Causes of students sleeping in class hours
Chapter I
Introduction and It’s Background
Using social media in a proper way can add up to our knowledge, communicates to our friends and relatives, and also it can help to public service. We all know that this social media can teach us new learnings. But instead of doing this kind of activities, students always used social media to a nonsense and useless things that can lead to what we called “LAZINESS”.
Laziness is also called indolence is disinclination to activity or exertion despite having the ability to do so. It is often used as a pejorative; related terms for a person seen to be lazy include couch potato, slacker, and blunder.
It is a bad habit of each every one of us, mostly we experienced it because of many reasons, and social media is the major reason of our laziness.
Social media is not always positive. Students usually multi-task while studying, they check their social media sites while on the process of studying. Their ability to concentrate on the task at hand is significantly reduced by the distractions in posting comments, tweeting and online gaming. Later on they will be totally distracted by their social media activities thus forget about the subjects that they should focus on, in the first place.
This is one very common problem faced by the students not only in this present era but most likely since the formal education was being taken and introduced.
The popularity of social media can caught the attention of many students like us. There’s no doubt that students are energetic and actively engaged in online communities such as: posting comments, tweeting and online gaming.
A. Statement of the Problem
Laziness occurred because our attention is caught by the social media and we’re not aware that our interest in our studies is now losing. In this kind of research, we prepare some questions about this.
What are the contributions of social media to the laziness of the students?
Why is it that the social media is the number one cause of the laziness of the students?
What can we do to overcome this bad habit?
B. Hypothesis
In this research, we give some answer on the following questions. This answer would be the possible answer of the students about this.
For students, who always feel lazy, bored, not interested and sleepy during class hours. It is because they prefer using computers in useless things. Instead of using it on doing your homework, lessons, and projects.
Some students feel lazy during class hours for the reason that they’re lack of sleep and rest. Some of them are still using computers, browsing nonsense things or playing online games even if it is late at night.
We can avoid this laziness by having a motivation or a goal. By setting our minds that we should use computers in a good way. Don’t use computers too much in doing our school works, we can still browse some information from a reference book. C. Significance of the Study
We all know that we can avoid this kind of activity. This research can change their bad habit. This can help them to stay focus on their studies.
This research provides awareness to those students who are always lazy when it comes to study but so energetic when it comes to social networking sites.
This can also help them to know and realize that using computers for your school works has a bigger difference than using computers to any useless things. Like, online gaming and always using social networking sites while studying, that’s why they can’t stay focus on their studies.
D. Scope and Delimitations of the Study
Our research is focused on the contributions of social media activities to the laziness of the students. Through this research we will have more knowledge and deep understanding about its contribution.
The selected students of San Guillermo Academy from grade seven to fourth year are our respondents. Thirty (30) students from grade seven, thirty (30) students from grade eight, thirty (30) students from Third year and ten (10) students from fourth year. For a total of 100 respondents. Bored, not interested in class, not interested to the subject and sleepy because you’re lazy and all you want to do is to use computer time to time.
Chapter II
Theoretical and Conceptual Framework
Review of Related Literature
Cutting back on sleep for school work is counterproductive
Students who stay up late to cram for a test or finish a project have lower comprehension and worse performance in the classroom as a result, research shows.
By Mary MacLean
August 22, 2012
Los Angeles Times
The old aphorism that "you snooze, you lose" doesn 't apply to students who stay up late to cram for a test or finish a class project. New research shows that sacrificing sleep for school work is a bad trade.
Researchers from UCLA 's Jane and Terry Semel Institute for Neuroscience and Human Behavior enlisted students from three Los Angeles high schools to help them figure out whether academic performance suffered the day after a late night of studying.
It turned out their hunch was correct: Lost sleep resulted in less comprehension during class and worse performance on tests, according to their report, published online Tuesday in the journal Child Development.
"Sacrificing sleep for studying seems to be counterproductive," said Andrew J. Fuligni, a developmental psychologist at UCLA and the study 's senior author.
The researchers gave 535 teenagers checklists to keep track of their sleep and study time for three 14-day periods when they were in ninth, 10th and 12th grades.
The UCLA team found that regardless of how much time a high schooler normally spends on homework each day, a student who gives up sleep for extra study time will have trouble the next day understanding material in class and be more likely to struggle with an assignment or test — the opposite of the student 's intent.
The researchers didn 't quantify the increased risk for academic problems following a longer-than-usual study session, but they said the number of problems was "surprisingly greater."
The relationship held up no matter how academically ambitious the student was, as measured by the amount of time spent studying on a typical day, and it became stronger as students progressed through high school.
The results rang true to Kai Daniels, a college-bound senior at the Los Angeles Center for Enriched Studies, a Mid-City magnet school. On occasions when she 's stayed up late to study, she 's had more trouble absorbing material in class, she said.
"I 'd have to re-teach myself at night," she said.
The finding "makes a lot of sense," said Mona el-Sheikh, a professor of human development and family studies at Auburn University whose research includes sleep. Several new studies are showing that the quantity and the quality of sleep are important for remembering new information and consolidating learning, she said.
Students who get too little sleep don 't have enough time to process what they study, she added; even just one night of sleep deprivation can have a negative effect. Parents should do what they can to make sure their children have sufficient and consistent sleep, she said.
Fuligni said he could not disclose which schools took part in the research. The students varied in ethnic and economic backgrounds, as well as in their level of academic achievement. Their checklists revealed that study time did not change over the course of high school — the average was just over an hour per day — but sleep time decreased by an average of 41.4 minutes.
Ready, willing, and able? Sleep hygiene education, motivational interviewing and cognitive behaviour therapy for insomnia in an Australian high school setting
Journal Article
By Neralie Cain
Publication: Education and Health
Date: 2012
Cognitive behavior therapy for insomnia is well-regarded as an effective treatment for insomnia in adults. Previous studies also suggest that CBT-i can be successfully applied to adolescents experiencing insomnia and other sleep problems, which most commonly involve delayed sleep timing. The recommended treatment involves a combined program of morning bright light therapy, stimulus control therapy, and education about sleep hygiene. Improving sleep pattern regularity by getting up earlier on weekends (i.e., at a time closer to the weekday wake-up time) can play a particularly important role in increasing total sleep time during the week and decreasing daytime sleepiness. Recent research suggests that the school classroom may be a promising arena for the dissemination of sleep interventions for adolescents. However, many of the earlier studies in this area have been plagued by problems such as inappropriate outcome measures, small sample size, lack of control group, and lack of follow-up data. Reporting has also been poor, with a number of studies presented only in abstract form. Results have been mixed: some studies showed improved knowledge about sleep, despite having no data about actual changes in sleep habits or behaviours; another study measured sleep habits but found no change from pre- to post-treatment. Finally, some studies found changes in sleep habits from pre- to post-treatment, although these results must be interpreted with caution due to the previously mentioned problems of small sample size, lack of control group, and lack of follow-up data. A series of two studies conducted by researchers at Flinders University in Adelaide, Australia, attempted to overcome the limitations of previous research by conducting randomised controlled trials evaluating school-based intervention programs aimed at improving the sleep of adolescents. Full details of these studies can be found in earlier publications; however, an outline of the main findings are presented here, along with recommendations for others planning school-based interventions for adolescent sleep problems.
Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behavior
Journal Article
By Judith Owens
Publication: Arch PediatrAdolesc Med
Date: 2010
Objective: To examine the impact of a 30-minute delay in school start time on adolescents’ sleep, mood, and behavior. Design: Participants completed the online retrospective Sleep Habits Survey before and after a change in school start time. Setting: An independent high school in Rhode Island. Participants: Students (n=201) in grades 9 through 12. Intervention: Institution of a delay in school start time from 8 to 8:30 AM. Main Outcome Measures: Sleep patterns and behavior, daytime sleepiness, mood, data from the Health Center, and absences/tardies. Results: After the start time delay, mean school night sleep duration increased by 45 minutes, and average bedtime advanced by 18 minutes (95% confidence interval, 7-29 minutes [t423=3.36; P⬚.001]); the percentage of students getting less than 7 hours of sleep decreased by 79.4%, and those reporting at least 8 hours of sleep increased from 16.4% to 54.7%. Students reported significantly more satisfaction with sleep and experienced improved motivation. Daytime sleepiness, fatigue, and depressed mood were all reduced. Most health-related variables, including Health Center visits for fatigue-related complaints, and class attendance also improved. Conclusions: A modest delay in school start time was associated with significant improvements in measures of adolescent alertness, mood, and health. The results of this study support the potential benefits of adjusting school schedules to adolescents’ sleep needs, circadian rhythm, and developmental stage.
Middle School Start Times: The Importance of a Good Night 's Sleep for Young Adolescents
Journal Article
By Amy R. Wolfson
Publication: Behavioral Sleep Medicine
Date: 2007
With the onset of adolescence, teenagers require 9.2 hr of sleep and experience a delay in the timing of sleep. In the "real world" with early school start times, however, they report less sleep, striking differences between their school-weekend sleep schedules, and significant daytime sleepiness. Prior studies demonstrated that high schoolers with later school starts do not further delay bedtime but obtain more sleep due to later wake times. This study examined sleep-wake patterns of young adolescents attending urban, public middle schools with early (7:15 a.m.) versus late (8:37 a.m.) start times. Students (N = 205) were assessed at 2 time periods. Students at the late-starting school reported waking up over 1 hr later on school mornings and obtaining 50 min more sleep each night, less sleepiness, and fewer tardies than students at the early school. All students reported similar school-night bedtime, sleep hygiene practices, and weekend sleep schedules.
