CHAPTER I

THE PROBLEM AND ITS SETTING

Background of the Study

Sleep is a fundamental aspect of human well-being, playing a crucial role in physical,

emotional, and cognitive functioning. It is an important part of an individual's daily routine

which spend about one-third of our 24-hour time doing it. It is a state in which the body and

mind of an individual are relatively inactive and its muscles are relaxed. According to Guadiana

and Okashima (2021), adequate sleep is particularly vital during adolescence, a period marked

by rapid growth and development, both physically and intellectually. However, adolescents often

face numerous challenges to achieving sufficient sleep, including academic demands,

extracurricular activities, part-time jobs, social interactions, and the widespread use of electronic

devices.

In the study done by Blackson (2018), young and old adults are recommended to sleep

for seven to nine hours every night. However, recent literature predominantly shows that most of

young adults are sleeping for less than the recommended duration. The relationship of sleep

inadequacy with stress is that of a chain reaction. Studies have established that sleep disturbances

are, at times, caused by psychosocial stressors and also that psychosocial stressors culminate in

sleep inadequacy. Disturbed and inadequate sleep leads to judgment impairment, agitation,

irritability, and inability to process information in the short term, and in the long term, it can

contribute to cardiometabolic disorders and even increased mortality (Maheshwari & Shaukat,

2019).
Sleep deprivation is defined as engaging in less than 8 hours of sleep (Liu, 2020). It is a

general term to describe a state caused by inadequate quantity or quality of sleep, including

voluntary or involuntary sleeplessness. Sleep is as important to the human body as food and

water, but many of us do not get enough sleep. The ability to function during the day is affected

by sleep deprivation which can result in drowsiness, fatigue, and vertigo. Senior high school

students who live in a culture that encourages less sleep due to the stress of academic work and

social pursuits frequently experience sleep deprivation. Inadequate sleep are possible result of

stimulants, alcohol, usage of electronic devices, academic-related tasks, and the use of social

media platforms, these are just a few of what prevent students from achieving sufficient sleep

duration and quality. According to research, getting sleep deprivation has an immediate negative

impact on someone's hormones, ability to exercise, and brain function, judgment and mental

acuity.

A study conducted by Toyong (2020), students are unaware to what extent their sleep

deprivation has on their ability to complete cognitive tasks and retain memory and deterring

them from academic achievement. Sleep-deprived students often experience reduced

concentration and impaired cognitive abilities, which can hinder their ability to grasp and retain

new information. Students may struggle to absorb new material, leading to poor academic

performance in subjects that require comprehension and retention of complex information. Sleep

deprivation can result in impulsive decision-making and hinder a student's ability to make sound

choices, both academically and in daily life.

This study aims to know the effect of sleep deprivation on the academic performance of

Grade 12 HUMSS Students of Lemery Senior High School. To develop students' awareness of
the importance of having adequate sleep and its effect on their capacity to learn and perform in

school.

Statement of the Problem

Sleep deprivation is a prevalent issue among students, and its potential influence on

academic performance is a topic of growing concern. This study seeks to investigate the effect of

sleep deprivation and the academic performance of Grade 12 students pursuing the Humanities

and Social Sciences (HUMSS) track.

Specifically, the researcher's aim is to answer the following questions:

1. What is the demographic profile of Grade 12 HUMSS students participating in the study,

in terms of;

1. 1 Age

1.2 Gender

1.3 Sleep Duration

1.4 Sleep Consistency

2. How does sleep deprivation influence their academic performance?

2.1 Attendance

2.2 Attentiveness in Class

2.3 Class Participation

academic achievement of Grade 12 HUMSS (Humanities and Social Sciences) students?

4. What are the most common challenges and difficulties faced by Grade 12 HUMSS

students in achieving a sufficient amount of sleep?

5. What measures or approaches can be proposed to Grade 12 HUMSS students to enhance

their sleep quality and reduce sleep deprivation while sustaining or improving their

academic performance?

Hypothesis

The following hypotheses were formulated in null form and tested at 0.05 level of

significance:

𝐻0: There is no significant relationship between sleep deprivation and the academic performance

of Grade 12 HUMSS students.

𝐻1: There is a significant negative relationship between sleep deprivation and the academic

performance of Grade 12 HUMSS students.

Significance of the Study

This study and its findings will be significant and may be helpful to the following.

Grade 12 HUMSS Students- The primary beneficiaries of this study are the Grade 12 HUMSS

(Humanities and Social Sciences) students themselves. The findings will provide valuable
insights into how sleep deprivation may be affecting their academic performance, helping them

make more informed decisions about their sleep habits.

Parents and Guardians- Parents and guardians of Grade 12 HUMSS students may also benefit

from this study, as it can inform them about the importance of proper sleep for their children's

academic success. They can use this information to encourage healthy sleep habits and provide

support.

Teachers and Educators- Teachers and educators who work with Grade 12 HUMSS students

can benefit from understanding the potential impact of sleep deprivation on academic

performance. This knowledge may lead to more empathetic and effective teaching strategies.

