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CHAPTER I

INTRODUCTION

In this generation, the body clock of students is inconsistent due to either academic or

technological reasons. According to Kang and Chen (2009) the widespread of irregular bedtime

schedule is a common problem among young adults and could be a factor detrimentally affecting

sleep quality. Patrick et al. (2017) mentioned in their study that the reasons for poor sleep

hygiene include alcohol and caffeine intake, stimulants, and technology, which prevent students

achieving sufficient sleep time and quality.

Insufficient sleep leads to a general slowing of response speed and increased variability

in performance, particularly for simple measures of alertness, attention and vigilance.

(Killgore,2010) Also, not having enough sleep leads to poor academic performance and has

various effects on health both mental and physical. Sleep deprivation increases the risk for

diabetes, obesity, and high blood pressure. Tired students may reach for foods high in sugar or

caffeine, hoping they will get a temporary boost to endure long hours full of homework and

studying, rather than sleep.  Mentally, students may experience clinical depression or anxiety,

irritability, or lack of motivation from sleep deprivation. Teens who don’t get enough sleep are

more at risk for drug and alcohol use, depression, and suicide. (Persky 2018)
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Walker (2017) mentioned in his study the effects of sleep deprivation on the body. It

affects the reproductive system, men who are sleeping just five to six hours a night have a low

level of testosterone that will age them by almost a decade in terms of the aspect of virility and

wellness.

Lack of sleep also impacts immune system, gaining at least four to five hours of sleep,

there is a 70% reduction in critical anticancer-fighting immune cells called “natural killer cells”

and this is the reason of short sleep duration predicts your risk of developing numerous forms of

cancer. It includes, cancer of the bowel, cancer of the prostate, as well as cancer of the breast. In

fact, the link between a lack of sleep and cancer is now strong that recently the World Health

Organization decided to classify any form of nighttime shift work as a probable carcinogen.

Sleep deprivation also impacts the cardiovascular system because it during deep sleep at night

the body will receive an effective blood pressure medication. The heart rate drops and the blood

pressure goes down. If the body will not get six hours of sleep or less, a 200% increased risk of

having a fatal heart attack or stroke in your lifetime.

In global setting, Canada is the third most sleep-deprived country, with nearly a

third of the Canadians feeling like they don’t sleep enough, according to a new study. The

two countries that finished ahead of Canada are United Kingdom and Ireland. 37 and 34

per cent of survey respondents said that they don’t get enough sleep. (Joseph, 2016)

Lohan (n.d) pointed out that the worst countries of getting not enough proper sleep are nearly

western countries it’s because part of the Asian culture is taking a nap during the day.

One of the highest rates of sleep deprivation in Asia is the Philippines, which has 46% of

Filipinos who do not get enough sleep, while 32 percent said they sleep for less than six hours.

This problem can gradually destroy the health of Filipinos. Here are some examples of
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dangerous effects brought by this problem: unbearable traffic, explosion of the business process,

outsourcing industry, and geometric rise of internet usage, by this millions of Filipinos choose to

sleep less and less. (Velasco,2015)

In Davao del Sur, particularly in Digos City, there are many students who experienced

inconsistent body clock due to irregular sleeping patterns that can cause their academic failure

and sickness. The most common struggle of this is being late in class because they are wide

awake during the night. This behavior can lead students to miss their class and failure of subject.

As what Walker (2017) mentioned lack of sleep will actually prevent your brain from being able

to initially make new memories, so it’s almost as though without sleep the memory inbox of the

brain shuts down and can’t commit new experiences to memory.

As mentioned above, irregular sleeping patterns can lead to inconsistent body clock.

Hence, this study was conducted in order for the people especially the students to be aware and

be informed about the cause and effect of sleep deprivation in our lives. It is also for the students

to be wise enough to balance their time and priorities. Also, as a researcher of this study we are

eager to know the coping mechanisms of senior high school students with inconsistent body

clock and the strategies they did to balance their time. Bes ides, this study sets to encourage

students to get proper sleep and show them the great factors that was caused by sleep

deprivation. Additionally, this study will also show why most students have inconsistent body

clock.
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Theoretical Lens

Winkler (2015) suggested the energy conservation theory, it discusses about the main

function of sleep is to reduce your energy demand and expenditure during the day and night

especially when it is least efficient to search of food. Sleep is regulated by strong internal drives,

and not getting enough of it can lead to serious health consequences. Another theory that was

suggested by Lim and Dinges (2007) is the sleep deprivation theory, it states that the restriction

of sleep below the level of basal sleep need, can lead acute accumulation of sleep dept over

multiple nights of sleep restriction. In connected to this theory, Oswald (1966) stated that the

function of sleep is to restore the body during periods of inactivity so that adequate biological

functioning is ensured.

Another theory that relates our study is the Hibernation theory of Webb (1974).

According to Webb (1974) this theory suggests that sleep evolved because it allows an organism

a greater chance of survival in a hostile environment. Free radical flux theory mentioned that

cerebral free radicals increase during wakefulness and removed during sleep. Removal of excess

free radicals during sleep is accomplished by decreased rate of formation of free radicals, and

increased efficiency of endogenous antioxidant mechanisms. Thus, sleep functions essentially as

an antioxidant for the brain. (Reimund 1994)

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Purpose of the study

This phenomenological study aims to explore the different effects of irregular sleeping

patterns of the SHS students and the strategies they used to cope with their academic demands.

Also, to study the reasons why thus young adults today have irregular body clock.

Research questions

The goal of this study is to understand the irregular sleeping patterns of senior

high school students and the struggles they encounter because of their inconsistent body clock.

Specifically, it requests to answer these following questions:

1. What are the challenges senior high school students face with their irregular

sleeping pattern?

2. What are the coping mechanisms of senior high school students with

inconsistent body clock?

Significance of the study

This study is significant and deemed important to the following entities:

School Faculty and Administrators. The result of this study will provide them data that

can help them address problems connected to irregular sleeping patterns. They will give

sufficient attention to Senior High School students who sleep irregularly or have sleep

deprivation. Therefore, they could approach the students properly.

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Guidance Counselors. The findings of the study will help them to better implement new

set of programs connected to this study’s issue and its effect to the student’s behavior. It will also

help them in developing innovative programs that are suitable for the needs of the students.

Parents. The outcome of this study will give them ideas on how they will help their child

encountering sleep deprivation. Thus, giving them further guide into handling their children

properly. Also, making them realize to pay proper attention on this issue and take an action for it.

Students. This study will help them get mindful of this issue for them to take an action

for it as soon as possible. Thus, decreasing the chance of having the said effects on sleep

deprivation.

Researcher and other Researchers. This study will give them more information or data

and its impact on student’s physical and behavioral aspect.

Definition of Terms

Definition of terms is important for research study in order for the readers to have

a better understanding of some terms that were mentioned, the following are defined

ideally and functionally.

Body clock is the mechanism inside your body that schedules your activity. In

this study, the body clock refers to the schedule of sleeping activity done by the students.
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Irregular is an act of being inconsistent on the body’s daily activity. In this study,

this refers to the different time schedule of sleep that is taken by students.

Sleeping Pattern is the regular pattern schedule of sleeping and waking. In this

study, it refers to the schedule of sleeping and waking of students in their daily lives.

CHAPTER II

REVIEW OF THE RELATED LITERATURE

This chapter discussed the current phenomenon, factors and its consequences on the

irregular sleeping pattern of senior high school students. Many past studies on the relationships

of variables and various experiences of senior high school students were also reviewed.

Specifically, this chapter will discuss the increase case of irregular sleeping patterns and its

effects on the said students.

We spend one third of our lives sleeping. Sleep is an essential part of human life. Without

sleep the mind and body cannot function. When we don’t get enough sleep we feel tired, easily

irritated, hungry and not well. The right amount of sleep, yet again, makes us feel energetic and

ready for daily challenges. During sleep the body heals itself, consolidates learning and

memories and restores its chemical balance (Pietrangelo & Watson, 2017).
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Every one of us has experienced a bad night of sleep. Maybe we haven’t got enough

sleep because we went to bed too late or maybe we kept waking up in the middle of the night.

Despite the reason the result was the same. We felt tired and not like ourselves the next day. For

most people this happens only occasionally but for some people it’s everyday life. According to

American Sleep Association over 35% of adults in the United States are sleep deprived

(American Sleep Association). Sleep deprivation can be intentional; it can be a result from a

hectic work- or social life or even be a sign of a sleep disorder or other medical problem (Davis,

2016).

Sleep disturbance is becoming increasingly more common. According to survey studies,

twenty to thirty percent of parents report the existence of sleep disturbance in their children (Liu,

Liu, Owens & Kaplan, 2005). The television, the Internet, cell phones and caffeine can all have

an impact of the length/quality of a child’s sleep. In addition, a child must cram homework,

sports, and extra-curricular activities into the small period of time between school and bedtime.

These activities increase the chance that bedtime will be pushed back.

As with other functions of the body, sleep cannot be localized to just one part of the

brain. Its control mechanisms are entrenched at every level, starting with the 8 cells. The same

mechanisms that control autonomic functions, cognition, behavior, arousal and motor functions

are all involved with the process of sleep. The 24-hour sleep/wake cycles, called circadian

rhythms, developed as a response to the 24-hour astronomical cycle that all living things are

exposed to (Pace-Schott & Hobson, 2002). The circadian system helps the body cycle through

these phases. This system includes the retina, suprachiasmatic nuclei (SCN), the

retinohypothalamic tract and the pineal gland.

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The suprachiasmatic nuclei are located in the hypothalamus, above the optic chiasm. It

acts as a sort of clock, receiving photic information from the retina (via the retinohypothalamic

tract) and regulating the timing and length of sleep (Kotagal&Pianosi, 2006). This “master

clock” is so vital to the sleep-wake cycle that if the SCNs in hamsters with normal circadian

rhythms are transplanted into those with abnormal rhythms, normal periodicity will be restored

(Pace-Schott & Hobson, 2002).