Related Studies
Sleep Complaints Affecting School Performance at Different Educational Levels
By James F. Pagel and Carol F. Kwiatkowski
Published online 2010 November 16. Prepublished online 2010 July 21
Abstract
The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA 's in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.
Keywords: adolescent, college, sleep, restless legs, school, insomnia, GPA
Introduction
A growing body of work documents the association between disordered sleep and school performance. Students who report insomnia, inadequate sleep, daytime sleepiness, irregular sleep patterns and/or poor sleep quality do not perform as well in school as others (Blum et al., 1990; Link and Ancoli-Israel, 1995; Hoffamn and Steenhof, 1997; Wolfson and Carskadon, 1998, 2003; Shin et al., 2003; Millman,2005). Children enrolled in remedial school programs report significantly more sleep problems (Blunden and Chervin, 2008). Reported abnormalities in sleep including sleep latency [SL]>30min and more than one arousal per night at least two nights/week have shown an association with an increase in school failure rates (Kahn et al., 1989). A large study in the Spanish secondary school system (N=1155, mean age 14) found a significant correlation between class failure and sleep complaints, and morning sleepiness (Salcedo et al., 2005).
Better school performance is associated with more time in bed, better sleep quality, fewer nighttimes arousals, less napping and less difference between weekday and weekend sleep times (Link and Ancoli-Israel, 1995; Hoffamn and Steenhof, 1997; Wolfson and Carskadon, 1998). The association between sleep complaints and poor school performance is supported by in-lab experimental studies that demonstrate negative effects for sleep deprivation, sleep restriction, and sleepiness on laboratory measures of motor skill, memory, attention and problem solving in children and adolescents (Sadeh et al., 2002; Takser et al., 2002; Carskadon et al., 2004). Experimental restriction of sleep in students (ages 6–12) has been shown to lead to academic difficulty in the classroom as well as increased severity of school related attention problems (Fallone et al., 2005).
There are suggestions in the literature that sleep variables affecting school performance differ based on age and educational level. In seven year olds, short sleep duration is associated with higher emotional liability (Nixon et al., 2008). Adolescent aged delayed sleep phase develops at the onset of puberty with the associated daytime sleepiness affecting school performance in the high school aged population (Wolfson and Carskadon, 2003; Millman, 2005). In a large study of Canadian high school students (N=3,235, mean age 16.3) twenty-three percent of students felt that their grades had dropped in high school because of daytime sleepiness (Gibson et al.,2006). A similar study in Korean high school students (N=3,871, mean age 16.8) reported excessive daytime sleepiness (EDS) to be present in 15.9% of students. EDS was significantly associated with perceived sleep insufficiency, two or more insomnia symptoms and low school performance (Joo et al., 2005). The proportion of students reporting insomnia appears to increase with increasing age and higher educational level. Among Japanese adolescents, both difficulty initiating sleep and reported insomnia gradually increase from 7th to 12th grade (Kaneita et al., 2006). Up to 30% of college students report chronic severe sleep difficulties including both daytime sleepiness and insomnia with 11% meeting criteria for delayed sleep phase syndrome (DSPS) (Brown et al., 2001, 2006). Sleep disturbances are likely to continue to affect school performance in adults. Cognitive function test scores have been noted to fall in both medical students and residents after sleep deprivation (Hallbach et al., 2003).
Disordered sleep has also been noted to effect behaviors other than school performance. For example, daytime sleepiness was shown to negatively affect student participation in extracurricular activity (Gibson et al., 2006). Studies have documented the effect of disordered sleep on the behavioral and emotional performance of elementary school children (Mahendrean et al., 2006; El-Sheikh et al.,2007). Children with fragmented sleep score lower on tests of neurobehavioral functioning and have increased parent-reported levels of behavior problems (Sadeh et al., 2002). In adolescent boys reported tiredness and sleepiness associated with lower perceived academic performance is also associated with negative mood states, problematic alcohol use, perceived mistreatment or abuse, antisocial behavior, intention to use or current use of illegal drugs, and feelings of isolation (O’brien and Mindell, 2005; Ahonen et al., 2007).
Treatment protocols proposed and utilized in the treatment of sleep disturbance in students
A variety of treatment protocols have been proposed for general application in student populations. The finding that early high school start times are associated with student reports of less sleep and increased sleepiness has led to proposals for changes in school start times (Dexter et al., 2003; Joo et al., 2005). In some states and communities school start times have been changed based on legislation. It is currently unclear whether this approach leads to an improvement in school performance (Eliasson et al., 2002). In elementary students treatment suggestions for sleep complaints include attempts to resolve the marital conflicts (El-Sheikh et al., 2007). Emphasis on the behavioral basis of daytime sleepiness in high school students has led to the development and application of psychoeducational programs emphasizing sleep hygiene (Joo et al., 2005; Gibson et al., 2006). Melatonin used as a pharmacological treatment for adolescents aged 10–18years in the treatment of DSPS has been shown to result in fewer of these students reporting school difficulties (Szeinberg et al.,2006). Some studies have suggested, based on data derived from high school studies, that psychoeducational treatment approaches and delayed class start times be utilized in the treatment of college students (Brown et al., 2006; Gibson et al., 2006).
In the effort to improve school performance at all educational levels, there appears to be a tendency to apply one-size-fits-all programs for the treatment of sleep disturbance based on data from high school studies (Brown et al., 2006). This study presents data evaluating the association between questionnaire-reported sleep disturbances and school performance in three separate groups of students extending from grade 6 through college (age range 10–54). It is the authors’ hypothesis that the sleep variables affecting school performance in elementary school and junior high differ from those affecting school performance in high school, and those affecting college students. If this hypothesis is correct, it becomes increasingly important that future research studies and treatment protocols should clarify the age and educational level association of sleep disorder variables with school performance.
Materials and Methods
Three samples of students were analyzed for this study: middle school (grades 6–8), high school (grades 9–11) and college students. The first two samples were assessed in the science and heath classes at associated middle and high schools in Pueblo, Colorado near the end of the 2005 school year. The college sample was assessed in psychology, nursing and medical classes at the local community colleges as part of an invited presentation on “Sleep in Young Adults” in 2007. Although all three studies used the same questionnaire instrument, because of differences in the settings, statistical comparisons were made within, but not across the three educational levels.
An IRB approved, 18-question frequency-based pediatric sleep disturbance questionnaire, based on validated and indexed questions (Chervin et al., 2000, 2003; Pagel et al., 2007), was used for all three samples. The questionnaire consisted of five ordinal response categories: 1=never; 2=rarely (once a month); 3=sometimes (once a week); 4=occasionally (twice a week); 5=always (every night). In order to simplify interpretation of the data and reduce categories with small numbers of responses, we aggregated the sleep data to compare response categories 3–5 to categories 1 and 2. This differentiated those who reported having the sleep problem at least once a week from those who had it less often.
Assessment of school performance was based on self reported GPA (Range 2.0–4.0), which is a common method for defining academic performance in sleep research (Blum et al., 1990; Hoffamn and Steenhof, 1997; Wolfson and Carskadon, 1998; Millman, 2005). Although questionnaires were distributed to 238 middle and high school students, only 165 (69.3%) reported their GPA. While only the students reporting GPA could be analyzed for this study, chi-square analyses revealed that none of the sleep variables differed significantly between those who provided GPA data and those who did not. In addition, a proportion of post-secondary school students were enrolled in either nursing or medical training programs that did not rate performance based on GPA and therefore could not be included.
This study included 98 junior high students (Grades 6–8), 67 high school students (grades 9–11) and 64 college students (mean age 27.8, range 17–59). GPA was not normally distributed and therefore was split at the median to form two groups within each educational level: Low GPA and High GPA. Within each of the three educational levels, chi-square analyses, using Fisher-exact one-sided tests, were run to compare each of the sleep disturbance variables by GPA (low or high).
Results
Table 1 displays descriptive information for demographic and sleep variables for the three groups. Notably, there were more Hispanic students in the two younger groups and more African American and white students in the college group. There were also substantially more males in the college group than the two younger groups. However, within each educational group, there were no significant differences in age, ethnicity or gender by GPA. For all three groups, the most common sleep associated problem was feeling unrefreshed/tired in the morning, followed by having trouble waking up in the morning. The least common behaviors were trouble with breathing when sleeping and taking sleep medication.
Table 1
Demographic and sleep variables for all three groups.
For the analyses of sleep behaviors by school performance, GPA was divided into “Low” and “High” GPA at the median split for each grade level. The median for grades 6–8 was 3.5, for grades 9–11 it was 3.0, and for college students it was 3.4. As shown in Table Table2,2, for the junior high students, the complaint of restless/aching legs when falling asleep was significantly more common in the lower GPA grouping (p=0.004). In high school, lower GPA was significantly associated with falling asleep in class (p=0.010), difficulty concentrating (p=0.011), and napping (p=0.009). In college lower GPA was significantly associated with difficulty falling asleep (p=0.017), difficulty returning to sleep after waking at night (p=0.028), and difficulty concentrating during the day (p=0.017).
When the college students were divided into two age groups to analyze those who were 21years or younger (n=25) separately from those who were 22years or older (n=36), analyses indicated that the three significant variables described above held only for the older group. There were no significant sleep variables by GPA for those who were 21years and younger, although this could have been due to the low number of students in this analysis.
An age analysis was also performed on the junior high and high school groups. All students in both groups were combined and then divided according to age: younger (11–14 years; n=99) and older (15–17; n=66). Analyses for the older group were similar to that of the high school students (9th–11th grade) presented in Table Table2.2. The younger group, however, differed slightly from the junior high (6th-8th grade) analyses in Table Table22 in that some variables that were significant at p<0.10 became significant at p<0.05 when the analysis was based on age instead of grade. These variables included the following: waking at night and having trouble falling back to sleep (p=0.018); waking unrefreshed or tired in the morning (p=0.036); and the marginally significant variable of difficulty concentrating during the day (p=0.051).
