research
sleep-deprivation in the Philippines affects half of the population or close to
50 million Filipinos, who sleep less than six hours a day.
 Every students should have about eight to ten hours of sleep before
taking and examination to have a better performance and adding a nap in
the afternoon will also help improve your memory. The more we study the
effects of sleep loss, the more we could find the importance of a good sleep
resulting to achieve better memory and improved learning. Sleep loss means
mind loss. It binds learning in many ways. It reduces critical thinking,
messes up memory and mood, retards reasoning, and shutters quantitative
skills. (Leodinas, 2012)

Academic performance refers to how students deal with their studies

and how they accomplish different tasks given to them by their teachers
(Banquilet al, 2009). It also refers on how students deal with their studies
and how they cope with different factors affecting their performance.
Academic performance can also refer to “how well a student meets
standards set out by local government and the institution itself”

The quality of our sleep directly affects the quality of our waking life,
including our productivity, emotional balance, creativity, physical vitality and
even our weight. Therefore, sleep is an essential human need and not a
luxury, because it is in the state of rest that our brain oversees the great
work of biological maintenance to keep our bodies in good condition. Mild
sleep deprivation does not cause serious impairment but chronic sleep
deprivation does.

Foreign Literature

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

the relation between sleep patterns, sleep quality, and school of
performance of adolescents attending middle school, 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 associated with academic performance for adolescents
from middle school through the college years.

According a newspaper article written by (Tacio, H.D.) entitled Getting a

Good Night’s Sleep, states that in many cases, staying up too late is the
culprit of reduced morning energy and fatigue. In one experiment, children
were asked to go to bed later than normal for a week, and then were asked
to spend no fewer than 10 hours in bed for another week.

According to Wikipedia (2013), academic performance is the

outcome of education; it is the extent to which a student, teacher or
institution has achieved their educational goals. Thus performance is
characterised by performance on tests associated with coursework and
the performance of students on other types of examinations (Kyoshaba,
2009).

According to the author, (Raza, A.), of the book Developing a Regular Sleep
Pattern that sleeping patterns has a significant effect on people’s everyday
lives and day to day activities. The book, Developing a Regular Sleep
Pattern, states that sleep doctors recommend a variety of measures to help
adults and children achieve adequate sleep to help present mindedness in
people.

Various studies have been carried out on the factors that affect students’
academic performance or achievement in schools, colleges and universities.
Some of the factors identified and reported to have affected the academic
performance of students in these different settings are: student effort,
previous or prior educational performance, self-motivation, the social-
economic status of the students’ parents, the students’ age, number of hours
of study per day, admission points, different entry qualifications, tuition
trends and the students’ area of residence (rural or urban) (Farooq, Chaudry,
Shafiq & Berhanu, 2011; Ali, Haider, Munir, Khan & Ahmed, 2013).

According to (Curry, J.’s) book Understanding the Impact of Irregular Sleep

Pattern, Some behaviours or activities are detrimental to normal sleep have
been suggested. These "inadequate sleep hygiene" behaviours include
irregular sleep schedules, frequent or prolonged daytime naps, excessive
alcohol consumption before bedtime, absent mindedness, slower mental
capacity, and staying on one's bed for non-sleep-related activities.

Accordingly, adequate sleep hygiene is considered to be an important

adjuvant for treating patients with insomnia or other sleep
disturbances.However, in the case of normal subjects, who are unaffected by
these pathological conditions, the association between sleep hygiene and
sleep itself is surprisingly inconsistent.

According to a book written by (Carskadon, M.A.), Adolescent Sleep

Patterns: Biological, Social, and Psychological Influences. Although the
prevalence varies, many adolescents and young adults are reported to have
an irregular sleep schedule and a tendency to have a delayed sleep phase. A
remarkable degree of problems associated with sleeping and poor sleep
quality have been observed in university students of many Western
countries.

According to an article in Time Magazine entitled Let your Kids Sleep

more for Better Grades written by (Locker, M.) states that a new study
shows that a good night’s sleep can translate to improved academic
performance.

According to the (researchers’) study, a diagnosis of definite REM sleep

behavior disorder requires both a positive history for REM sleep behavior
disorder and polysomnographic demonstration of REM sleep without atonia.
 According to a newspaper article entitled Trouble Sleep written by (Pujalte J.
Jr.) States that many students give up sleep to get good grades, but
research shows that students who sleep more get better grades.

According to an online article written by authors (Curcio, G., Ferrara,

M., & Gennaro, L.D.) entitled Sleep Loss, Learning Capacity and Academic
Performance, At a time when several studies have highlighted the
relationship between sleep, learning and memory processes, an in-depth
analysis of the effects of sleep deprivation on student learning ability and
academic performance would appear to be essential.