Once the SCN has determined that the sleep cycle needs to begin, it signals the pineal

gland to secrete melatonin, a sleep-inducing hormone. Melatonin secretion is at its highest level

when there is a lack of light. Studies have 9 shown that melatonin secretion levels dramatically

decrease when light is shined on the retina (Richardson, 2005). The SCN neurons communicate

the circadian time to other structures in the brain via action potentials.

In addition to the circadian rhythms, the homeostatic sleep drive also contributes to the

sleep/wake cycle. The homeostatic sleep drive is the body’s need to attain the quantity of sleep

needed for maximum alertness and daytime functioning (Richardson, 2005). As a person goes

about their day, the need for sleep starts accumulating. During sleep, the need lessens. If the

required amount of sleep has not occurred, the homeostatic sleep drive will intensify its need for

sleep. Consequently, there is a higher likelihood of sleep occurring at atypical times (Richardson,

2005).

A Purpose of The Sleep

Sleep is a part of normal daily life. It’s a necessity that we cannot survive without. It is

said that one can survive only so long without sleep before dying. That only proves how

important sleep is. When we go to sleep our bodies don’t shut down or go on a pause mode.
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They stay active and recover physically and mentally. During sleep the body’s energy resources

fill up, the wounds and illnesses heal and the body protects itself against illnesses. Our brains are

very active when we are asleep. Even though we are not conscious our brain goes through

everything that has happened during the day; it restores memories and deletes memories. It

supports our learning and gets rid of unnecessary thoughts. The brain never pauses; it’s always

working (Pihl &Aronen, 2015).

Sleep hygiene, according to LeBourgeois (2005) consists of behavioral practices that

promote good sleep quality, adequate sleep duration, and full daytime alertness. Such practices

include: avoiding caffeine, alcohol and tobacco before bedtime; avoiding late-afternoon naps;

maintaining a steady sleep schedule; sleeping alone; sleeping in a quiet, toxin-free environment;

having a bedtime routine; only using the bed for sleep; and avoiding activities at bedtime that

promote emotional, physiological and cognitive activity. 12 Children have extraordinary

demands on their time. Extra-curricular activities, cell phones, the Internet, television and

homework have to be crammed into the small period of time between school and bedtime. With

all of these factors, it would be very easy to delay bedtime until much later (Kotagal&Pianosi

2006). It may be because of these pressures that sleep onset increases with a child’s age. Sadeh,

Gruber and Raviv (2000) found that sleep onset time for sixth graders was more than an hour

later than second graders. Consequently, they reported more drowsiness in the morning than

younger children.

The other biological mechanism regulating our sleep schedules are the circadian rhythms

or more commonly known as the body’s natural clock. This natural clock is located in the brain,

in the hypothalamus, and it consists of 20,000 neurons which create the suprachiasmatic nucleus

(SCN). SCN functions are highly based on the light or darkness. It regulates the sleep-wake-
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cycle by producing a hormone called melatonin which makes us sleepy. When it’s light outside

the production of melatonin is very low and we stay alert. In the dark, however, SCN tells the

brain to produce more of it and one gets tired. By this way the circadian rhythms participate in

regulating the sleep-wake-system (National Institute of General Medical Sciences, 2017).

The amount of sleep a person needs can vary a lot. Many factors affect the amount of

sleep a person needs. These factors include, for example, age, gender, overall health condition

and a personal life. The age is a big factor in an individual need of sleep. Newborns and children

less than 12 months old sleep a lot, in average 15-18 hours a day, when again seniors (age over

65) sleep only 6-7 hours a day. A person’s individual development has a big effect on the amount

of sleep the person needs. During one’s development (e.g. childhood and puberty) the body

requires more sleep-in order to be able to physically develop (Rintahaka, 2016).

Sleep consists of two different kinds of sleeps; non-rapid eye movement (NREM) and

rapid eye movement (REM) sleep. These two types of sleeps alter thorough the night in cycles

which last approximately of 70-120 minutes. The first cycle is usually 70-90 minutes and the

following one(s) longer than that. The cycle always starts with NREM sleep and ends in REM.

Most of the sleep during the night is NREM sleep and REM sleep only conducts a small amount

of overall sleep per night (Colten &Altevogt, 2006).

Sleep is critical for maintaining a healthy life. Adults typically need 7 to 8 hours of sleep

per day (Morgenthaler, 2014). Even though most health organizations recommend 7 to 8 hours of

sleep for the average adult, there is no standardized number. The amount of sleep that a person

needs varies per individual. The quality of sleep that one receives depends on two factors, basal

sleep and sleep debt. Basal sleep is the amount of sleep a body needs on a regular basis for

optimum sleep (National Sleep Foundation, 2014). Sleep debt is the accumulated sleep that is
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lost to poor sleep behaviours, illness, environmental factors, or other causes (National Sleep

Foundation, 2014). Sleep debt results in lowered sleep quality. It should be mentioned that sleep

quality is just as important as sleep quantity, but the two works concurrently (Morgenthaler,

2014).

Although some people may feel rested with a few hours of sleep per night, studies show

that reduced hours of sleep is associated with low performance on complex mental tasks

(Morgenthaler, 2014). For college students’ performance on complex tasks is important due to

the critical thinking atmosphere encouraged by the academic environment (Morgenthaler, 2014).

Sleep deprived adults are not only affecting their capacity for critical thinking, those who do not

meet sleep requirements also have a higher risk of mortality (Morgenthaler, 2014). Even though

it is generalized knowledge that sleep is essential to optimal performance, healthy sleeping habits

are not always promoted in certain settings. In college, students generally live in a culture that

promotes poor sleep hygiene. (Morgenthaler, 2014).

Pattern of Sleep Stages

In stage one the sleep is very shallow and easily disturbed. During this stage people don’t

often even realize that they are sleeping. They simply feel drowsy. Sleep cycle usually starts with

stage 1 NREM (excluding newborns and people with neurological conditions) and lasts from 1 to

7 minutes. Approximately 2-5 % of total sleep per night consists of stage 1 NREM sleep. This is

the stage where a person may experience some involuntary kicks or twitching of the limbs. This

is thought to result from the body’s difficulty in adjusting to the completely relaxing stage from

being awake and alert (Colten &Altevogt, 2006; Quit yer snoring, 2014).

Stage two comes chronologically after the 1st stage. During this stage the sleep is deeper,

although not the deepest yet to come. This stage of sleep lasts approximately 10-25 minutes
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during the first cycle and increases in later cycles. About 45-55 % of overall sleep per night is

stage 2 NREM sleep (Colten &Altevogt, 2006).

Stage three is regarded as a deep sleep stage. During this stage the sleep is very deep and

the person sleeping isn’t easily woken up. This stage of sleep lasts from 20 to 40 minutes and it

concludes 13-23% of overall sleep. During stage 3 NREM the depth of the sleep depends on the

length of the time without sleep, person’s age and stimulation of the brain example studying

during the day. The longer one has stayed awake and the more he has stimulated his brain, the

deeper the sleep is in stage 3 (Colten &Altevogt, 2006; Jordan, 2018).

Approximately 20% of our overall sleep is rapid eye movement (REM) sleep. This is the

part of the sleep where a person dreams and thinks a lot. During REM sleep person’s eyes are

usually rolling around and moving a lot behind the closed eyelids and that’s where the name

rapid eye movement sleep comes from. This is thought to be because of intensive dreaming. If

people are woken up during the REM sleep they often remember their dreams unlike if woken up

from NREM sleep. Unlike in NREM sleep, during REM sleep there’s a complete muscle

paralysis which is preventing us from acting out our dreams by blocking the neuronal connection

between our muscles and the brain. (Härmä&Sallinen, 2004; Harvard Medical School, 2007;

VelicuOana, 2015).

Sleep Deprivation

There are many causes as to why sleep deprivation occurs in college students. In a study

done by Ahrberg and his colleagues (2012), they found that different modes of stress affect the

circadian sleep rhythms of the students. Of these modes of stress, stress from work and school

are the most prevalent. A working student can feel stress from going to school, then working too
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hard at their job, and then having to come home to do more schoolwork until the early hours of

the day. Students who do not have a job may also feel the same stresses as working students if

they spend too much time procrastinating and have to spend time working on schoolwork until

the early morning as well. Ahrberg and his colleagues (2012) also state that as a result of

sleeping this late, sleep deprivation acts as another stressor on the student.

More causes of sleep deprivation as stated by Tsai and Li (2004), are gender and grade

differences. In Tsai and Li’s study, they found that female students tend to receive lesser sleep

with poorer sleep quality and more awakenings in the middle of the night compared to male

students. The male students would receive more sleep with better quality. This is because women

went to bed later but rose earlier. According to Tsai and Li (2004), younger students such as

college freshmen also tended to sleep less than college seniors no matter what their gender. This

may be because of fewer workloads and the more relaxed attitude of college seniors since they

have their life more balanced out as opposed to the incoming freshmen that are just trying to

figure things out. The college freshmen may feel more stress as they try to balance having a

social life and keeping up with their academics at the same time. As a result, sleep deprivation

can be caused by both gender differences and grade differences.

Many studies in the past have shown that sleep deprivation does correlate with poor

academic performance because of lower abilities in cognition as a result of poor sleep quality. In

the study done by Gilbert and Weaver (2010), the two researchers found that sleep loss interferes

with a student’s academic, extracurricular and vocational choices. They also found that the

number of hours students sleep in a 24-hour period has greatly decreased over the years while

sleep dissatisfaction has increased. Another study done by Medeiros and three other colleagues

(2001), found a correlation between poor academic performances and sleep deprivation but in
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this study, they analysed how irregular sleep cycles can be the result of different days of the

week. For example, their participants tended to have prolonged sleep during the weekends

because of their loss of sleep during the weekdays because of school (Medeiros, 2001). Since

humans have the tendency to continue sleeping late as the result of their human circadian

rhythm, sleep deprivation is further worsened (Medeiros, 2001). As stated before by Ahrberg and

his colleagues (2012), stress can also worsen the desynchronization of circadian rhythms and

make people moody and cause them to not be as alert as they should be.