Discussion
This study demonstrates that in students from 6th grade through college, disordered sleep is correlated with poor school performance. Despite this being a small study, it was conducted in a community school population utilizing the same methodology for each educational grouping. Significant differences between low and high GPA for the different education levels were based on different sleep variables. The sleep variable reported to affect school performance in junior high students was the complaint of restless legs. In high school, daytime sleepiness negatively affected school performance as demonstrated by significant negative associations between napping, falling asleep in class and difficulty concentrating. The sleep variables leading to significant negative affects on GPA for college students were difficulty concentrating, sleep onset and sleep maintenance insomnia.
There was a significant correlation between the complaint of restless/aching legs at sleep onset (RLS) and poorer school performance in the junior high students included in this study. Both restless legs and difficulty concentrating during the day are symptoms associated with the diagnosis of Attention Deficit/Hyperactivity Disorder, a diagnosis that can be associated with poor school performance (Faraone et al., 1993; Gruber and Sadeh, 2004). Restless legs and periodic limb movements are also more frequent in individuals with known deficiencies in iron stores (Kryger et al., 2002). Iron deficiency anemia has documented effects on cognitive skills and neuromaturation in infancy and childhood (Walter, 2003). The correlation between RLS and poor school performance deserves further study, particularly since pharmacological treatments exists for RLS that have not been studied or approved for treatment for pediatric age populations. ADHD and iron deficiency anemia would be important variables to include in such research.
Daytime sleepiness, as reflected by waking tired and unrefreshed in the morning, having difficulty waking in the morning, and having trouble with sleepiness during the day, affects the large majority of students included in this study and is their most common set of complaints. For the high school students included in this study, daytime napping, falling asleep in class and difficulty concentrating during the day are associated with lower GPA. These findings are consistent with a multiplicity of studies showing that daytime sleepiness is commonly reported as a sleep variable affecting school performance in the high school aged population (Kahn et al., 1989; Link and Ancoli-Israel, 1995; Hoffamn and Steenhof, 1997; Wolfson and Carskadon, 1998,2003; Joo et al., 2005; Millman, 2005; Gibson et al., 2006). Daytime sleepiness in adolescents is multi-factoral reflecting behavioral (chronic sleep deprivation), social (early school start times) and biological factors (the occurrence of delayed sleep phase at the onset of puberty) that affect the high school aged population (Link and Ancoli-Israel, 1995; Wolfson and Carskadon, 1998, 2003; Millman, 2005). Treatment approaches including changes in school start times, cognitive behavioral therapies and pharmacologic approaches have been proposed to address the problem of daytime sleepiness for this grouping as well as in college students (Brown et al., 2006). These approaches have resulted in variable results on school performance (Eliasson et al.,2002). The results of this study support this previous work. There is little question that for the high school population, as documented by reports of napping and falling asleep in class, EDS is the most significant sleep variable affecting school performance. However, daytime sleepiness is a significant sleep variable affecting GPA only for the high school students included in this study. For junior high students, reported daytime sleepiness variables were not noted to significantly affect school performance.
Difficulty falling asleep (sleep onset insomnia) is reported by 50–60% of students in this study. Waking at night and having difficulty falling back asleep (sleep maintenance insomnia) is reported by 38.8% of junior high, 26.9% of high school and 53.2% of college students. For college students, both sleep onset and sleep maintenance insomnia are significantly associated with lower GPA. These findings are consistent with other work, such as increases in school failure rates noted among teen-agers reporting insomnia (Blum et al., 1990). In a study of Japanese adolescents from 7th to 12th grade, the proportion of students reporting insomnia increased with increasing age and educational level. Insomnia is reported by many college students complaining of sleep disturbance (Brown et al., 2001, 2006).
The association between insomnia and poor school performance is likely age related, with older college students performing at lower GPA levels more likely to report problems with insomnia. In the current study, junior high students with lower GPAs actually less likely to report sleep onset insomnia than those with higher GPAs. This finding that sleep onset insomnia is not associated with poor school performance for junior high students and is more likely to affects school performance with increasing age in college students, strongly suggests that approaches to treating sleep disturbances that affect school performance may need to account for differences in the types of sleep disturbances that occur at different age and/or educational levels, and the one-size-fits-all approach may be less effective.
In this study, reported difficulty with concentrating during the day was significantly correlated with poor school performance for both high school and college students and was reported at a higher by lower performing junior high students. Several studies have demonstrated that difficulty concentrating, associated with poor school performance, is also associated with both EDS and reported insomnia (Carey et al.,2005; Millman, 2005; Blunden and Chervin, 2008). Difficulty concentrating is likely the daytime correlate of disordered sleep, resulting in affects on waking school performance regardless of the specific type of sleep complaint reported.
This study has limitations. The study group is small and the methodology utilized in evaluating the college grouping differed in both timing and protocol of respondent selection.. While the population studied included individuals living in a contiguous geographical location, this study could have been affected by both social and economic variables that were not controlled for in this study (Pagel et al., 2007). RLS affects on GPA could potentially be explained by the presence of co-morbid diagnoses such as AD/HD and iron deficiency anemia. However, if as this study indicates, the sleep variables affecting school performance in elementary school and junior high differ from those affecting school performance in high school, and college, future research studies and particularly treatment protocols will need to be adapted to address different age and educational level associations of sleep disorder variables with school performance.
Summary and conclusion
A clear association exists between reports of sleep disturbance and poor school performance. This study suggests that sleep disturbance negatively affecting student performance varies based on age and educational level. Reported restless legs and periodic limb movements are associated with lower GPA 's in junior high students, daytime sleepiness negatively affects high school students, and sleep onset and maintenance insomnia are significantly correlated with poorer school performance in college students. Impaired waking concentration is the likely waking correlate of sleep disturbance that negatively affects school performance. Future studies and treatment protocols for assessing the association of sleep disturbance with school performance should be tailored to assess and treat the different sleep disorder variables negatively affecting performance at different age and educational levels.
Definition of Terms
These are the list of important words were we given definitions for you to understand the sentences which involved these words.
Epidemiologic Studies.It is the studies about the causes and effects of health and diseases. They also have shown that sleep duration is associated with overall mortality.
Michigan Health.A maintenance organization who found that sleep problems developed before major depression did.
Narcolepsy.A sleep disorder that cause extreme sleepiness or falling asleep suddenly during the day. It is also an abnormality that affects our brain.
Obstructive Sleep Apnea.The disordered breathing that causes multiple awakenings. It can also increase the risk of developing depression.
Sleep Disturbances. Are associated with suicidal ideation and behaviors. Depressed patients who experience sleep disturbances are more likely to think about suicide and die by suicide.
Various Movement Syndromes.An unpleasant sensations that prompt night fidgeting.
Conceptual Framework
Chapter III
Methodology
This chapter is composed of Research Method, Venue, and Respondents of the Study, Research Instrument, Sampling Procedures, Data Collection, Data Gathering Tools, and Statistical Tools.
Research Method
The method we used to gather data is surveying. Surveying is a way to know the experiences of every student about sleeping in class hours and to know what the negative effects of sleeping to them.
Venue
This research was conducted at San Guillermo Academy located at Zone 5, PoblacionTalisay, Batangas.
Respondents of the Study
TheFifty (50) selectedhigh school students of San Guillermo Academy are our respondents.
The selected students are always observed sleeping and that suits to our research study. Those selected students came up by asking the president of each class about the top five students who always sleeping during class hours.
Research Instrument
We used questionnaires as our research instrument. For the preparation of our questionnaires, we listed all the possible negative effects of sleeping during class hours and made it as our basis in constructing questions.
Sampling Procedure
The procedure or the steps that we made in giving the questionnaires to our chosen respondents was by making ten (10) questions that are related to our topic. We have given 50 copies of our survey to the high school students of San Guillermo Academy. Our questionnaires were answered by the selected grade 7 up to fourth year students.
Data Collection
It took two days for us to distribute our questionnaires to 50 respondents. The given answers were used to analyze our data.
Data Gathering Tools
Our basis tool in gathering data was our questionnaires or survey questions. Our questionnaires were composed of ten questions and a total of 50 copies that was distributed into 50 high school students of San Guillermo Academy. We used these questions as our tools to add information that would help in our study.
Statistical Tools
We used a simple mathematical equation as the statistical tool for our survey. This formula is not complicated and is used to get the percentage of the total amount of data gathered.
Frequency
Percentage= ------------------ X 100 Number of Respondents
Chapter IV
Presentation and Analysis of Data
These are the tables that show the percentage and frequency of the data that we gathered in our questionnaires.
Number of students whose grades being affected and not by sleeping in class hours.
1. Did sleeping affect your grades?
Table 1. Results of student’s answer in question number one.
Choices
Frequency
Percentage
Yes
34
68%
No
16
32%
Total
50
100 %
68 % of our respondents answered yes and 32 % who answered no with the total of 100 %.
Number of students who missed lectures and not when they are sleeping in class hours.
2. Did you miss lectures when you were sleeping in class hours?
Table 2. Result of student’s answer in question number two.
Choices
Frequency
Percentage
Yes
41
82%
No
9
18%
Total
50
100 %
Our respondents who answered yes are 82 % and those who answered no are 18% with the total of 100 %.
Number of students who do/doesn’t failed in exams/quizzes/seatwork because of sleeping in class hours.
3. Did sleeping in class hours makes you fail in exams/quizzes/seatwork?
Table 3. Result of student’s answer in question number three.