According to a study which tackles effects of irregular sleeping patterns ,

entitled The Effects of Sleep on Academic Performance and Job Performance,
written by authors (Arendt, S.W.; Chiang, Y.C.; Kathy A. & Zheng, T.H.) states
that students sleeping eight or nine hours do worse than those getting nine to
eleven hours of sleep.

Admission points and the different entry qualifications, which are the results
of prior or previous academic performance likely to affect the students’
future academic performance, have been considered in this study, as this
research concerns the academic performance of students admitted with
different entry certificates. Tertiary institutions all over the world, including
Nigeria, use prior academic performance in terms of admission points or
different entry qualifications/certificates as a basis for selecting students for
admission into the colleges of education, polytechnic schools and
universities. These admission points or entry certificates are always of
equivalent rating or value, even though they may be awarded by different
examination bodies. Thus Bratti and Staffolani (2002) observed that the
measurement of the students’ prior educational outcomes or performance is
the most important indicator or determinant of the students’ future
academic performance.

The type of school a child attended also affects the academic performance
of the student. In this regard, Kyoshaba (2009) observed that students’
educational outcome and academic success is greatly influenced by the type
of school which they attended. The school we attend is the institutional
environment that sets the parameters of a student’s learning experience.
 In agreement with this, Considine and Zappala (2002) reported that the
type of school a child attends influences the educational outcomes;
furthermore, schools have an independent effect on the students’
educational attainment, and this is likely to operate through the variation of
quality and attitudes.

In the same vein, Miller and Birch (2007), while studying the influence of
the high school attended on university performance, observed that
outcomes at the university level differ according to the type of high school
attended. Thus, a student’s school background is positively related to his or
her academic performance at an undergraduate level.

In addition, Ali et al. (2013) and Kwesiga (2002) also observed that the
learning outcomes and educational performance of students are strongly
affected by the type of educational institution where they received their
education. However, this is a function of the number of facilities a school
offers, which usually determines their quality, and which in turn affects the
performance and accomplishments of its students.

Entry qualifications linked to different certificates of equivalent value for

student admission into post-secondary institutions is another factor that
affects the students’ academic performance at post-secondary levels.
Although the certificates each group of students obtained from different
examination bodies may be equivalent, the curriculum content and the
expected educational outcomes may not be exactly the same. In a study
conducted by Ringland and Pearson (2003) on the difference between
diploma entrants and direct ‘A’-Level entrants and the subsequent
performance of each group reported that there was no significant difference
between the groups; however, performance in terms of academic
achievement prior to reaching the university did appear to affect
performance at university to a small extent.

In a related study, Mlambo (2011) observed that for a number of

institutions, student admission is based on a number of different
qualifications, to the extent that students receiving instruction in the same
course differ greatly in terms of their prior knowledge.

This being the case, one might wonder whether other researchers totally
agree that prior educational performance, admission points and different
entry qualifications truly affect future academic performance. The answer is
no. In a study on the relationship between previous academic performance
and subsequent achievement at the university level, Huws, Reddy and
Talcott (2006) found that students learning or studying at the graduate
level and scores earned failed to predict any level of academic achievement
at university.

The Academic Admission Council at Oregon State University (2003) also

disagreed with the view that academic performance is determined by prior
academic performance. They held that traditional measures of academic
potential, such as grade point average or ‘A’-level grades did not predict
academic performance at university.

Mlambo (2011) also reported that there was no significant difference in the
academic performance among students due to differences in the admission
criteria employed; the same study observed that while varied, these criteria
adequately assessed the potential of students to handle the demands of
courses in agriculture. However, holders of diplomas in agriculture and
other qualifications appeared at the bottom of the academic performance
chart.

Nonetheless, it is very important to note that even though these studies do

not agree with former studies that indicate achievement in previous studies
affects future performance, they did confirm that admission scores are
related to academic performance at the university level, but to a very
minimal extent (Ali, et al.; Mlambo, 2011; Kyoshaba, 2007).

In light of the related literature reviewed, it seemed pertinent to find out

whether there is actually any difference in the academic performance of
students with different qualifications. This is because quality technical
teachers are very relevant in technical education. Thus, the success or
failure of any technical education system is dependent on the quality of its
teachers (Banjo, 1974).

Also, the level of academic performance of the students in the NCE

Technical Programme could prove to be an index of the quality of the
technical teachers in the system (Ihiegbulem, 1992). Thus, this level of
academic performance, in terms of the two groups of students admitted
into the NCE Technical Programme with SSCE or C & G certificates,
respectively, was the subject of examination of this study. It also examined
whether the groups differed significantly in terms of their academic
performance.