In a similar study done by Kelly, W. and two other colleagues (2001), they also found

that sleep deprivation greatly affects a student’s ability to perform well in their classes. This is

evident through the students’ GPA’s. Kelly and colleagues reported that people who slept 9

hours or more in a 24-hour period had significantly higher GPA’s than short sleepers who sleep 6

hours or less in a 24-hour period. These short sleepers also tended to show signs of anxiousness,

were less creative, more neurotic, and more prone to hallucinate as well (Kelly, Kelly, &

Clanton, 2001).

Sleep deprivation, or lack of sleep, is a very common stage where a person doesn’t get

enough sleep. Nearly everybody experiences sleep deprivation at some point of their life. In

Finland according to the recent Väsykysely study conducted by Prisma Studio and University of

Helsinki 66% of applicants felt themselves tired nearly every morning and only 4 % of

applicants felt energized when waking up. Finnish Institute of Occupational Health has also

come up with the similar results in earlier conducted studies. In 1997 approximately 1/3 of

people aged 24-65 acclaimed that they would need at least an hour more sleep each night. In

2000 it was studied that every 10th Finnish person was unsatisfied with their sleep. (Nurmilaakso
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2017; Härmä&Sallinen 2004.) The more the world develops, the society and life get more

demanding, the less we sleep.

According to Väsykysely there are some differences on how some certain age groups,

sexes etc. experience sleep deprivation. According to the study results in average women are

more sleep deprived than men. In women 66% felt themselves tired whereas with men the

portion was only 53% (Nurmilaakso, 2017). There are also differences behind the reasons which

cause sleep deprivation among women and men. According to Härmä&Sallinen (2004) women

tend to stress more about family life, children and work life than men. In middle age hormonal

changes are also affecting women’s sleep. With men the reasons behind sleep deprivation are

more linked to the work life. Women tend to stress about daily life generally more than men and

these things can haunt them in their dreams.

Age has also a big impact when it comes to sleep deprivation. People of different ages

need different amount of sleep per night. Children and teens/adolescents require more sleep than

middle aged people and seniors the least. Typically, when a person gets older the demand for

sleep decreases. However, this isn’t the case when shifting from childhood to the teen years and

adolescence. Adolescents require as much sleep as preteens when it comes to the sleep duration

hours. The average amount of sleep adolescent needs is approximately 9 hours per night. The

reality is often different. Adolescents often stay up late and when they wake up early in the

morning the shortage of sleep contributes to the sleep deprivation and daytime sleepiness.

Demanding education programs, work, social life, media etc. are studied factors that contribute

to the sleep deprivation in adolescents (Härmä&Sallinen, 2004; Colten &Altevogt, 2006).

The symptoms of sleep deprivation are very common and very well acknowledged. The

most common symptoms include yawning, depressed mood, irritability, lack of motivation and
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difficulty in learning new things, carbohydrate cravings and fatigue. In a long run these

symptoms put the person in risk for several health conditions such as hypertension, diabetes,

heart diseases, obesity and stroke (Davis, 2018; Colten &Altevogt, 2006.)

Sleep deprivation in adults refers to sleep that is shorter than the average basal need of 7

to 8 hours per night (Colten, Altevogt, & Institute of Medicine, 2006). One of the main

symptoms of sleep deprivation is excessive daytime sleepiness in addition to poor memory, poor

concentration, and depressed mood (Colten, 2006). Although sleep loss has detrimental effects

on the body, chronic sleep loss is not considered a formal syndrome or disorder (Colten, 2006).

Sleep deprivation increases as adults grow older, and studies show that at least 18% of adults in

the US report getting insufficient sleep (Colten, 2006). The consequence of sleep loss affects

more than the individual, it also has societal implications, which will be discussed later in this

paper.

School and Sleep Deprivation

Poor sleep hygiene is a common factor that increases sleep loss. Sleep hygiene is the

promotion of regular sleep (CDC, 2012). Without adequate sleep hygiene, students may find

themselves with worse health consequences that encourage sleep deprivation. A study

implemented with college students showed that 33% of sleep deprived students took longer than

30 minutes to fall asleep, and 43% of the students studied also reported prematurely waking up

more than once on a nightly basis (Forquer, 2008). Some people may have the belief that college

students have different sleep hygiene depending on their class standing and majors. Although it

may be true that some majors have different amount of work load, Forquer(2008) found that

there are no differences between freshman, sophomores, juniors, seniors, and graduate students
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for the time to fall asleep, number of premature waking per night, and total hours of sleep per

night.

Poor sleep hygiene is a common cause of sleep deprivation among college students;

however, other causes such as alcohol consumption also affect students. According to

Hershner&Chervin (2014), approximately four out of five college students drink alcohol.

Alcohol is known to shorten sleep latency; however, it promotes fragmented sleep in the latter

half of the night (Hershner&Chervin, 2014). A study conducted about sleep and alcohol

consumption found that 11.6% of students who drank alcohol used it as a sleep aid

(Hershner&Chervin, 2014). The use of alcohol for sleep is a dangerous practice that has negative

health consequences. In fact, alcohol may increase the risk for obstructive sleep apnea

(Hershner&Chervin, 2014). In addition to alcohol consumption, college students are also sleep

deprived due to other drugs such as caffeine and energy drinks.

Teens and adolescents often face difficulties at school if sleep deprived. School can be

demanding and sometimes one needs to stay up late for doing homework or other assignments.

They stay up late finishing mandatory assignments and wake up early to go to school. The

average amount of sleep they may get during the week can be as little as 4-5 hours per night.

They feel tired during the lessons and nothing seems to be staying in mind. They just want to go

home and take a nap which leads later to the late-night studying. This is not so uncommon cycle

among the students. School is now more demanding than ever before and it contributes to the

sleep deprivation. The problem is not only in poor performance at school but also outside of

school; on the roads (drowsy driving), at home, with friends etc. (School related) sleep

deprivation contributes to several mental and physical health problems (Richter, 2015).
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Some schools in several countries have shifted the school starting time into later. This

way school aged children, teens and adolescents have a chance to sleep later. In the 1990s in

Minnesota, US a local high school shifted their start time by 1 hour 10 minutes as an experiment

to find out whether that would have an impact on teens’ sleep deprivation and learning

capabilities. The researchers found out that the students were less sleep deprived, they felt more

energized and learned more during the day (Richter, 2015).

Later on, several other schools around the US followed the example and the results have

been significant. The academic outcomes and the overall grade point average have increased and

the usage of alcohol and tobacco products and drugs among teens has decreased by 8-14 % when

teens were able to sleep eight to nine hours per night (Wahlstrom, 2016).

Similar results were concluded in a study “The Pediatric Daytime Sleepiness Scale

(PDSS): Sleep habits and School outcomes in Middle School Children” conducted by Drake,

Nickel, Burduvali, Roth, Jefferson and Badia (2003). Poor grades at school are linked to

sleepiness and sleep deprivation. When a child doesn’t get to sleep eight to nine hours per night

alertness and school performance become significantly impaired. According to the study those

students who didn’t succeed at school, those who had low school enjoyment and many absences

slept less and had high levels of daytime sleepiness compared to those who succeeded at school.

Students think that when they purposely lose sleep by pulling all-nighters, that they are

preparing themselves for more success. This is far from the truth, and students are not

performing better. Doing all-nighters and losing sleep is not worth beneficial. A study by Curcio,

Ferrara, and De Gennaro (2006) explored the idea that sleep plays an essential role in learning

and memory. The study observed that there is a corresponding relationship between sleep and

memory and synaptic plasticity (Curcio, Ferrara, and De Gennaro, 2006). To test the ideas
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behind memory retention and sleep loss, researchers Pilcher and Walters (1997) conducted a

series of cognitive tasks that had participant’s complete 2 questionnaires that mainly tested

concentration and estimated performance. Students were also able to self-report on the amount of

effort they perceived to use on the tests. As anticipated, sleep deprived participants performed

tasks significantly worse than non-sleep deprived participants on cognitive tasks (Pilcher and

Walters, 1997).

Surprisingly, participants who were sleep deprived rated their concentration and effort

level higher than non-deprived participants (Pilcher and Walters, 1997). Students who were

sleep deprived also rated their estimated performance significantly higher than non-deprived

participants (Pilcher and Walters, 1997). Although sleep deprived students had the self-perceived

notion that they were more concentrated and more likely to perform well compared to non-

deprived students, these finding are contrary to the actual facts which show that sleep deprived

students will perform worse. The Pilcher and Walters (1997) study shows that college students

are unaware to what extent their sleep deprivation has on their ability to complete cognitive tasks

and retain memory.

Students have busywork schedules due to demands of their rigorous academic

environments. As a result, the hours of sleep students’ sleep may vary depending on the day of

the week. A study conducted by Curcio, Ferrara, & De Gennaro (2006), proposed that lower

performance was associated with students who had later bedtimes and later wake-up times for

both weekdays and weekends. The Curcio, Ferrara, & De Gennaro (2006), study implies that less

sleep hours on both weekdays and weekends is associated with poor academic performance. The

survey data from this research asked students the amount of sleep they had for each day of the

week. The data shows that students got more sleep over the weekend than during the weekdays.
 21

Students were most likely to have 6-8 hours of sleep or 8 or more hours of sleep on Fridays-

Sundays, then all other days in the week. Students were most likely to have less sleep (-6 hours)

on weekdays Monday-Thursday. Further studies need to be conducted that cross-examine this

data with performance levels to compare to literature data. Based on the data from the surveys it

is not possible determine if weekends or weekdays correlate with low performance as in the

Curcio, Ferrara, & De Gennaro (2006) study. However, one can say that because of the low

amount of sleep students get during the weekdays, they are most likely experiencing symptoms

of sleep deprivation and; therefore, have a high chance that their academic performance is

negatively affected.

Students’employment status is a factor that determines the amount of sleep they get.