Choices
Frequency
Percentage
Yes
30
60%
No
20
40%
Total
50
100 %
60 % of our respondents answered yes and 40 % answered no with the total of 100 %.
Number of students who are still/not present for their teacher even they are sleeping during class hours
4. Are your teachers considered you present even you’re asleep?
Table 4. Result of student’s answer in question number four.
Choices
Frequency
Percentage
Yes
31
62%
No
19
38%
Total
50
100%
62 % of our respondents answered yes and 38 % answered no with the total of 100 %.
Number of students who do/ do not catch up their lessons that they missed when they were sleeping.
5. Can you catch up the lessons that you miss when you’re asleep?
Table 5. Result of student’s answer in question number five.
Choices
Frequency
Percentage
Yes
40
80%
No
10
20%
Total
50
100%
80 % of our respondents answered yes and 20 % answered no with the total of 100 %.
Number of students whose character were affected and not by sleeping during class hours.
6. Is your character affected by sleeping during class hours?
Table 6. Result of student’s answer in question number six.
Choices
Frequency
Percentage
Yes
29
58%
No
21
42%
Total
50
100%
58 % of our respondents answered yes and 42 % answered no with the total of 100 %.
Time of sleep of the students every night.
7. What time do you sleep every night?
Table 7. Result of student’s answer in question number seven.
Choices
Frequency
Percentage
7 – 8 P.M.
15
30%
9 – 10 P.M.
24
48%
11 – 12 midnight
11
22%
1 – 2 A.M.
0
0%
3 – 4 A.M.
0
0%
Total
50
100%
30 % of our respondents are sleeping in 7-8 pm, 48% are in 9-10 pm and 22% are sleeping in 11-12 midnight that result 100% in total.
Number of students who’s aware and not aware about the negative effects of sleeping during class hours.
8. Are you aware about the negative effects of sleeping during class hours?
Table 8. Result of student’s answer in question number eight.
Choices
Frequency
Percentage
Yes
46
92%
No
4
8%
Total
50
100%
92% of our respondents answered yes and 8 % answered no with the total of 100 %.
Why? Why not?
Our respondents said yes because they already experienced the negative effects and some said no because they just wanted to sleep and doesn’t even care about the effects.
The best thing that you can do to avoid sleeping in class hours.
9. What can you do to avoid sleeping during class hours?
Table 9. Result of student’s answer in question number nine.
Choices
Frequency
Percentage
Sleep early
35
70%
Focus on the lessons
10
20%
Eat breakfast
5
10%
Total
50
100%
70% of our respondents answered “sleep early”, 20% that answered “focus on the lessons” and 10% that answered “eat breakfast” that result 100% in total.
Number of students who are willing and not willing to sleep again after knowing the negative effects of sleeping during class hours
10. Are you willing to sleep again after knowing the negative effects?
Table 10. Result of student’s answer in question number ten.
Choices
Frequency
Percentage
Yes
15
30%
No
35
70%
Total
50
100%
30% of our respondents are willing to sleep again while 70% don’t.
Chapter V
Summary, Conclusions, and Recommendations
Summary
“The Negative Effects of Sleeping During Class Hours”
We chose this topic to work on because we always observed that many of the students are sleeping in class hours and making it as a habit. By starting this study, we gathered and browse information in the internet about it. We create questionnaires for us to know the opinions of the students and to determine what would be its negative effects to them and their suggestions and opinions on how to solve this problem and to avoid and prevent this kind of habit. We prepare fifty copies of survey questionnaires for the selected high school students of every section at San Guillermo Academy. After collecting back the survey questionnaires, we tabulated the results and summarized the answers. We made a conclusion for you to understand more clearly and easy the results of the survey.
Conclusion
We therefore conclude that the grades of our respondents are affected by sleeping in class hours, they missed the lectures, and they failed in exams, quizzes, and seat works. Their teachers considered them present even though they’re sleeping in class hours. Almost of them can catch up the lessons that they missed but still some of them can’t. Their characters are affected too. Almost of them are sleeping between the time of nine o’clock and ten o’clock in the evening and some are sleeping at midnight. Almost of our respondents are aware of the negative effects of sleeping during class hours because they already experienced it. As for their opinion, sleep early is what they can do to avoid sleeping in class hours. After knowing the negative effects, our respondents don’t want to sleep again in class hours. We prepare a recommendation for you to avoid this kind of habit.
Recommendation
This research comes to an end and we, researchers would like to leave you with these recommendations. We recommend, first and foremost, the students to focus to their studies. Let studying be your priority. We highly recommend students to sleep at the right time (7-8 pm) and have enough rests so that you will no longer sleep at class hours. But most importantly, be well-disciplined and listen carefully to the teachers. Second, the teachers must not tolerate this kind of attitude of students. Give them punishments so that they may learn their lessons and be frightened not to do it again. Make your lessons not boring and make everybody participate. Have more confidence in teaching, louder voice and clear utterance of words. Lastly, the parents must monitor their children and discipline them more. Make them realize that education is the most important thing in life. Inspire them to study harder and make them concentrate and actively participate in class.
We recommend the next researchers to have a research entitled “The Common Causes Why Students Sleep during Class Hours”
Bibliography
Appendix
San Guillermo Academy
Talisay, Batangas
Name:
Choose the letter of the best answer based on your opinion.
1. Did sleeping affect your grades?
Yes
No
2. Did you miss lectures when you were sleeping in class hours?
Yes
No
3. Did sleeping in class hours makes you fail in exams/quizzes/seatwork?
Yes
No
4. Are your teachers considered you present even your asleep?
Yes
No
5. Can you catch up the lessons that you miss when you’re asleep?
Yes
No
6. Is your character affected by sleeping during class hours?
Yes
No
7. What time do you sleep every night?
7-8 pm
9-10 pm
11-12 midnight
1-2 am
3-4 am
8. Are you aware about the negative effects of sleeping during class hours?
Yes
No Why? Why not?
______________________________________
9. What can you do to avoid sleeping in class hours?
Sleep early
Focus on the lessons
Eat breakfast
Other please specify:_____________________
10. Are you willing to sleep again after knowing the negative effects?
Yes
No
Curriculum Vitae
Personal Information
Name: Rezelle S. Argabio
Age: 16
Gender: Female
Address: Aya, Talisay, Batangas
Date of Birth: October 02, 1997
Father: Rizaldy C. Argabio
Mother: Julindina S. Argabio
Contact No.: 09981618466
Email Address: rezelle0210@gmail.com
Educational Attainment
Elementary: Doña Maria Laurel Memorial School
High School: San Guillermo Academy Signature
Personal Information
Name: Arra Mae R. Barrion
Age: 16
Gender: Female
Address: #056 Aquino St. Quiling, Talisay, Batangas
Date of Birth: August 08, 1997
Father: Pepito C. Barrion
Mother: Rosalina R. Barrion
Contact No.: 09303753009
Email Address: arramenbarrion@yahoo.com
Educational Attainment
Elementary: Quiling Elementary School
High School: San Guillermo Academy
Signature
Personal Information
Name: Ma. Elaine M. Cacao
Age: 16
Gender: Female
Address: #0373 Balagbag St. Aya, Talisay, Batangas
Date of Birth: September 20, 1997
Father: Jayson G. Cacao
Mother: Ma. Arlyn M. Cacao
Contact No.: 09301478040
Email Address: elaine_cacao@yahoo.com
Educational Attainment
Elementary: Doña Maria Laurel Platon Memorial School
High School: San Guillermo Academy
Signature
Personal Information
Name: Mary Joyce M. Capuno
Age: 16
Gender: Female
Address: Zone 8, Talisay, Batangas
Date of Birth: September 13, 1997
Father: DilbertoCapuno
Mother: Mina Capuno
Contact No.: 09166349181
Email Address: doisccapuno@gmail.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Personal Information
Name: VernadetteSuzane M. Cardinoza
Age: 16
Gender: Female
Address: #087 Balas, Talisay, Batangas
Date of Birth: August 23, 1997
Father: VirgilioCardinoza
Mother: Susan Cardinoza
Contact No.: 09308190753
Email Address: suzane_cardinoza@yahoo.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Personal Information
Name: Alexia Nicole de Castro
Age: 15
Gender: Female
Address: J. Trinidad St. Zone 8, Talisay, Batangas
Date of Birth: October 27, 1998
Father: Orlando Centeno
Mother: Cynthia Centeno
Contact No.: 09125287717
Email Address:alexianicole07@yahoo.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Personal Information
Name: Lawrence Kevin B. Natividad
Age: 16
Gender: Male
Address: Quiling, Talisay, Batangas
Date of Birth: October22, 1997
Father: Isagani E. Nativitdad
Mother: Jennifer B. Natividad
Contact No.: 416-4599
Email Address: lawrence_kevin22@yahoo.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Personal Information
Name: Erick Ryan M. Perez
Age: 15
Gender: Male
Address: #63 Banga, Talisay, Batangas
Date of Birth: April 15, 1998
Father: Antolin D. Perez Jr.
Mother: Rosemarie M. Perez
Contact No.: 09103790138
Email Address: erickryanperez@yahoo.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Personal Information
Name: Richard M. Polon
Age: 15
Gender: Male
Address: #0831 Aya, Talisay, Batangas
Date of Birth: May 01, 1998
Father: Rafael Polon
Mother: Lorena M. Polon
Contact No.: 09094520292
Email Address: gwapzchad@yahoo.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Bibliography: Address: Aya, Talisay, Batangas Date of Birth: October 02, 1997 Date of Birth: August 08, 1997 Father: Pepito C
Introduction and It’s Background
Using social media in a proper way can add up to our knowledge, communicates to our friends and relatives, and also it can help to public service. We all know that this social media can teach us new learnings. But instead of doing this kind of activities, students always used social media to a nonsense and useless things that can lead to what we called “LAZINESS”.