School Administrators- School administrators may find the study results useful in shaping

school policies related to class schedules, workload, and student well-being. It could influence

decisions about the timing of classes and the allocation of resources to support student health and

academic success.

Healthcare Professionals- Healthcare professionals, such as school nurses, psychologists, and

counselors, could use the findings to develop strategies for helping students address sleep-related

issues and improve their overall well-being.

importance of healthy sleep habits and potentially reducing the prevalence of sleep-related issues

among high school students.

Future Researchers- The study provides a foundation of knowledge and data on the relationship

between sleep deprivation and academic performance in this specific population. Future

researchers can build upon these findings to deepen our understanding of this topic.

Scope and Limitation

The study focuses on Grade 12 HUMSS students at Lemery Senior High School. Data

collection and analysis will be conducted within the premises of Lemery Senior High School,

and the respondents will be exclusively drawn from this school. The respondents of this study is

from Grade 12 HUMSS students who are currently enrolled at Lemery Senior High School. The

selection of this specific group allows for a detailed examination of the academic performance

and sleep deprivation of this cohort. The research investigates factors such as average nightly

sleep duration, bedtime, and waketime consistency.

The sample size of this study is limited to 50 Grade 12 HUMSS students from Lemery

Senior High School. While this sample allows for in-depth analysis within the chosen context, it

may not be representative of the broader population of Grade 12 HUMSS students, limiting the

generalizability of the findings. Due to the specific geographic scope and the unique

characteristics of Lemery Senior High School, the study's findings may not be easily

generalizable to Grade 12 HUMSS students in other regions or schools. Variations in school

environments, curriculum, and local factors may affect the results' applicability beyond the
chosen setting. Resource limitations, such as time and budget, may restrict the depth and breadth

of data collection and analysis. As a result, some potential variables and aspects of the

relationship between sleep deprivation and academic performance may not be fully explored.

Theoretical Framework

Sister Callista Roy created a model known as Roy's Adaptation Model (RAM). It

theorized that all individuals are biopsychosocial beings who constantly adapt to various stimuli.

This theory encompasses three types of stimuli: primary, contextual, and residual stimuli. To

navigate a dynamic environment, this theory employs a problem-solving approach, aiming to

enable individuals to respond effectively to changes in their surroundings. Adaptive responses

and the level of stimuli reciprocally affect each other (Jennings, 2017). Concerning the three

stimulus categories, this theory elucidates how an individual reacts to alterations in their

environment. Primary stimuli necessitate immediate responses due to their rapid occurrence.

Contextual stimuli interact with primary stimuli, collectively shaping an individual's overall

response. Residual stimuli are reflective of past experiences, beliefs, or attitudes rather than

immediate factors. These diverse stimuli collectively empower individuals to develop the skills

and reflexes necessary for adapting to their environment.

Focal stimuli are immediate and require an individual to respond rapidly. In the context

of sleep patterns, focal stimuli can represent disruptions such as irregular sleep schedules, sleep

deprivation, or difficulty falling asleep. RAM helps us understand how individuals adapt to these

focal sleep pattern changes, whether through adjusting their routines, seeking medical advice, or

making lifestyle changes. Contextual stimuli work together with focal stimuli and influence an

individual's overall response. When it comes to sleeping habits, contextual stimuli can include
factors like the sleep environment, bedtime rituals, or the use of electronic devices before sleep.

RAM can be applied to examine how these contextual stimuli impact an individual's sleeping

habits and how they adapt to create a more conducive sleep environment. Lastly, residual stimuli

refer to past experiences, beliefs, or attitudes. In the context of sleep patterns and sleeping habits,

residual stimuli might represent a person's past experiences with sleep disorders, cultural beliefs

about sleep, or general attitudes toward rest. RAM can help researchers and healthcare providers

understand how these residual factors influence current sleep behaviors. Concerning sleep

deprivation and environmental examples of stimuli, sleep deprivation would be considered a

focal stimulus. Sleep deprivation can immediately impact responses to an individual's

environment, as it can affect quality of life and overall health. Contextual stimuli would

contribute to a lack of sleep. Examples of this type of stimuli are related to sleep hygiene, such as

loud noises, bright rooms, consumption of caffeine, and use of electronic devices. Residual

stimuli are additional stressors that result from personal conditions or events. With an

understanding of Roy’s Adaptation Model (RAM), researchers can focus on how to combat sleep

deprivation by targeting the three types of environmental stimuli that impact sleep.

By applying Roy's Adaptation Model (RAM), researchers can explore strategies to

combat sleep deprivation by addressing the three distinct types of environmental stimuli that

influence sleep (Harrington, 2020). Roy's Adaptation Model (RAM) focuses on how individuals

adapt to changes in their environment. This model can be related to the study on the relationship

between sleep deprivation and academic performance in students. RAM provides a structure for

understanding how individuals adapt to changes in their physiological and psychological states.
RAM can help in examining how students adapt to variations in their sleep quality. It can address

questions such as how students respond to sleep disturbances, whether they develop adaptive

mechanisms to cope with poor sleep, or how they adjust their daily routines in response to

sleep-related challenges.