Luckhaupt (2012) said that there were higher rates of sleep deprivation for people who worked

more than 40 hours than those who worked less than 40 hours. The survey data was semi-

consistent with this finding. Students were asked if they were studentt workers. Most students

did not have employment, however, those that did have a job worked 10-20 hours per week.

Very few students indicated thatthey worked 30-40 hours, and zero people said that they worked

40 or more hours per week. Approximately 38% of students that had jobs reported that the they

believed that their job interfered with their sleep (Factors the Affect Sleep Hygiene: Graph A).

Additionally, 50% of the students who work 30-40 hours per week sleep an average of 2-4 hours

per night (Cross-Tabulated Data: Table G). Students who work 20-30 hours per week get an

average of 4-6 hours of sleep which is also lower than the recommended amount of sleep (Cross-

Tabulated Data: Table G). Students (42%) who reported that they did not have a job also said

that they got an average of 6-8 hours of sleep per night. These results show that as student
 22

employees who work more hours, they face greater amounts of sleep loss as a consequence.

Therefore, the more hours’ student employees work the more likely they are sleeping deprived.

In many surveys and studies, it has been concluded that those students who succeed at

school sleep significantly longer and go to bed earlier than those who succeed at school poorly.

Even a small difference can matter. According to one study 17-33 minutes more of total sleep

and 10-50 minutes earlier bedtime was common among highly succeeding students (A’s & B’s)

compared to the poorly succeeding students (≤C) (Wolfson &Carskadon, 2003).

It is very common, especially for adolescents, to try to make up the missed sleeping hours

during weekend. Academically it’s not recommended because studies show that those students

who change their sleeping schedule over the weekend succeed academically worse than those

whose sleeping changes are not significant (Wolfson &Carskadon, 2003).

Nurses are at high risk for sleep deprivation due to irregular shift work and hectic work

life. Due to sleep deprivation they are more likely to risk a patient’s health and safety but also

their own. It is studied that there is a strong link between making an error and the slept amount of

time 24 hours prior the error occurrence. Those nurses who slept 6 hours or less during the last

24-hours were at 3.4% risk of making an error at work (Rogers, 2008).

Sleep deprivation and fatigue contribute to reduced reaction time, decreased vigilance

and observation skills and impaired decision-making skills. In nursing work this can mean a

lethal medical error (e.g. wrong medication or wrong dosage), difficulty in taking patient’s

overall condition into consideration (e.g. preventing pressure ulcers) or forgetting the aseptic

way of working, to name a few. Sleep deprivation also increases the risk of needle injuries

among health care staff. In the United States it is studied that those who work long hours (over
 23

20 hours) suffer 61% more needle injuries after the 20th work hour (Alewett, 2013; Lockley,

2007).

According to one study almost 70% of shift working nurses are sleep deprived and

therefor e at high risk of conducting a patient safety error. Those who work night shifts and

rotating shifts (e.g. from an evening shift to a morning shift) are at higher risk of sleep

deprivation than those nurses who have never worked in shifts.When sleep deprived the risk of

patient error increases (Kaliyaperumal, Elango, Alagesan&Santhanakrishanan, 2017).

Academics are a common motivator for students sleep loss. Students who are sleep

deprived because of academics often stay up late and wake up early, thereby, shortening their

hours of sleep. There is an indirect link between academic performance and sleep quality and

quantity for college students (Curcio, Ferrara, & De Gennaro, 2006). The repercussions of sleep

deprivation on students are negative on the student’s physical and mental wellbeing, as well as

their academic performance. Studies show that students with more regular sleep-wake patterns,

meaning shorter sleep latencies, and fewer night awakenings, report higher grade point averages

(Curcio, Ferrara, & De Gennaro, 2006). In comparison, students who have shorter sleeping

nights report lower grades report and daytime sleepiness (Curcio,Ferrara, & De Gennaro, 2006).

A recent study conducted with first year college students provides evidence based

datawhich proves that low amounts of sleep correlates with negative academic performance

(Curcio, Ferrara, & De Gennaro, 2006). Students in the studytook surveys and interviews, in

addition, their official grades showed that students with lower performance came from students

with later bedtimes and wake-up times for both weekdays and weekends (Curcio, Ferrara, & De

Gennaro, 2006). This study concluded that for each hour of delay in reported rise time during

the week, predicted GPAs could decrease by 0.13 on a scale of 0–4 (Curcio, Ferrara, & De
 24

Gennaro, 2006). Essentially, if students wouldget more sleep they would theoretically be more

likely to earn better grades, given the removal of unlisted limitations. This study is consistent

with most research out there on sleep deprivation. Essentially, poor sleep hygiene is a big

indicator of sleep deprivation, which influences poor academic performance.

Stress is a major side effect of sleep deprivation. The Pilcher and Walters (1997) study

indicates that stress indicators, fatigue and confusion are caused by sleep deprivation. The study

correlates the symptoms of fatigue and confusion to decreased performance in students (Pilcher

& Walters, 1997). Similar studies have been done to assess stress as a consequence of sleep

deprivation. A study conducted at James Madison University worked with 124 college students,

and results from the research revealed that over 50 percent of the students reported high levels of

stress that was related to academic workload and time management, which was linked to

unhealthy behaviors such as decreased quantity of sleep (Britz& Pappas, 2014). A little more

than half (57 percent) of students in the study reported sleeping 6 to 7 hours of sleep per night

(Britz& Pappas, 2014). According to the study, the students who obtained less than the

recommended amount of sleep per night 7 hours reported higher levels of stress. The Britz and

Pappas (2014) study also found that stress is connected to reduce general relaxing time. Out of

the 124 participants about a in every 6 students obtained fewer than 30 minutes of relaxing or

personal time each day (Britz& Pappas, 2014). If students took more time to build leisure time

into their schedules, levels of stress would decrease. However, time management is a challenge

for students that are sleep deprived; therefore, these individuals are more prone to stress.

Sleep deprivation varies within certain populations based on various factors such as age,

race, income, and occupation. Adolescents and young adults, including college students, are

some of the most sleep deprived groups in the United States (Forquer, Camden, Gabriau, &
 25

Johnson, 2008). Other groups that have disproportionate sleep deprivation rates are employed

individuals who have more than on job. People who work more than one job account for 37.7%

of sleep deprived individuals compared to those who work one job with 29.4% prevalence

(Luckhaupt, 2012). Significantly, higher rates of sleep deprivation also impact workers who

work more than 40 hours a week (36.2%) compared to those who worked less than 40 hours a

week (27.7%) (Luckhaupt,2012). Overall, sleep deprivation is a concern in the US for adults, and

reports show that on average 30.0% of civilian employed US adults report less than 6 hours per

day (Luckhaupt, 2012). As mentioned earlier sleep loss has the potential to impact more than the

individual, societal implications like motor accidents or health morbidities have high influence

on overall population health.

Effectively solving the problem of sleep deprivation on college campuses, will require

health interventions to be integrated within the college student population. Important indicators

to address for future health interventions would be the factors that contribute to sleep

deprivation, academic performance, and health consequences. The Curcio, Ferrara, & De

Gennaro (2006) study utilized GPAs to provide information about students’ academic

performance because GPA calculations are known to reflect learning abilities. Other methods

that can be used to test the indicators of sleep deprivation is utilizing achievement tests to

measure individuals cognitive and memory ability in relation to the amount of sleep they receive

(Curcio, Ferrara, & De Gennaro, 2006). The indicators are important in health interventions

because they help understand the population’s needs. Educational outreach needs to be

considered for health interventions for preventing sleep deprivation. A study conductedby New

York University (2014) found that programs that focus on expanding educational efforts about

sleep and promoting healthy sleep habits were effective at improving sleep hygiene among
 26

students. The NYU study featured evidence based educational measure that informed students

about the importance of sleep hygiene measures such as regular sleep and wake schedules and

avoiding caffeinated beverages (NYU, 2014). The NYU (2014) study suggests using internet

baseresources, and mobile applications to track students sleep awareness and sleep hygiene

progress. These technologies are effective interactive and designed to appeal to students and

have the potential to be useful sleep deprivation education methods. The New York University

(2014) study further investigated effective sleep deprivation programming and found that

increased access to non-medication base sleep aids is effective in sleep deprivation prevention.

Essentially, students benefit from surroundings that promote adequate sleep. Colleges sometimes

offer surroundings contrary to students needs and students live in areas with increased stimuli

such as shared living situations, which can interfere with their ability to get a good night of sleep

(NYU, 2014). Sleep equipment such as white noise machines, earplugs, eye masks, and proper

pillows can increase sleep and decrease interruption (NYU, 2014). These devices also help

improve sleep quality and contribute to healthy melatonin levels. In addition to increasing access

to sleep aid products, successful sleep intervention programs work to increase visibility of

university health centres (NYU, 2014). Health centres on campus generally have the resources to

help treat students with sleep deprivation related symptoms; and most importantly, they can refer

students to appropriate professional medical staff. If students are aware of their options, they are

increasing their chances of decreasing sleep deprivation.

Sleep Disorders

Different kinds of sleep disorders are very common. In the United States approximately

23% and in Finland 20% of population suffers from one or more sleep disorder. The most

common sleep disorders are insomnia, restless legs syndrome, sleep apnea and narcolepsy. In
 27

addition, there are abnormal sleep behavior disorders (parasomnias) which include, for example,

nightmares, sleep walking and sleep talking. (Gaultney, 2010; Oivauniuniklinikka, 2018;

Phillips,2015; National Sleep Foundation) In the following chapters only a few of mentioned will

be discussed.

Insomnia is a health condition in which a person is unable to sleep properly. It’s the most

commonly reported sleep problem. In the 3rd edition of International Classification of Sleep

Disorders (ICSD-3) insomnia is defined as a “trouble of initiating or maintaining sleep which is

associated with daytime consequences and which is not attributable to environmental

circumstances or inadequate opportunity to sleep.” Difficulty in falling asleep and remaining

asleep and waking up too early are common symptoms of insomnia. A person may have one or

more of the symptoms or they might change depending on the night (Colten &Altevogt, 2006;

Sateia, Buysse, Krystal, Neubauer & Heald, 2017; Pihl &Aronen, 2015).