Laziness is also called indolence is disinclination to activity or exertion despite having the ability to do so. It is often used as a pejorative; related terms for a person seen to be lazy include couch potato, slacker, and blunder.
It is a bad habit of each every one of us, mostly we experienced it because of many reasons, and social media is the major reason of our laziness.
Social media is not always positive. Students usually multi-task while studying, they check their social media sites while on the process of studying. Their ability to concentrate on the task at hand is significantly reduced by the distractions in posting comments, tweeting and online gaming. Later on they will be totally distracted by their social media activities thus forget about the subjects that they should focus on, in the first place.
This is one very common problem faced by the students not only in this present era but most likely since the formal education was being taken and introduced.
The popularity of social media can caught the attention of many students like us. There’s no doubt that students are energetic and actively engaged in online communities such as: posting comments, tweeting and online gaming.
A. Statement of the Problem
Laziness occurred because our attention is caught by the social media and we’re not aware that our interest in our studies is now losing. In this kind of research, we prepare some questions about this.
What are the contributions of social media to the laziness of the students?
Why is it that the social media is the number one cause of the laziness of the students?
What can we do to overcome this bad habit?
B. Hypothesis
In this research, we give some answer on the following questions. This answer would be the possible answer of the students about this.
For students, who always feel lazy, bored, not interested and sleepy during class hours. It is because they prefer using computers in useless things. Instead of using it on doing your homework, lessons, and projects.
Some students feel lazy during class hours for the reason that they’re lack of sleep and rest. Some of them are still using computers, browsing nonsense things or playing online games even if it is late at night.
We can avoid this laziness by having a motivation or a goal. By setting our minds that we should use computers in a good way. Don’t use computers too much in doing our school works, we can still browse some information from a reference book. C. Significance of the Study
We all know that we can avoid this kind of activity. This research can change their bad habit. This can help them to stay focus on their studies.
This research provides awareness to those students who are always lazy when it comes to study but so energetic when it comes to social networking sites.
This can also help them to know and realize that using computers for your school works has a bigger difference than using computers to any useless things. Like, online gaming and always using social networking sites while studying, that’s why they can’t stay focus on their studies.
D. Scope and Delimitations of the Study
Our research is focused on the contributions of social media activities to the laziness of the students. Through this research we will have more knowledge and deep understanding about its contribution.
The selected students of San Guillermo Academy from grade seven to fourth year are our respondents. Thirty (30) students from grade seven, thirty (30) students from grade eight, thirty (30) students from Third year and ten (10) students from fourth year. For a total of 100 respondents. Bored, not interested in class, not interested to the subject and sleepy because you’re lazy and all you want to do is to use computer time to time.
Chapter II
Theoretical and Conceptual Framework
Review of Related Literature
Cutting back on sleep for school work is counterproductive
Students who stay up late to cram for a test or finish a project have lower comprehension and worse performance in the classroom as a result, research shows.
By Mary MacLean
August 22, 2012
Los Angeles Times
The old aphorism that "you snooze, you lose" doesn 't apply to students who stay up late to cram for a test or finish a class project. New research shows that sacrificing sleep for school work is a bad trade.
Researchers from UCLA 's Jane and Terry Semel Institute for Neuroscience and Human Behavior enlisted students from three Los Angeles high schools to help them figure out whether academic performance suffered the day after a late night of studying.
It turned out their hunch was correct: Lost sleep resulted in less comprehension during class and worse performance on tests, according to their report, published online Tuesday in the journal Child Development.
"Sacrificing sleep for studying seems to be counterproductive," said Andrew J. Fuligni, a developmental psychologist at UCLA and the study 's senior author.
The researchers gave 535 teenagers checklists to keep track of their sleep and study time for three 14-day periods when they were in ninth, 10th and 12th grades.
The UCLA team found that regardless of how much time a high schooler normally spends on homework each day, a student who gives up sleep for extra study time will have trouble the next day understanding material in class and be more likely to struggle with an assignment or test — the opposite of the student 's intent.
The researchers didn 't quantify the increased risk for academic problems following a longer-than-usual study session, but they said the number of problems was "surprisingly greater."
The relationship held up no matter how academically ambitious the student was, as measured by the amount of time spent studying on a typical day, and it became stronger as students progressed through high school.
The results rang true to Kai Daniels, a college-bound senior at the Los Angeles Center for Enriched Studies, a Mid-City magnet school. On occasions when she 's stayed up late to study, she 's had more trouble absorbing material in class, she said.
"I 'd have to re-teach myself at night," she said.
The finding "makes a lot of sense," said Mona el-Sheikh, a professor of human development and family studies at Auburn University whose research includes sleep. Several new studies are showing that the quantity and the quality of sleep are important for remembering new information and consolidating learning, she said.
Students who get too little sleep don 't have enough time to process what they study, she added; even just one night of sleep deprivation can have a negative effect. Parents should do what they can to make sure their children have sufficient and consistent sleep, she said.
Fuligni said he could not disclose which schools took part in the research. The students varied in ethnic and economic backgrounds, as well as in their level of academic achievement. Their checklists revealed that study time did not change over the course of high school — the average was just over an hour per day — but sleep time decreased by an average of 41.4 minutes.
Ready, willing, and able? Sleep hygiene education, motivational interviewing and cognitive behaviour therapy for insomnia in an Australian high school setting
Journal Article
By Neralie Cain
Publication: Education and Health
Date: 2012
Cognitive behavior therapy for insomnia is well-regarded as an effective treatment for insomnia in adults. Previous studies also suggest that CBT-i can be successfully applied to adolescents experiencing insomnia and other sleep problems, which most commonly involve delayed sleep timing. The recommended treatment involves a combined program of morning bright light therapy, stimulus control therapy, and education about sleep hygiene. Improving sleep pattern regularity by getting up earlier on weekends (i.e., at a time closer to the weekday wake-up time) can play a particularly important role in increasing total sleep time during the week and decreasing daytime sleepiness. Recent research suggests that the school classroom may be a promising arena for the dissemination of sleep interventions for adolescents. However, many of the earlier studies in this area have been plagued by problems such as inappropriate outcome measures, small sample size, lack of control group, and lack of follow-up data. Reporting has also been poor, with a number of studies presented only in abstract form. Results have been mixed: some studies showed improved knowledge about sleep, despite having no data about actual changes in sleep habits or behaviours; another study measured sleep habits but found no change from pre- to post-treatment. Finally, some studies found changes in sleep habits from pre- to post-treatment, although these results must be interpreted with caution due to the previously mentioned problems of small sample size, lack of control group, and lack of follow-up data. A series of two studies conducted by researchers at Flinders University in Adelaide, Australia, attempted to overcome the limitations of previous research by conducting randomised controlled trials evaluating school-based intervention programs aimed at improving the sleep of adolescents. Full details of these studies can be found in earlier publications; however, an outline of the main findings are presented here, along with recommendations for others planning school-based interventions for adolescent sleep problems.
Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behavior
Journal Article
By Judith Owens
Publication: Arch PediatrAdolesc Med
Date: 2010
Objective: To examine the impact of a 30-minute delay in school start time on adolescents’ sleep, mood, and behavior. Design: Participants completed the online retrospective Sleep Habits Survey before and after a change in school start time. Setting: An independent high school in Rhode Island. Participants: Students (n=201) in grades 9 through 12. Intervention: Institution of a delay in school start time from 8 to 8:30 AM. Main Outcome Measures: Sleep patterns and behavior, daytime sleepiness, mood, data from the Health Center, and absences/tardies. Results: After the start time delay, mean school night sleep duration increased by 45 minutes, and average bedtime advanced by 18 minutes (95% confidence interval, 7-29 minutes [t423=3.36; P⬚.001]); the percentage of students getting less than 7 hours of sleep decreased by 79.4%, and those reporting at least 8 hours of sleep increased from 16.4% to 54.7%. Students reported significantly more satisfaction with sleep and experienced improved motivation. Daytime sleepiness, fatigue, and depressed mood were all reduced. Most health-related variables, including Health Center visits for fatigue-related complaints, and class attendance also improved. Conclusions: A modest delay in school start time was associated with significant improvements in measures of adolescent alertness, mood, and health. The results of this study support the potential benefits of adjusting school schedules to adolescents’ sleep needs, circadian rhythm, and developmental stage.
Middle School Start Times: The Importance of a Good Night 's Sleep for Young Adolescents
Journal Article
By Amy R. Wolfson
Publication: Behavioral Sleep Medicine
Date: 2007
With the onset of adolescence, teenagers require 9.2 hr of sleep and experience a delay in the timing of sleep. In the "real world" with early school start times, however, they report less sleep, striking differences between their school-weekend sleep schedules, and significant daytime sleepiness. Prior studies demonstrated that high schoolers with later school starts do not further delay bedtime but obtain more sleep due to later wake times. This study examined sleep-wake patterns of young adolescents attending urban, public middle schools with early (7:15 a.m.) versus late (8:37 a.m.) start times. Students (N = 205) were assessed at 2 time periods. Students at the late-starting school reported waking up over 1 hr later on school mornings and obtaining 50 min more sleep each night, less sleepiness, and fewer tardies than students at the early school. All students reported similar school-night bedtime, sleep hygiene practices, and weekend sleep schedules.
Related Studies
Sleep Complaints Affecting School Performance at Different Educational Levels
By James F. Pagel and Carol F. Kwiatkowski
Published online 2010 November 16. Prepublished online 2010 July 21
Abstract
The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA 's in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.