Conceptual Framework

Sister Callista Roy's Adaptation Model (RAM) is a widely recognized nursing theory that

postulates individuals as biopsychosocial beings who continuously adapt to various stimuli in

their environment. RAM categorizes these stimuli into three distinct types: primary, contextual,

and residual stimuli. These stimuli, in turn, shape an individual's adaptive responses as they

navigate through a dynamic and ever-changing world (Jennings, 2017). The theory employs a

problem-solving approach aimed at enabling individuals to respond effectively to changes in

their surroundings. The level of stimuli reciprocally affects adaptive responses, and this model

serves as a valuable framework for examining how individuals adapt to changes in their

physiological and psychological states. Roy's Adaptation Model posits that individuals are

constantly adapting to a wide array of stimuli in their environment. Primary stimuli are

immediate, requiring swift and direct responses due to their rapid occurrence. In the context of

sleep patterns, primary stimuli may encompass disruptions like irregular sleep schedules, sleep

deprivation, or difficulty falling asleep. RAM helps us understand how individuals adapt to these

focal sleep pattern changes, whether through adjusting their routines, seeking medical advice, or

making lifestyle changes. Contextual stimuli interact with primary stimuli and influence an

individual's overall response. When examining sleeping habits, contextual stimuli include factors

such as the sleep environment, bedtime rituals, or the use of electronic devices before sleep.
Roy's Adaptation Model can be applied to examine how these contextual stimuli impact an

individual's sleeping habits and how they adapt to create a more conducive sleep environment.

Lastly, residual stimuli are reflective of past experiences, beliefs, or attitudes rather than

immediate factors. In the context of sleep patterns, residual stimuli might represent a person's

past experiences with sleep disorders, cultural beliefs about sleep, or general attitudes toward

rest. RAM helps researchers and healthcare providers understand how these residual factors

influence current sleep behaviors.

The study on the relationship between sleep deprivation and academic performance in

students provides an excellent context for applying Roy's Adaptation Model. This model offers a

structured framework for understanding how individuals adapt to changes in their physiological

and psychological states, specifically related to sleep patterns. Sleep duration can be considered a

focal stimulus in this study, particularly when it immediately affects an individual's cognitive

functioning and overall well-being. RAM helps us understand how variations in sleep quality

influence adaptive responses, such as academic performance. By employing the model,

researchers can explore how students respond to changes in sleep quality, whether they develop

adaptive mechanisms to cope with poor sleep, or how they adjust their daily routines in response

to sleep-related challenges. Contextual stimuli related to sleep deprivation, such as sleep hygiene

practices, the sleep environment, and lifestyle factors, can be examined using the RAM

framework. Researchers can investigate how these contextual stimuli influence students' ability

to adapt to variations in sleep consistency. For instance, students' choices regarding bedtime

rituals, electronic device usage, and sleep environment can significantly impact their sleep

quality, and RAM can help in understanding their adaptive responses to these contextual factors.
Roy's Adaptation Model (RAM) provides a valuable theoretical framework for

understanding how individuals adapt to changes in their physiological and psychological states,

particularly in the context of sleep patterns and academic performance. The model's three

stimulus categories - primary, contextual, and residual - help researchers categorize and analyze

the diverse factors that influence sleep quality and its impact on academic performance. By

applying RAM, researchers can gain valuable insights into how students respond to changes in

sleep quality, the adaptive mechanisms they employ, and how they adjust their behaviors to cope

with sleep-related challenges. Ultimately, the application of RAM enriches our understanding of

the complex relationship between sleep patterns and academic performance and informs

strategies to improve both the well-being and educational outcomes of students.

Conceptual Paradigm

Figure 1.
Definition of Terms

To facilitate the understanding of this study, different terms are defined herein.

Academic Performance- Academic performance encompasses a student's success in educational

endeavors, typically measured by factors such as grades, test scores, assignments, and overall

achievement in a particular educational program. In this study, academic performance is assessed

by considering the Grade 12 HUMSS students' final course grades across different subjects, their

performance on standardized tests, and their self-reported perceptions of their academic

achievements.

Sleep Deprivation- Sleep deprivation refers to a condition in which an individual does not get

an adequate amount of sleep needed for optimal functioning. This can manifest as a chronic or

acute deficiency in the quantity or quality of sleep. In this study, sleep deprivation is quantified

as an individual's average nightly sleep duration falling below the recommended range for

adolescents, typically less than 7 hours of sleep per night.

Sleep Patterns- Sleep patterns encompass the regularity, quality, and timing of sleep, including

the consistency of bedtime and wake time, the number of awakenings during the night, and the

duration of each sleep cycle.

Sleep quality- It refers to the overall subjective experience of sleep, including factors like the

ease of falling asleep, the depth and restorative nature of sleep, and the absence of sleep

disturbances or disruptions.
References

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Performance.

https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6826&context=dissertation

Guadiana, N. Okashima, T. L. (2021, November 4). The Effects of Sleep Deprivation on College

Students.

https://scholar.dominican.edu/cgi/viewcontent.cgi?article=1029&context=nursing-senior-

theses

Harrington, E. (2020, February 13). Running head: THE ROY ADAPTATION MODEL (RAM)

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