Insomnia can be either a short-term or chronic condition. In short-term insomnia the

person has trouble sleeping at least 3 times a week. In chronic insomnia the frequency per week

is the same and the condition has lasted at least three months. Short term insomnia is relatively

common because 30-50% people suffer from it at some point of their life, whereas only 5-10%

suffer from chronic insomnia. (Sateia, 2017)

There are several factors that may increase the risk of insomnia such as stress and

overactive brain, big life changes such as new job, romance or moving and health problems.

Health problems may cause pain and stress that keeps the person from sleeping well. Personality

and genetics can also increase the risk for insomnia (Pihl &Aronen, 2015).
 28

Sleep apnea is a disorder in which a person’s breathing repeatedly stops and starts again

while sleeping. The breathing pauses last at least 10 seconds at the time. There are two kinds of

sleep apneas. The first and the more common one is obstructive sleep apnea (OSA) which is

caused by blockage of upper airways during the sleep. Blockage of the airways causes oxygen

deprivation which alerts the brain and futrthermore wakes up the person. The other type of sleep

apnea is known as central sleep apnea (CSA) which is a result of a signaling problem in the brain

(Pihl &Aronen, 2015).

Sleep apnea is relatively common. In Finland it’s estimated that approximately 150,000

people suffer from sleep apnea. It is more common among elderly but it can affect people of all

ages. The common symptoms of sleep apnea are daytime sleepiness due to constant waking

during the night, loud snoring, morning headache and dry mouth when waking up in the

morning. Obesity is greatly associated with sleep apnea. With obese people thickened tissue or

excessive fat can restrict the airway, make breathing more difficult and contribute to the sleep

apnea. If sleep apnea is left untreated it can cause hypertension, cardiovascular diseases, diabetes

or even stroke (Pihl &Aronen 2015; Davis, 2018).

Lifestyle Choice Affecting Sleep

Cigarettes and snus are associated with several sleep disorders and problems such as

shortened sleep duration, snoring, daytime sleepiness and difficulty in falling asleep. People who

smoke or use smokeless tobacco products such as snus have twice the odds of insufficient sleep

(Sabanayagam& Shankar, 2010).

 29

It is studied that tobacco products may influence one’s sleep in four different ways. First,

nicotine, the addicting chemical compound in tobacco, stimulates the release of

neurotransmitters such as dopamine and serotonin which participate in regulating the sleep-wake

cycles. Nicotine increases sleep latency and therefore leads to sleep disturbances. Secondly,

hence the body’s nicotine level lowers while asleep a person may wake up for withdrawal

symptoms and cravings in the middle of the night. Thirdly, smoking cigarettes can cause several

health problems, such as respiratory impairment, which contributes to breathing problems and

disturbed sleep. Lastly, it is studied that those who have been exposed to high amounts of

second-hand smoking have a high risk of sleep problems. (Dugas, 2017)

Alcohol effects sleep in both positive and negative ways. For non-alcoholics a small

portion of alcohol (1g/kg) right before going to bed reduces sleep onset latency, consolidates

sleep and increases stage 3 NREM- sleep. For alcoholics, on the other hand, the lack of alcohol

causes changes in sleep architecture and insomnia which includes difficulties in falling asleep,

reduced amount of sleep and decreased sleep efficiency (Thakkar, Sharma & Sahota, 2014).

Alcohol disturbs circadian rhythms by suppressing the production of melatonin, a

hormone regulating a sleep-wake cycle and by boosting body’s adenosine level. Alcohol

diminishes the ability of the inner clock to respond to the light which contributes to the

melatonin production. A moderate dose of alcohol within 60 minutes before going to bed can

reduce the melatonin production by 20%. Increased adenosine level increases sleepiness and

blocks the chemicals that stimulate wakefulness. This results as tiredness during the day and

contributes to abnormal sleep-wake cycle (Breus, 2017). Alcohol also affects the sleep

physiology. During the first half of the sleep period alcohol doesn’t affect sleep negatively. The

body adjusts to the presence of alcohol and maintains a relatively normal sleep pattern. The
 30

amount of light- and REM-sleep in the first half of the sleep period is reduced but stage 3 deep

sleep is increased. By the second half of the sleep period alcohol has been eliminated from the

body in a process called alcohol metabolism which leads to increased wake-, stage 1 and REM-

sleep periods. Due to these structural changes the person is easily awakened and the sleep isn’t

refilling. This shifting from deep sleep into light sleep is explained by rebound effect which can

be described as sleep variables changing into opposite direction because of the alcohol

consumption and returning to the normal level as the alcohol has been eliminated from the body

(Roehrs& Roth, 2018).

Alcohol increases the risk of different kinds of sleep disorders such as sleep apnea and

excessive snoring. It reduces genioglossal muscle tone which predisposes a person to the upper

airway collapse. High alcohol consumption also increases the daily calorie intake which may

result in obesity and furthermore to sleep apnea. (Simou, Britton & Leonardi-Bee, 2018)

Caffeine is the most commonly used psychoactive substance in the world, coffee, soda

and energy drinks being the most popular caffeine beverages. Caffeine improves the behavioral

and cognitive performance, even when sleep deprived. On the other hand, it can also cause sleep

related problems; problems falling asleep, increased nocturnal awakenings, reduced total amount

of sleep and daytime sleepiness. The physiology of sleep can also be affected by caffeine.

Caffeine increases sleep latency, decreases stage 2 and 4 NREM-sleep and decreases sleep

duration. The latter were found by conducting a polysomnography a specialized sleep study.

(Chaudhary, Grandner, Jackson &Chakravorty, 2016).

A high consumption of caffeinated beverages in a day is associated with reduced sleep

duration and quality, according to several different studies. Among the US middle school

students those who consumed higher amounts of caffeine had shorter nocturnal sleep duration. In
 31

France women who had more than 8 cups of coffee per day had significantly decreased sleep

duration and in a study conducted in military those who consumed more than 3 caffeine

beverages in a day slept as little or less than three hours per night (Pollak & Bright 2002;

Sanchez-Ortuno, 2005; Chaudhary, 2016).

Caffeine impacts body’s melatonin levels and therefore interferes with the sleep-wake

cycle. A daily consumption of ≥5 cups of coffee or 200mg caffeine capsule interfere with the

melatonin secretion decreasing it by over 30% at night. Caffeine also influences the sleep latency

and efficiency by reducing them and changes the physiology of sleep in its different stages.

According to the studies women tend to experience the effects of caffeine more than men

(35%/27%) (Clark &Landolt, 2016).

Caffeine consumption is commonly used in the college lifestyle as a remedy for

preserving alertness and most importantly, preventing sleep in times when there is an urgency for

studying. Students depend on caffeine products such as coffee and energy drinks for their source

of caffeine. The body’s response to highly caffeinated drinks is detrimental to sleep hygiene; for

example, intake of 2 to 4 cups of coffee taken at night can increase sleep latency on average from

6.3 to 12.1 minutes, reduce sleepiness, and improve the ability to sustain wakefulness (Hershner

& Chervin, 2014). Students who plan to study for long periods of time seek caffeinated drinks

because they are readily available products. Students gravitate to the effectiveness of caffeine

consumption, because the effects of caffeine can last 5.5–7.5 hours (Hershner&Chervin, 2014).

This suggests that caffeine consumed in the afternoon could impair one’s ability to fall asleep

(Hershner&Chervin, 2014). Energy drinks are another form of caffeinated drinks that are popular

among college students. Approximately 34% of 18–24 yearolds consume them regularly

(Hershner&Chervin, 2014). In 2006, it was reported that Americans spent more than $3.2 billion
 32

on energy drinks, and the majority (67%) of consumersbought energy drinks to help alleviate the

symptoms linked to insufficient sleep (Hershner&Chervin, 2014). Like coffee, the main sources

of stimulus in energy drinks are caffeine, which has similar effects on the body. The amount of

caffeine in energy drinks varies from 45–500 mg, which explains the potency of these products

(Hershner&Chervin, 2014). Students view the effect of caffeine as a benefit to their health;

nevertheless, many do not consider the dangerous side effects associated with depriving

themselves from sleep.

The use of stimulant drugs is another method that contributes to sleep deprivation for

college students. Students report that stimulant drugs help them stay awake to study or to

increase concentration (Hershner&Chervin, 2014). However, many students who choose to

abuse these drugs do so without considering the detrimental affect it has on their bodies.The use

of non-prescribed stimulants is a growing problem in young adults (Hershner&Chervin, 2014). A

study conducted at 119 colleges and universities across the US found that there is a prevalence of

6.9% use of stimulant drugs, other studies show that prevalence is as high as 14% (Arria, 2011;

Hershner&Chervin, 2014). There is a gender disparity with stimulant drug use and men are more

likely than women to use stimulant (Hershner&Chervin, 2014). As previously mentioned the

attractive aspects of stimulant drugs for students are their ability to decreased desire to sleep and

increase concentration for studying (Hershner&Chervin, 2014). The abuse of cognitive

enhancement drugs for nonmedical purposes has potential health risks such as cardiovascular

complications, and psychosis (National Institute on Drug Abuse, 2014).

Today technology use is ubiquitous and the effect it is having on health is widely

disputed. The presence of technology prior to bed is a recent phenomenon that is causing

insufficient sleep. The 2011 Sleep in America Poll shows that adults 19 to 29 years old are heavy
 33

users of technology before bed, in fact, 67% use cell phones, 43% use music players, and 18%

use video games (Hershner&Chervin, 2014). The result of using technology beforebed is poor

quality sleep, and 51% of people who use technology before bed report waking up unrefreshed

(Hershner&Chervin, 2014). As seen in Table 1titled, Challenges to good sleep hygiene in college

students, frequent exposure to light is one of the contributing factors that explain why students

and young adults are affected by technology use before bed. Light exposure through technology

sources such as computers, tablets, and cell phones impact sleep by suppressing melatonin

secretion (Hershner&Chervin, 2014). Melatonin is secreted by the pineal gland and helps

regulate the body’s circadian rhythm (the body’s natural sleep cycle clock). One can conclude

that students using stimulating technology prior to bedtime are only harming their health and

subsequently affecting their ability to perform well in academics in addition other activities.