Keywords: adolescent, college, sleep, restless legs, school, insomnia, GPA
Introduction
A growing body of work documents the association between disordered sleep and school performance. Students who report insomnia, inadequate sleep, daytime sleepiness, irregular sleep patterns and/or poor sleep quality do not perform as well in school as others (Blum et al., 1990; Link and Ancoli-Israel, 1995; Hoffamn and Steenhof, 1997; Wolfson and Carskadon, 1998, 2003; Shin et al., 2003; Millman,2005). Children enrolled in remedial school programs report significantly more sleep problems (Blunden and Chervin, 2008). Reported abnormalities in sleep including sleep latency [SL]>30min and more than one arousal per night at least two nights/week have shown an association with an increase in school failure rates (Kahn et al., 1989). A large study in the Spanish secondary school system (N=1155, mean age 14) found a significant correlation between class failure and sleep complaints, and morning sleepiness (Salcedo et al., 2005).
Better school performance is associated with more time in bed, better sleep quality, fewer nighttimes arousals, less napping and less difference between weekday and weekend sleep times (Link and Ancoli-Israel, 1995; Hoffamn and Steenhof, 1997; Wolfson and Carskadon, 1998). The association between sleep complaints and poor school performance is supported by in-lab experimental studies that demonstrate negative effects for sleep deprivation, sleep restriction, and sleepiness on laboratory measures of motor skill, memory, attention and problem solving in children and adolescents (Sadeh et al., 2002; Takser et al., 2002; Carskadon et al., 2004). Experimental restriction of sleep in students (ages 6–12) has been shown to lead to academic difficulty in the classroom as well as increased severity of school related attention problems (Fallone et al., 2005).
There are suggestions in the literature that sleep variables affecting school performance differ based on age and educational level. In seven year olds, short sleep duration is associated with higher emotional liability (Nixon et al., 2008). Adolescent aged delayed sleep phase develops at the onset of puberty with the associated daytime sleepiness affecting school performance in the high school aged population (Wolfson and Carskadon, 2003; Millman, 2005). In a large study of Canadian high school students (N=3,235, mean age 16.3) twenty-three percent of students felt that their grades had dropped in high school because of daytime sleepiness (Gibson et al.,2006). A similar study in Korean high school students (N=3,871, mean age 16.8) reported excessive daytime sleepiness (EDS) to be present in 15.9% of students. EDS was significantly associated with perceived sleep insufficiency, two or more insomnia symptoms and low school performance (Joo et al., 2005). The proportion of students reporting insomnia appears to increase with increasing age and higher educational level. Among Japanese adolescents, both difficulty initiating sleep and reported insomnia gradually increase from 7th to 12th grade (Kaneita et al., 2006). Up to 30% of college students report chronic severe sleep difficulties including both daytime sleepiness and insomnia with 11% meeting criteria for delayed sleep phase syndrome (DSPS) (Brown et al., 2001, 2006). Sleep disturbances are likely to continue to affect school performance in adults. Cognitive function test scores have been noted to fall in both medical students and residents after sleep deprivation (Hallbach et al., 2003).
Disordered sleep has also been noted to effect behaviors other than school performance. For example, daytime sleepiness was shown to negatively affect student participation in extracurricular activity (Gibson et al., 2006). Studies have documented the effect of disordered sleep on the behavioral and emotional performance of elementary school children (Mahendrean et al., 2006; El-Sheikh et al.,2007). Children with fragmented sleep score lower on tests of neurobehavioral functioning and have increased parent-reported levels of behavior problems (Sadeh et al., 2002). In adolescent boys reported tiredness and sleepiness associated with lower perceived academic performance is also associated with negative mood states, problematic alcohol use, perceived mistreatment or abuse, antisocial behavior, intention to use or current use of illegal drugs, and feelings of isolation (O’brien and Mindell, 2005; Ahonen et al., 2007).
Treatment protocols proposed and utilized in the treatment of sleep disturbance in students
A variety of treatment protocols have been proposed for general application in student populations. The finding that early high school start times are associated with student reports of less sleep and increased sleepiness has led to proposals for changes in school start times (Dexter et al., 2003; Joo et al., 2005). In some states and communities school start times have been changed based on legislation. It is currently unclear whether this approach leads to an improvement in school performance (Eliasson et al., 2002). In elementary students treatment suggestions for sleep complaints include attempts to resolve the marital conflicts (El-Sheikh et al., 2007). Emphasis on the behavioral basis of daytime sleepiness in high school students has led to the development and application of psychoeducational programs emphasizing sleep hygiene (Joo et al., 2005; Gibson et al., 2006). Melatonin used as a pharmacological treatment for adolescents aged 10–18years in the treatment of DSPS has been shown to result in fewer of these students reporting school difficulties (Szeinberg et al.,2006). Some studies have suggested, based on data derived from high school studies, that psychoeducational treatment approaches and delayed class start times be utilized in the treatment of college students (Brown et al., 2006; Gibson et al., 2006).
In the effort to improve school performance at all educational levels, there appears to be a tendency to apply one-size-fits-all programs for the treatment of sleep disturbance based on data from high school studies (Brown et al., 2006). This study presents data evaluating the association between questionnaire-reported sleep disturbances and school performance in three separate groups of students extending from grade 6 through college (age range 10–54). It is the authors’ hypothesis that the sleep variables affecting school performance in elementary school and junior high differ from those affecting school performance in high school, and those affecting college students. If this hypothesis is correct, it becomes increasingly important that future research studies and treatment protocols should clarify the age and educational level association of sleep disorder variables with school performance.
Materials and Methods
Three samples of students were analyzed for this study: middle school (grades 6–8), high school (grades 9–11) and college students. The first two samples were assessed in the science and heath classes at associated middle and high schools in Pueblo, Colorado near the end of the 2005 school year. The college sample was assessed in psychology, nursing and medical classes at the local community colleges as part of an invited presentation on “Sleep in Young Adults” in 2007. Although all three studies used the same questionnaire instrument, because of differences in the settings, statistical comparisons were made within, but not across the three educational levels.
An IRB approved, 18-question frequency-based pediatric sleep disturbance questionnaire, based on validated and indexed questions (Chervin et al., 2000, 2003; Pagel et al., 2007), was used for all three samples. The questionnaire consisted of five ordinal response categories: 1=never; 2=rarely (once a month); 3=sometimes (once a week); 4=occasionally (twice a week); 5=always (every night). In order to simplify interpretation of the data and reduce categories with small numbers of responses, we aggregated the sleep data to compare response categories 3–5 to categories 1 and 2. This differentiated those who reported having the sleep problem at least once a week from those who had it less often.
Assessment of school performance was based on self reported GPA (Range 2.0–4.0), which is a common method for defining academic performance in sleep research (Blum et al., 1990; Hoffamn and Steenhof, 1997; Wolfson and Carskadon, 1998; Millman, 2005). Although questionnaires were distributed to 238 middle and high school students, only 165 (69.3%) reported their GPA. While only the students reporting GPA could be analyzed for this study, chi-square analyses revealed that none of the sleep variables differed significantly between those who provided GPA data and those who did not. In addition, a proportion of post-secondary school students were enrolled in either nursing or medical training programs that did not rate performance based on GPA and therefore could not be included.
This study included 98 junior high students (Grades 6–8), 67 high school students (grades 9–11) and 64 college students (mean age 27.8, range 17–59). GPA was not normally distributed and therefore was split at the median to form two groups within each educational level: Low GPA and High GPA. Within each of the three educational levels, chi-square analyses, using Fisher-exact one-sided tests, were run to compare each of the sleep disturbance variables by GPA (low or high).
Results
Table 1 displays descriptive information for demographic and sleep variables for the three groups. Notably, there were more Hispanic students in the two younger groups and more African American and white students in the college group. There were also substantially more males in the college group than the two younger groups. However, within each educational group, there were no significant differences in age, ethnicity or gender by GPA. For all three groups, the most common sleep associated problem was feeling unrefreshed/tired in the morning, followed by having trouble waking up in the morning. The least common behaviors were trouble with breathing when sleeping and taking sleep medication.
Table 1
Demographic and sleep variables for all three groups.
For the analyses of sleep behaviors by school performance, GPA was divided into “Low” and “High” GPA at the median split for each grade level. The median for grades 6–8 was 3.5, for grades 9–11 it was 3.0, and for college students it was 3.4. As shown in Table Table2,2, for the junior high students, the complaint of restless/aching legs when falling asleep was significantly more common in the lower GPA grouping (p=0.004). In high school, lower GPA was significantly associated with falling asleep in class (p=0.010), difficulty concentrating (p=0.011), and napping (p=0.009). In college lower GPA was significantly associated with difficulty falling asleep (p=0.017), difficulty returning to sleep after waking at night (p=0.028), and difficulty concentrating during the day (p=0.017).
When the college students were divided into two age groups to analyze those who were 21years or younger (n=25) separately from those who were 22years or older (n=36), analyses indicated that the three significant variables described above held only for the older group. There were no significant sleep variables by GPA for those who were 21years and younger, although this could have been due to the low number of students in this analysis.
An age analysis was also performed on the junior high and high school groups. All students in both groups were combined and then divided according to age: younger (11–14 years; n=99) and older (15–17; n=66). Analyses for the older group were similar to that of the high school students (9th–11th grade) presented in Table Table2.2. The younger group, however, differed slightly from the junior high (6th-8th grade) analyses in Table Table22 in that some variables that were significant at p<0.10 became significant at p<0.05 when the analysis was based on age instead of grade. These variables included the following: waking at night and having trouble falling back to sleep (p=0.018); waking unrefreshed or tired in the morning (p=0.036); and the marginally significant variable of difficulty concentrating during the day (p=0.051).