Technology is another factor that contributes to sleep deprivation. The survey results

confirmations that technology use is prevalent among college students before bedtime. Students

were asked to identify which materials they used one hour prior to going to bed. An

overwhelming 89% of students reported using cell phones before going to bed (Factors that

Affect Sleep Hygiene: Graph C). Computers and tablets were the second most used category

with a 71% response rate from students. This information confirms that most students are

affected by the high amounts of light stimulation prior to going to bed, which is associated with

sleep loss. Continued light exposure is associated with sleep deprivation; therefore, students who

are using these productsface high risk of sleep deprivation (Hershner&Chervin, 2014).

There are several different theories on how physical activity, such as exercise, effect

sleep. According to one theory, physical activity effects body’s sleep-wake cycle by regulating

the production of melatonin. The effect, however, is controversy because in different situations
 34

the melatonin production can be either increased, decreased or there may be no effect at all. For

example, exercising late at night delays the melatonin onset which may cause problems falling

asleep. On the other hand, studies show that plasma melatonin levels increase shortly after

exercising which contributes to sleepiness. (Escames, 2011).

Exercise promotes sleep by regulating body temperature. During and after exercise

body’s temperature rises which causes exercise-mediated hyperthermia. A slight increase in body

temperature (1.5-2.5 C) has been proven to shorten sleep latency and to enhance deep sleep

stages. These improvements are explained by alterations circadian rhythm of core body

temperature. (Atkinson &Davenne, 2006)

Regular exercise is linked to the prevention of sleep problems and disturbances. An

exercise lasting at least an hour is sleep promoting and effective at reducing the daytime

sleepiness. The effectiveness is based on alterations in sleep parameters (e.g. duration and

frequency) and efficiency. Regular exercise promotes deep sleep and overall sleep duration.

Exercise is also proved to reduce the number of nightmare occasions (Sherill, Kotchou& Quan,

1998).

Whether one sleeps alone or shares a bed with a partner, child and/or pet can affect one’s

sleep quality and sleep hygiene. Among children bed sharing is studied to increase sleep anxiety

and daytime sleepiness. Similar results are found when parents share their bed with a child. Co-

sleeping with the child puts the parents into the risk for sleep deprivation and increased stress

which furthermore can cause marital conflicts. (Liu, Liu & Wang, 2003; Roberts, 2014)

Sharing a bed with a partner can be bad for sleep if one suffers from a sleep problem.

Snoring, restless leg syndrome and sleep talking, to name a few, can disturb the other’s sleep and
 35

decrease the sleep quality and duration. The sleepless person may also wake up the other sleeper

which leads to both suffering from disturbed sleep. On the positive side, sharing a bed with a

partner creates a sense of safety and companionship which is regarded beneficial (Manber,

2007).

A great number of people either share their bed or bedroom with a pet. Most often with

cats or dogs. Sharing a bed with a pet is beneficial social wise example bonding between the

owner and the pet but it increases the risk of health hazards and decreases the sleep quality. Co-

sleeping with a pet increases the time to fall asleep and the daytime tiredness. (Thompson &

Smith, 2014)

Napping during the day is beneficial. It reduces the drive to sleep, helps improving

cognitive performance, decreases reaction time and improves attention and vigilance. It is said

that those who sleep well at night take regular naps during the day. Napping is important

especially for those who work at night time and in shifts. Taking a long 1-2 h nap before going to

work at night improves the performance and vitality significantly (Hartzler 2013;

Härmä&Sallinen, 2004).

An ideal nap lasts 10-30 minutes, is taken between 1-5pm when it doesn’t interfere with

nighttime sleep and consists of light, stage 1&2 sleep. If the nap lasts longer than recommended,

the recovery takes a longer time and a person may feel drowsy for quite a long time

(Partinen&Huovinen, 2011).

The most common reason behind an acute insomnia is stress. Sleep deprivation and

insomnia are common when stressed. When stressed the sleep structure changes so that deep

sleep is decreased and light sleep increased. Stress also causes waking up during the night and
 36

problems falling asleep. Usually sleep problems ease after the stress problem vanishes. However,

it is also possible that the sleep problems still remain after the stress factor has vanished. This is

called psychophysiological insomnia. The person is then, for example, afraid of insomnia and

cannot sleep because of that (Härmä&Sallinen, 2004).

Cortisol is a stress hormone. It influences on how well the person is able to fall asleep.

When stressed the blood cortisol levels rise which makes it harder to fall asleep. A person feels

alert and not sleepy. This contributes to problems not only falling asleep but staying asleep as

well. Increased cortisol levels may also have an influence on increased blood pressure levels and

heart rhythm which furthermore can disturb sleep (Paunio&Porkka-Heiskanen, 2008).

According to Partinen and Huovinen (2011) work related stress causes acute or chronic

insomnia symptoms for every 5th person. Work is seen as too demanding and there isn’t enough

social support. These factors cause sleepless nights and insufficient amount of sleep. Overall,

among the working and non-working population approximately one third of adults’ experience

stress related occasional insomnia each year.

Irregular pattern of sleep can cause insignificant academic challenges, typically because

there are activities in which a student who lacks sleep can’t easily participate due to some factors

that resulted from lacking of sleep like stress. Frequently, irregular pattern of sleep impact a

person’s ability to perform many job functions, which can limit the participation of class or

school activities. This can lead to tardiness and lack of focus that can cause poor academic

performance. This problem may also bring many diseases that can affect our health. Sleeping

irregularly was caused by persons’ activities and lifestyle. Common reasons why students stay

late at night is because of projects and home works or the excessive usage of technology. Also
 37

smoking, intake of caffeine and alcoholic beverages, and even using drugs can greatly affect

sleep. This problem can be less if we know how to manage our time and discipline ourselves.
 38

CHAPTER III

METHOD

Research Design

This study used a qualitative research design which is to gain an understanding of

underlying issues and reasons from the perspectives of the local population it involves. The

researchers specifically used qualitative phenomenological approach which goal is to describe a

lived experience of a phenomenon. According to Creswell (2007) it searches for the integral,

steady structure or essence of the underlying meaning of the experience and point up the

intentional of the consciousness based on memories, images and meaning.

Phenomenology is an approach to qualitative research that focuses on the commonality of

a lived experience within a particular group. The fundamental goal of the approach is to arrive at

a description of the nature of the particular phenomenon (Creswell, 2013). Typically, interviews

are conducted with a group of individuals who have first-hand knowledge of an event, situation

or experience. The interview attempts to answer two broad questions (Moustakas, 1994): What

have you experienced in terms of the phenomenon? What contexts or situation have typically

influenced your experiences of the phenomenon? (Creswell, 2013). Other forms of data such as

documents, observations and art may also be used. The data is then read and reread and culled

for like phrases and themes that are then grouped to form clusters of meaning (Creswell, 2013).

Through this process the researcher may construct the universal meaning of the event, situation
 39

or experience and arrive at a more profound understanding of the phenomenon. With roots in

philosophy, psychology and education, phenomenology attempts to extract the most pure,

untainted data and in some interpretations of the approach, bracketing is used by the researcher

to document personal experiences with the subject to help remove him or herself from the

process. One method of bracketing is memoing. (Maxwell, 2013).

Participants of the Study

This study involved ten (10) students who experienced irregular sleeping pattern. For

phenomenological studies, Creswell (1998) recommends five to twenty-five participants are

sufficient to obtained feedbacks for most or all perceptions. We as researchers made sure that the

participants, we chose are students of Cor Jesu College and is a senior high school student who

experienced irregular sleeping pattern. We chose qualified students for the study if once noted

and confirmed that they experienced tardiness and always feel sleepy whenever the class starts.

Before conducting the study, we also made sure that there is an approval and permission of the

teachers and participants.

In choosing the participants, we employed the purposive sampling procedure. Purposive

sampling means samples that are chosen provided that they met the prescribed criteria of a

researcher. This allowed them to identify and determined the students with this type of

experience as the participants of the study. Creswell (2009) said that the participants will be the

source of information upon understanding of the research problem. This sampling tool is said to

be the most appropriate procedure since the aim of the researchers is to purposely select 15
 40

students who are suffering from this problem. In 1990, Patton suggested that the researchers can

construct information from the qualitative research and analysis of information gathered by the

use of purposive sampling procedure.

Data Sources

The source of this data was the Key Informant Interviews (KIIs). We interviewed ten

Senior High School Students which lasted for 4 hours starting from 8:30 AM until 12:30 PM in

the afternoon. We have listed and recorded all the answers of the interviewee.

Data Collection

There are factors that are needed to be considered to have appropriate methods of data

collection and instrumentations. The researchers decided to utilize the Key Informant Interview

(KII), which is an approach that is low on cost and it is a fast technique in gathering data Kumar

(1989). In this study, the students who have this irregular sleeping pattern are the key informants

for the reason that the research problem has the urge to be solved. In the conversation with the

participants, Key Informant Interview (KII) depends on the four categories about the

participants. According to Kumar (1989) and Creswell & Miller (2000), these are the

knowledge-ability, credibility, impartiality and the willingness to respond. The study started in

the making of ten researchable problems which was presented to their research teacher. From the

ten research titles, only one of them was accepted, and they searched for experts who can support

their claim in their study. In choosing participants, the researchers asked permission to the

president of the school in order for them to conduct a research in a particular school, then asked
 41

the principal of the school to have a possible source of participants and the teacher to support

them identifying the students who have experienced irregular sleeping pattern and the parent/s as

the researchers interview their son/daughters. They have provided the information sheets and

documents to the participants and also to their parents to sign the letter of consent was sought

through their signatures that reflect their eagerness to cooperate in the research study. The

interview was conducted in places comfortable for them to be interviewed, either in school or at

home, once they signed the letter of consent.

Analysis and Interpretation of Data

This study used a qualitative research design, to analyze the gathered data, the

researchers used thematic analysis. Thematic analysis is one of the most common forms of

analysis in qualitative research. It emphasizes pinpointing, examining, and recording patterns

within the data. Thematic analysis is best thought of as an umbrella term for a variety of different

approaches, rather than a singular method. During the 15 Key Informant Interview conducted,

the participants described and elaborate their experiences about being in a broken family. They

narrated their past experiences on how they felt and dealt about it and how it affects their

academic performance in school. Thematic analysis is a process of encoding qualitative

information which develops themes to be explained by the researchers in the latter part

(Boyatzis, 1998). Different versions of thematic analysis are underpinned by different

philosophical and conceptual assumptions and are divergent in terms of procedure. The most

widely cited approach to thematic analysis is that developed by psychologists Virginia Braun and

Victoria Clarke. Their approach to thematic analysis is performed through the process of
 42

coding in six phases to create established, meaningful patterns. There were matrices used in

arranging the gathered themes that lead the researchers in understanding the problem situation.

Role of the Researchers

In this qualitative study, the roles of the researchers were the following: investigators,

interviewers, transcribers, translators, data analyst. As investigators, they investigate the issues

that need to be given focus. According to Patton (2012), the researcher is the tool in a qualitative

research. The important issue of the study is about the irregular sleeping pattern of senior highs

and its effect to their academic performances. To portray the role as interviewers, the

researchers conducted a key format interview to the participants who were the subject of the

study. A transcribers task is to take down the important details they gathered from the

interviewee. As translators, they change the language used by the participant in English to

explain in a way that is easier to understand and could be understood by many. Data analyst, the

last role of the researchers which task is to analyzed the data gathered from the participant to

come up the results that would validate the issues being investigated and can give some

suggestions, some solutions or coping mechanisms to the students who experienced irregular

sleeping pattern, especially in their academic performances.

Trustworthiness

For quantitative studies, it is referred to as validity and reliability. However, in

qualitative studies, this concept is more obscure because it is put in different terms. Since

qualitative do not use instruments with established metrics about validity and reliability, it is
 43

pertinent to address how qualitative researchers established that the research study’s findings are

credible, transferable, confirmable, and dependable. Trustworthiness is all about the following

which describe in more detail.

Credibility. Credibility refers to the degree to which the research represents the actual

meanings of the research participants, or the “truth value” (Lincoln and Guba 1985). The

credibility of research findings that are used to make policy recommendations is particularly

important for ecosystem management; assessing the extent to which the reader believes the

recommendations are credible has implications for the expected success of implementation.

When evaluating qualitative research, credibility stems from the intended research purposes, and

credible research decisions are those that are consistent with the researchers’ purpose (Patton

2002), requiring researchers and practitioners to think critically and contextually when judging

methodological decision making. Credibility can be demonstrated through strategies such as data

and method triangulation (use of multiple sources of data and/or methods; Padgett 2008); peer

debriefing (sharing questions about the research process and/or findings with peers who provide

an additional perspective on analysis and interpretation); and member checking (returning

findings to participants to determine if the findings reflect their experiences; Creswell and Miller

2000, Padgett 2008). Both credibility and dependability relate to all aspects of the research

design, including the focus of the research, the context, participant selection, data collection, and

the amount of data collected, all of which influence how accurately the research question/s can

be answered (Graneheim and Lundman 2004). In this study, credibility will be addressed by

letting experts validate our questionnaire.

Conformability. To achieve confirmability, researchers must demonstrate that the results

are clearly linked to the conclusions in a way that can be followed and, as a process, replicated.
 44

Its relevance to application Ecology and Society is similar to credibility, where confirmability

has particular implications for studies that provide policy recommendations. In qualitative

research, the philosophical and epistemological position of the research will be determined by

both the problem and the predisposition of the researcher, in terms of their way of categorizing

“truth,” for example (Moon and Blackman 2014). Thus, the researcher needs to report on the

steps taken both to manage and reflect on the effects of their philosophical or experiential

preferences and, where necessary according to the ontological and epistemological position of

the research, to ensure the results are based on the experiences and preferences of the research

participants (subjects, respondents) rather than those of the researcher. Miles and Huberman

(1994) highlight that reporting on researcher predisposition, beliefs, and assumptions, ontology

and epistemology, is a major criterion of confirmability and should be clearly reported on in

qualitative research. Such reflexivity does not necessarily demonstrate a removal of bias, but

does help explain how the researcher’s position can manifest in the research findings while still

yielding useful insights. By providing a detailed methodological description, the researcher

enables the reader to determine confirmability, showing how the data, and constructs and

theories emerging from it, can be accepted (Shenton 2004).

Transferability. Transferability, a type of external validity, refers to the degree to which

the phenomenon or findings described in one study are applicable or useful to theory, practice,

and future research (Lincoln and Guba 1985), that is, the transferability of the research findings

to other contexts. Transferability can be critical to the application of research findings because

policy and management can rely on data, conclusions, and recommendations from a single or

small number of research projects, often relying on evidence from a range of contexts that can be

different to the one in which applications will be made. The researcher made sure that the
 45

appropriate steps in conducting a qualitative research is followed correctly. They also make sure

that the data they collected is can be clearly understand based on the experiences of their

participant.

Dependability. Dependability refers to the consistency and reliability of the research

findings and the degree to which research procedures are documented, allowing someone outside

the research to follow, audit, and critique the research process (Sandelowski 1986, Polit et al.

2006, Streubert 2007). As a quality measure, dependability is particularly relevant to ecological

and conservation science applications that are in the early stages of testing findings in multiple

contexts to increase the confidence in the evidence (Adams et al. 2014). Detailed coverage of the

methodology and methods employed allows the reader to assess the extent to which appropriate

research practices have been followed (Shenton 2004). Researchers should document research

design and implementation, including the methodology and methods, the details of data

collection (e.g., field notes, memos, the researcher’s reflexivity journal), and reflective appraisal

of the project (Shenton 2004, Polit et al. 2006, Streubert 2007). Reflexivity is a self-assessment

of subjectivity, can reduce bias (when appropriate to do so) and increase dependability by

increasing transparency of the research process (Guba 1981, Malterud 2001, D’Cruz et al. 2007,

Tong et al. 2007)

Ethical Considerations

According to Bryman and Bell (2007), there are different guidelines and principles for

ethical considerations by which to be followed by all the researchers and take responsibilities in

conducting the study.

 46

In conducting the research study, the researchers asked permission to their participants. In

asking a permission, the researchers sent a letter to their subject. After the approval of the letter,

the researchers.

Confidentiality. It was the researcher’s main responsibility not to bring out information

especially the results of the study. Whatever the outcomes of the study, keep it and only the

researchers and the participant know about it. However, there are a lot of considerations. They

need to consider its privacy and confidentiality. In the context of protocol, confidentiality refers

to the understanding between the researchers and the participant. Privacy and confidentiality are

one of the things to be consider not just in research but also in all aspects as a human being.

Anonymity. Refers to data collected from participants who are completely unknown to anyone

associated with the survey, that is only the respondent knows that he or she participated in the

survey, and the survey researcher cannot identify the participants Paul J. Laurakas (2008).

Informed Consent. To attain the formality and the etiquette of a researcher, it is necessary to

inform and ask permission from the participant. Based on the ideas of Shahnazarian (2014),

informed consent involves free will and one’s own choice to involve or to take a part in research.

It is just not a form in which is signed but a process on which the participant of the study has

knowledge and ability on what is happening around and its risk. It also emphasizes the ethical

codes and regulation for human subject research. The objective of the informed consent process

is to give adequate knowledge and information to the participant so that they can decide whether

to participate the study or not.

 47

CHAPTER IV

RESULTS

This chapter deals with the presentation, analysis and interpretation of the data

which is carefully gathered using a thorough reading of the interviews and responses of each

participant from the Key Informant Interview. Results were presented according to 3 clusters

namely: Students' attitude and behavior in class when they don't get enough sleep, Student's

entertainment and tasks that were done late night, Students' lack of sleep due to health problems.

We spend one third of our lives sleeping. Sleep is an essential part of human life.

Without sleep the mind and body cannot function. When we don’t get enough sleep we feel tired,

easily irritated, hungry and not well. The right amount of sleep, yet again, makes us feel

energetic and ready for daily challenges. During sleep the body heals itself, consolidates learning

and memories and restores its chemical balance (Pietrangelo & Watson, 2017).

Getting enough sleep makes you think and respond to stimuli quickly. Not getting

enough of it will be a struggle for you. When each respondent was asked about their and

challenges encountered of having irregular sleeping patterns, the following themes appeared:

students' performance in school, students' activities that cause them lack of sleep and students'

health state brought by not getting enough sleep.

 48

The Challenges of the Senior High School Students of their Irregular Sleeping Pattern.

To experience such challenges like this every day is very hard to overcome. Each

participant was asked about their challenges that they have encountered in having irregular body

clock due to their abnormal schedule of sleep.

Students' academic performance. Participants said that it is the most affected when they don't

get enough sleep. They can't comprehend well and sometimes came late. Based from the

transcripts and statements we have gathered and reviewed, most of them said that their

performance in school is really affected.

Table 3. First Emerging Theme: Students' academic performance in school

______________________________________________________________________________

Indicators Emerging Theme

______________________________________________________________________________

 Students' came late to school Students' academic performance

 Lack of energy that can affect

comprehension and participation in class.

 Feeling exhausted for the whole day in school.

______________________________________________________________________________

Every student always wanted to have a good sleep. Having an 8-hour sleep for a

day is a big contribution responding all the responsibilities that is on us. Whether in our home, in

school and love ones, we have roles to be fulfilled and sleeping is one of the many ways to gain a

lot of energy to do such. Unfortunately, there were external factors that affect our regular
 49

sleeping pattern. There are things that act as barrier or involved not to have an on-time sleep that

our body should need. A tendency that the student cannot function well in school. One of the

participants says that:

Wala koy gana maminaw sa maestra or maestro then sigera’g luha akong mata

sige lang pud ko’g imagine ug kama nga comfortable tulugan. (Eve, KII 1, Transcript 1, page 3,

lines 122-123). (I don't usually pay attention or listen to the teacher and my eyes are always

teary. I always imagine a comfortable bed that is very good to sleep with.)