Discussion
This study demonstrates that in students from 6th grade through college, disordered sleep is correlated with poor school performance. Despite this being a small study, it was conducted in a community school population utilizing the same methodology for each educational grouping. Significant differences between low and high GPA for the different education levels were based on different sleep variables. The sleep variable reported to affect school performance in junior high students was the complaint of restless legs. In high school, daytime sleepiness negatively affected school performance as demonstrated by significant negative associations between napping, falling asleep in class and difficulty concentrating. The sleep variables leading to significant negative affects on GPA for college students were difficulty concentrating, sleep onset and sleep maintenance insomnia.
There was a significant correlation between the complaint of restless/aching legs at sleep onset (RLS) and poorer school performance in the junior high students included in this study. Both restless legs and difficulty concentrating during the day are symptoms associated with the diagnosis of Attention Deficit/Hyperactivity Disorder, a diagnosis that can be associated with poor school performance (Faraone et al., 1993; Gruber and Sadeh, 2004). Restless legs and periodic limb movements are also more frequent in individuals with known deficiencies in iron stores (Kryger et al., 2002). Iron deficiency anemia has documented effects on cognitive skills and neuromaturation in infancy and childhood (Walter, 2003). The correlation between RLS and poor school performance deserves further study, particularly since pharmacological treatments exists for RLS that have not been studied or approved for treatment for pediatric age populations. ADHD and iron deficiency anemia would be important variables to include in such research.
Daytime sleepiness, as reflected by waking tired and unrefreshed in the morning, having difficulty waking in the morning, and having trouble with sleepiness during the day, affects the large majority of students included in this study and is their most common set of complaints. For the high school students included in this study, daytime napping, falling asleep in class and difficulty concentrating during the day are associated with lower GPA. These findings are consistent with a multiplicity of studies showing that daytime sleepiness is commonly reported as a sleep variable affecting school performance in the high school aged population (Kahn et al., 1989; Link and Ancoli-Israel, 1995; Hoffamn and Steenhof, 1997; Wolfson and Carskadon, 1998,2003; Joo et al., 2005; Millman, 2005; Gibson et al., 2006). Daytime sleepiness in adolescents is multi-factoral reflecting behavioral (chronic sleep deprivation), social (early school start times) and biological factors (the occurrence of delayed sleep phase at the onset of puberty) that affect the high school aged population (Link and Ancoli-Israel, 1995; Wolfson and Carskadon, 1998, 2003; Millman, 2005). Treatment approaches including changes in school start times, cognitive behavioral therapies and pharmacologic approaches have been proposed to address the problem of daytime sleepiness for this grouping as well as in college students (Brown et al., 2006). These approaches have resulted in variable results on school performance (Eliasson et al.,2002). The results of this study support this previous work. There is little question that for the high school population, as documented by reports of napping and falling asleep in class, EDS is the most significant sleep variable affecting school performance. However, daytime sleepiness is a significant sleep variable affecting GPA only for the high school students included in this study. For junior high students, reported daytime sleepiness variables were not noted to significantly affect school performance.
Difficulty falling asleep (sleep onset insomnia) is reported by 50–60% of students in this study. Waking at night and having difficulty falling back asleep (sleep maintenance insomnia) is reported by 38.8% of junior high, 26.9% of high school and 53.2% of college students. For college students, both sleep onset and sleep maintenance insomnia are significantly associated with lower GPA. These findings are consistent with other work, such as increases in school failure rates noted among teen-agers reporting insomnia (Blum et al., 1990). In a study of Japanese adolescents from 7th to 12th grade, the proportion of students reporting insomnia increased with increasing age and educational level. Insomnia is reported by many college students complaining of sleep disturbance (Brown et al., 2001, 2006).
The association between insomnia and poor school performance is likely age related, with older college students performing at lower GPA levels more likely to report problems with insomnia. In the current study, junior high students with lower GPAs actually less likely to report sleep onset insomnia than those with higher GPAs. This finding that sleep onset insomnia is not associated with poor school performance for junior high students and is more likely to affects school performance with increasing age in college students, strongly suggests that approaches to treating sleep disturbances that affect school performance may need to account for differences in the types of sleep disturbances that occur at different age and/or educational levels, and the one-size-fits-all approach may be less effective.
In this study, reported difficulty with concentrating during the day was significantly correlated with poor school performance for both high school and college students and was reported at a higher by lower performing junior high students. Several studies have demonstrated that difficulty concentrating, associated with poor school performance, is also associated with both EDS and reported insomnia (Carey et al.,2005; Millman, 2005; Blunden and Chervin, 2008). Difficulty concentrating is likely the daytime correlate of disordered sleep, resulting in affects on waking school performance regardless of the specific type of sleep complaint reported.
This study has limitations. The study group is small and the methodology utilized in evaluating the college grouping differed in both timing and protocol of respondent selection.. While the population studied included individuals living in a contiguous geographical location, this study could have been affected by both social and economic variables that were not controlled for in this study (Pagel et al., 2007). RLS affects on GPA could potentially be explained by the presence of co-morbid diagnoses such as AD/HD and iron deficiency anemia. However, if as this study indicates, the sleep variables affecting school performance in elementary school and junior high differ from those affecting school performance in high school, and college, future research studies and particularly treatment protocols will need to be adapted to address different age and educational level associations of sleep disorder variables with school performance.
Summary and conclusion
A clear association exists between reports of sleep disturbance and poor school performance. This study suggests that sleep disturbance negatively affecting student performance varies based on age and educational level. Reported restless legs and periodic limb movements are associated with lower GPA 's in junior high students, daytime sleepiness negatively affects high school students, and sleep onset and maintenance insomnia are significantly correlated with poorer school performance in college students. Impaired waking concentration is the likely waking correlate of sleep disturbance that negatively affects school performance. Future studies and treatment protocols for assessing the association of sleep disturbance with school performance should be tailored to assess and treat the different sleep disorder variables negatively affecting performance at different age and educational levels.
Definition of Terms
These are the list of important words were we given definitions for you to understand the sentences which involved these words.
Epidemiologic Studies.It is the studies about the causes and effects of health and diseases. They also have shown that sleep duration is associated with overall mortality.
Michigan Health.A maintenance organization who found that sleep problems developed before major depression did.
Narcolepsy.A sleep disorder that cause extreme sleepiness or falling asleep suddenly during the day. It is also an abnormality that affects our brain.
Obstructive Sleep Apnea.The disordered breathing that causes multiple awakenings. It can also increase the risk of developing depression.
Sleep Disturbances. Are associated with suicidal ideation and behaviors. Depressed patients who experience sleep disturbances are more likely to think about suicide and die by suicide.
Various Movement Syndromes.An unpleasant sensations that prompt night fidgeting.
Conceptual Framework
Chapter III
Methodology
This chapter is composed of Research Method, Venue, and Respondents of the Study, Research Instrument, Sampling Procedures, Data Collection, Data Gathering Tools, and Statistical Tools.
Research Method
The method we used to gather data is surveying. Surveying is a way to know the experiences of every student about sleeping in class hours and to know what the negative effects of sleeping to them.
Venue
This research was conducted at San Guillermo Academy located at Zone 5, PoblacionTalisay, Batangas.
Respondents of the Study
TheFifty (50) selectedhigh school students of San Guillermo Academy are our respondents.
The selected students are always observed sleeping and that suits to our research study. Those selected students came up by asking the president of each class about the top five students who always sleeping during class hours.
Research Instrument
We used questionnaires as our research instrument. For the preparation of our questionnaires, we listed all the possible negative effects of sleeping during class hours and made it as our basis in constructing questions.
Sampling Procedure
The procedure or the steps that we made in giving the questionnaires to our chosen respondents was by making ten (10) questions that are related to our topic. We have given 50 copies of our survey to the high school students of San Guillermo Academy. Our questionnaires were answered by the selected grade 7 up to fourth year students.
Data Collection
It took two days for us to distribute our questionnaires to 50 respondents. The given answers were used to analyze our data.
Data Gathering Tools
Our basis tool in gathering data was our questionnaires or survey questions. Our questionnaires were composed of ten questions and a total of 50 copies that was distributed into 50 high school students of San Guillermo Academy. We used these questions as our tools to add information that would help in our study.
Statistical Tools
We used a simple mathematical equation as the statistical tool for our survey. This formula is not complicated and is used to get the percentage of the total amount of data gathered.
Frequency
Percentage= ------------------ X 100 Number of Respondents
Chapter IV
Presentation and Analysis of Data
These are the tables that show the percentage and frequency of the data that we gathered in our questionnaires.
Number of students whose grades being affected and not by sleeping in class hours.
1. Did sleeping affect your grades?
Table 1. Results of student’s answer in question number one.
Choices
Frequency
Percentage
Yes
34
68%
No
16
32%
Total
50
100 %
68 % of our respondents answered yes and 32 % who answered no with the total of 100 %.
Number of students who missed lectures and not when they are sleeping in class hours.
2. Did you miss lectures when you were sleeping in class hours?
Table 2. Result of student’s answer in question number two.
Choices
Frequency
Percentage
Yes
41
82%
No
9
18%
Total
50
100 %
Our respondents who answered yes are 82 % and those who answered no are 18% with the total of 100 %.
Number of students who do/doesn’t failed in exams/quizzes/seatwork because of sleeping in class hours.
3. Did sleeping in class hours makes you fail in exams/quizzes/seatwork?
Table 3. Result of student’s answer in question number three.
Choices
Frequency
Percentage
Yes
30
60%
No
20
40%
Total
50
100 %
60 % of our respondents answered yes and 40 % answered no with the total of 100 %.
Number of students who are still/not present for their teacher even they are sleeping during class hours
4. Are your teachers considered you present even you’re asleep?
Table 4. Result of student’s answer in question number four.
Choices
Frequency
Percentage
Yes
31
62%
No
19
38%
Total
50
100%
62 % of our respondents answered yes and 38 % answered no with the total of 100 %.
Number of students who do/ do not catch up their lessons that they missed when they were sleeping.
5. Can you catch up the lessons that you miss when you’re asleep?
Table 5. Result of student’s answer in question number five.
Choices
Frequency
Percentage
Yes
40
80%
No
10
20%
Total
50
100%
80 % of our respondents answered yes and 20 % answered no with the total of 100 %.
Number of students whose character were affected and not by sleeping during class hours.
6. Is your character affected by sleeping during class hours?
Table 6. Result of student’s answer in question number six.
Choices
Frequency
Percentage
Yes
29
58%
No
21
42%
Total
50
100%
58 % of our respondents answered yes and 42 % answered no with the total of 100 %.
Time of sleep of the students every night.
7. What time do you sleep every night?
Table 7. Result of student’s answer in question number seven.
Choices
Frequency
Percentage
7 – 8 P.M.
15
30%
9 – 10 P.M.
24
48%
11 – 12 midnight
11
22%
1 – 2 A.M.
0
0%
3 – 4 A.M.
0
0%
Total
50
100%
30 % of our respondents are sleeping in 7-8 pm, 48% are in 9-10 pm and 22% are sleeping in 11-12 midnight that result 100% in total.
Number of students who’s aware and not aware about the negative effects of sleeping during class hours.
8. Are you aware about the negative effects of sleeping during class hours?
Table 8. Result of student’s answer in question number eight.
Choices
Frequency
Percentage
Yes
46
92%
No
4
8%
Total
50
100%
92% of our respondents answered yes and 8 % answered no with the total of 100 %.
Why? Why not?
Our respondents said yes because they already experienced the negative effects and some said no because they just wanted to sleep and doesn’t even care about the effects.
The best thing that you can do to avoid sleeping in class hours.
9. What can you do to avoid sleeping during class hours?
Table 9. Result of student’s answer in question number nine.
Choices
Frequency
Percentage
Sleep early
35
70%
Focus on the lessons
10
20%
Eat breakfast
5
10%
Total
50
100%
70% of our respondents answered “sleep early”, 20% that answered “focus on the lessons” and 10% that answered “eat breakfast” that result 100% in total.
Number of students who are willing and not willing to sleep again after knowing the negative effects of sleeping during class hours
10. Are you willing to sleep again after knowing the negative effects?
Table 10. Result of student’s answer in question number ten.
Choices
Frequency
Percentage
Yes
15
30%
No
35
70%
Total
50
100%
30% of our respondents are willing to sleep again while 70% don’t.
Chapter V
Summary, Conclusions, and Recommendations
Summary
“The Negative Effects of Sleeping During Class Hours”
We chose this topic to work on because we always observed that many of the students are sleeping in class hours and making it as a habit. By starting this study, we gathered and browse information in the internet about it. We create questionnaires for us to know the opinions of the students and to determine what would be its negative effects to them and their suggestions and opinions on how to solve this problem and to avoid and prevent this kind of habit. We prepare fifty copies of survey questionnaires for the selected high school students of every section at San Guillermo Academy. After collecting back the survey questionnaires, we tabulated the results and summarized the answers. We made a conclusion for you to understand more clearly and easy the results of the survey.
Conclusion
We therefore conclude that the grades of our respondents are affected by sleeping in class hours, they missed the lectures, and they failed in exams, quizzes, and seat works. Their teachers considered them present even though they’re sleeping in class hours. Almost of them can catch up the lessons that they missed but still some of them can’t. Their characters are affected too. Almost of them are sleeping between the time of nine o’clock and ten o’clock in the evening and some are sleeping at midnight. Almost of our respondents are aware of the negative effects of sleeping during class hours because they already experienced it. As for their opinion, sleep early is what they can do to avoid sleeping in class hours. After knowing the negative effects, our respondents don’t want to sleep again in class hours. We prepare a recommendation for you to avoid this kind of habit.
Recommendation
This research comes to an end and we, researchers would like to leave you with these recommendations. We recommend, first and foremost, the students to focus to their studies. Let studying be your priority. We highly recommend students to sleep at the right time (7-8 pm) and have enough rests so that you will no longer sleep at class hours. But most importantly, be well-disciplined and listen carefully to the teachers. Second, the teachers must not tolerate this kind of attitude of students. Give them punishments so that they may learn their lessons and be frightened not to do it again. Make your lessons not boring and make everybody participate. Have more confidence in teaching, louder voice and clear utterance of words. Lastly, the parents must monitor their children and discipline them more. Make them realize that education is the most important thing in life. Inspire them to study harder and make them concentrate and actively participate in class.
We recommend the next researchers to have a research entitled “The Common Causes Why Students Sleep during Class Hours”
Bibliography
Appendix
San Guillermo Academy
Talisay, Batangas
Name:
Choose the letter of the best answer based on your opinion.
1. Did sleeping affect your grades?
Yes
No
2. Did you miss lectures when you were sleeping in class hours?
Yes
No
3. Did sleeping in class hours makes you fail in exams/quizzes/seatwork?
Yes
No
4. Are your teachers considered you present even your asleep?
Yes
No
5. Can you catch up the lessons that you miss when you’re asleep?
Yes
No
6. Is your character affected by sleeping during class hours?
Yes
No
7. What time do you sleep every night?
7-8 pm
9-10 pm
11-12 midnight
1-2 am
3-4 am
8. Are you aware about the negative effects of sleeping during class hours?
Yes
No Why? Why not?
______________________________________
9. What can you do to avoid sleeping in class hours?
Sleep early
Focus on the lessons
Eat breakfast
Other please specify:_____________________
10. Are you willing to sleep again after knowing the negative effects?
Yes
No
Curriculum Vitae
Personal Information
Name: Rezelle S. Argabio
Age: 16
Gender: Female
Address: Aya, Talisay, Batangas
Date of Birth: October 02, 1997
Father: Rizaldy C. Argabio
Mother: Julindina S. Argabio
Contact No.: 09981618466
Email Address: rezelle0210@gmail.com
Educational Attainment
Elementary: Doña Maria Laurel Memorial School
High School: San Guillermo Academy Signature
Personal Information
Name: Arra Mae R. Barrion
Age: 16
Gender: Female
Address: #056 Aquino St. Quiling, Talisay, Batangas
Date of Birth: August 08, 1997
Father: Pepito C. Barrion
Mother: Rosalina R. Barrion
Contact No.: 09303753009
Email Address: arramenbarrion@yahoo.com
Educational Attainment
Elementary: Quiling Elementary School
High School: San Guillermo Academy
Signature
Personal Information
Name: Ma. Elaine M. Cacao
Age: 16
Gender: Female
Address: #0373 Balagbag St. Aya, Talisay, Batangas
Date of Birth: September 20, 1997
Father: Jayson G. Cacao
Mother: Ma. Arlyn M. Cacao
Contact No.: 09301478040
Email Address: elaine_cacao@yahoo.com
Educational Attainment
Elementary: Doña Maria Laurel Platon Memorial School
High School: San Guillermo Academy
Signature
Personal Information
Name: Mary Joyce M. Capuno
Age: 16
Gender: Female
Address: Zone 8, Talisay, Batangas
Date of Birth: September 13, 1997
Father: DilbertoCapuno
Mother: Mina Capuno
Contact No.: 09166349181
Email Address: doisccapuno@gmail.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Personal Information
Name: VernadetteSuzane M. Cardinoza
Age: 16
Gender: Female
Address: #087 Balas, Talisay, Batangas
Date of Birth: August 23, 1997
Father: VirgilioCardinoza
Mother: Susan Cardinoza
Contact No.: 09308190753
Email Address: suzane_cardinoza@yahoo.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Personal Information
Name: Alexia Nicole de Castro
Age: 15
Gender: Female
Address: J. Trinidad St. Zone 8, Talisay, Batangas
Date of Birth: October 27, 1998
Father: Orlando Centeno
Mother: Cynthia Centeno
Contact No.: 09125287717
Email Address:alexianicole07@yahoo.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Personal Information
Name: Lawrence Kevin B. Natividad
Age: 16
Gender: Male
Address: Quiling, Talisay, Batangas
Date of Birth: October22, 1997
Father: Isagani E. Nativitdad
Mother: Jennifer B. Natividad
Contact No.: 416-4599
Email Address: lawrence_kevin22@yahoo.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Personal Information
Name: Erick Ryan M. Perez
Age: 15
Gender: Male
Address: #63 Banga, Talisay, Batangas
Date of Birth: April 15, 1998
Father: Antolin D. Perez Jr.
Mother: Rosemarie M. Perez
Contact No.: 09103790138
Email Address: erickryanperez@yahoo.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Personal Information
Name: Richard M. Polon
Age: 15
Gender: Male
Address: #0831 Aya, Talisay, Batangas
Date of Birth: May 01, 1998
Father: Rafael Polon
Mother: Lorena M. Polon
Contact No.: 09094520292
Email Address: gwapzchad@yahoo.com
Educational Attainment
Elementary: San Guillermo Academy
High School: San Guillermo Academy
Signature
Bibliography: Address: Aya, Talisay, Batangas Date of Birth: October 02, 1997 Date of Birth: August 08, 1997 Father: Pepito C
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