This statement from our key informant is somehow true and proven. Students who

don't get enough sleep during the night will be inactive or weak in the following day. It also

affects the eyes looking red and tired. Another respondent also says that:

Kanang mag sige ka’g ka late, maglabad ang ulo, lami kay sige’gtulog , kung nay

pangutana ang teachers dili dayun katubag kay lutang kaayong utok, wala kayoy musulod

sakong utok ug magsakit ang akong mata. (Jay, KII 10 Transcript 10, page 69, line 5- 7). (I

always came late, I always have headache and I want to sleep all day. If the teachers have a

question, I cannot answer because my brain cannot function well. Also, my eyes are sore.)

Having a proper rest during night is something that students should do. They are

tired throughout the whole day in school and it should be a reward for their body to rest early as

possible.

Oftentimes, I become more forgetful. I have a pale appearance and can’t perform

well in school. I get poor interaction with my peer. Thus, I am mentally, physically, and socially

affected. (Claire, KII 5, Transcript 5, page 1, lines 9.)

 50

Looking haggard in school makes your classmates think what have you did last

night. The result is, you look very drained and unwell and everything will be affected. A

participant also added:

Okaay as a student akong mga challenges jud pag irregular akong pagtulog

pagkaugma is malate ko kay syempre layo ang amoa then everyday baya ko uli2 then tibuok

adlaw jud kapoylawas, way gana maminaw sa mga teachers. Basta wad-an jud ko’g gana sa

tanan. Kapoy permi then usahay dili ko kakaon ug pamahaw kay tungod late na kayo so

magdali-dali jud. (Princess, KII 4, Transcript 4, page 2, lines 34-35). (Okay, as a student, the

challenges after having an irregular sleeping pattern is the on the following day. I always came

late because my home is far from school and traveling is my daily pattern. The whole day, I'm

very tired, I don't have guts to listen to my teachers. I lost interests in all aspects, it seems that I

am always tired. Sometimes, I can't also have my breakfast because I am in hurry no to be late.

Some of the students are far from school. They wake up early just to step in

classroom doors on time. So, if they didn't sleep early and wake up early, there will be sleepy

faces inside the class.

Kulang ka’g tulog so magluya ka during sa klase. Kapoy imong lawas whole day.

(Eugene, KII 7, Transcript 7, page 1, lines 29-30). (If you don't have enough sleep, you will be

weak in class. Your body is tired the whole day.)

Activities and entertainment addiction. Another thing affects irregular sleep is

due to activities and tasks that are usually done at night. It is a students' responsibility to finish

all the requirements and pass it on time.

 51

Table 3. Second Emerging Theme: Students' activities that cause them lack of sleep.

______________________________________________________________________________

Indicators Emerging Theme

______________________________________________________________________________

 Addiction of online games and late tv shows. Activities and entertainment addiction

 Procrastination of home works and projects

that were done during night.

 Too many tasks that are given and time is not enough.

______________________________________________________________________________

On the loop, there were traits that can be the reason why our informant says that:

Tungod sa procrastination nga nahitabo wala nako gihimo during morning nga

naa pakoy free time unya gibuhat nako siya during sleeping hours pwede sad daghan kayo ang

task unya dili sapat ang day maong mag tiwas sa gabie na. (Jhenessa, KII 8, Transcript KII 8,

page 3, lines 10). ( It is because of the procrastination that happened to me. I didn't do all the

tasks during morning or free times, I do it during night time, which is a time for sleep. There are

times that the time is not enough to finish such so I will do it overnight.)

Due to a lot of work loads, students tend to make it overnight just to finish as early

as possible. School activities, especially when it is done at night may result:

 52

Kasagaran struggles/ challenges sa mga SHS kasagaran ma late ug pag arrive

saskwelahan kay tungod sa mga activities nagrabe ka hago. Mag lead pud siya into stress.

(Ethel, KII 1, Transcript 1, page 1, lines 5-7). (Most of the struggles of the Senior High School

students is arriving late in school due to activities that needs to exert a lot of effort. It will also

lead to stress.)

Hobbies and recreations also affect the irregularity of students' sleeping pattern.

Video games, watching any form of entertainment and always using of gadgets are students'

choice, but without proper time management it will result to what our participant says:

I think ang cause is cellphone. Kay I play ML man gud and I always tan-aw

youtube so yeah. (Nicey, KII 3, Transcript 3, page 1, lines 9-10). ( I think, the cause is the cell

phone. I use to play Mobile Legends and watch videos on youtube, so yeah.)

Another sentiment from our informant who is fond of watching tv shows. As

stated below:

Ang experience nako kay kanang kuan na siya malate ko permi bisa’g duol ra ko, bisan

pag pagka high school nako, ug one of the reasons kay ang TV ginahulat man gud nako ang

PBB unya gabie naman kay na ug isa pud kay online games. If nay quiz kay permi jud ko mag

attempt ug panundog or mangutana kung unsaon na siya kay dili man musulod sakong utok

maong sige ko’g pagsinamok sakong classmate, pero dili man nuon siya everyday kay naa man

koy stock knowledge. (Jan,KII 9, Transcript 9, page 8-9, lines 3-4). (My experience is I always go

to school late since high school even though our house is near to our school. One of the reasons

also is the television, I always wait for Pinoy Big Brother even if it is late night and also I am

fond of playing online games. If there's a quiz, I use to copy answers or ask questions on how to
 53

do such because my brain can't contain all the information the reason why I always annoy my

classmates but it is not every day, because I have stock knowledge.)

Health Condition. It is also said from the previous sentiments that it also affects when

students have health problems, especially in the eyes and body. How about those who were

diagnosed?

Table 3. Third Emerging Theme: Students' health state brought by not getting enough sleep.

______________________________________________________________________________

Indicators Emerging Theme

______________________________________________________________________________

 Pale skin and skin problems may be observed. Health condition

 Poor eyesight due to radiation and lack

of light during night.

 Headache that caused by consecutive

nights lack of sleep.

______________________________________________________________________________

Having health problems, maglisud ug gukod sa klase tungod sa kalutaw ug ma late.

(Adonee , KII 2, Transcript 2, page 2, lines 81-82). (Having health problems, it is hard to go to

class because you can't pay attention well and I always came late.)
 54

Having a proper rest during night is something that students should do. They are

tired throughout the whole day in school and it should be a reward for their body to rest early as

possible.

Oftentimes, I become more forgetful. I have a pale appearance and can’t perform

well in school. I get poor interaction with my peer. Thus, I am mentally, physically, and socially

affected. (Claire, KII 6, Transcript 6, page 1, lines 9.)

Okaay as a student akong mga challenges jud pag irregular akong pagtulog

pagkaugma is malate ko kay syempre layo ang amoa then everyday baya ko uli2 then tibuok

adlaw jud kapoylawas, way gana maminaw sa mga teachers. Basta wad-an jud ko’g gana sa

tanan. Kapoy permi then usahay dili ko kakaon ug pamahaw kay tungod late na kayo so

magdali-dali jud. (Princess, KII 9, Transcript 9, page 2, lines 34-35). (Okay, as a student, the

challenges after having an irregular sleeping pattern is the on the following day. I always came

late because my home is far from school and traveling is my daily pattern. The whole day, I'm

very tired, I don't have guts to listen to my teachers. I lost interests in all aspects, it seems that I

am always tired. Sometimes, I can't also have my breakfast because I am in hurry no to be late.

Some of the statements are from other emerging themes because they also answer such in

here.

It briefly says that having irregular sleeping pattern affects students' performance in

school. It also concludes that it is caused by external factors the reason why they can't sleep on

the right time. It is just a matter of time management and recreation balance. It is important to

weigh school and home.

The coping mechanisms of SHS students in their irregular sleeping pattern.

 55

Coping mechanisms are subjected. The students try to be better in order to have regular

sleeping pattern and avoid difficulties and struggles in school. These themes are used for them to

comprehend.

Time schedule organization. One of the most important mechanism to be observed is to

have proper time management. This will result to a successful sleeping pattern.

Table 3. First Emerging Theme: Time schedule organization.

______________________________________________________________________________

Indicators Emerging Theme

______________________________________________________________________________

 Free time that can help cope their sleep. Time schedule organization

 Time management.

______________________________________________________________________________

For me also as a SHS student, I've also experienced irregular sleep tungod sa mga

activities, homeworks na grabe ka hasul ug kahago. Imbis mag alarm ko'g sayo sa buntag dili

nako kamata kay sa grabe sa kakapoy. Pero ang ginahimo nako para maovercome siya is

minimize lang sa mga buhaton para maiwasan ang bilar. Then dapat mag set na ug time para

ana nga buhatunon in short dapat naay sched every assignments. (Ethel, KII 1, Transcript 1,

pages 4-5, lines 8-15). ( For me, as a Senior High School student, I've also experience irregular

sleep due to many activities and homework that is very tiring and consuming. Even though I

have my alarm, I still can't wake up because I am very tired. What I did to overcome this is I

minimize all my works to sleep early. I should also set time or schedule for all my works.)
 56

The respondent has an instinct that all our activities will be always scheduled or planned

ahead of time.

If naay time or maybe dapat di naka mag cramming dapat i organize na akong time para

pagka gabie, kay tarung na ang tulog. (Jan, KII 10, Transcript 10, pages 18-19, lines 1-6). (If

there is a time, maybe I will not cram. I should organize my time in the morning so that I will

have a good sleep during the night.)

Effective methods. There are methods from our respondents on how to maintain and to

have a well feeling or condition.

Table 3. First Emerging Theme: Effective method.

______________________________________________________________________________

Indicators Emerging Theme

______________________________________________________________________________

 Reduced tasks to help students’ physical Effective methods

and emotional state.

 Healthy lifestyle must be maintained to

be always ready in any circumstances.

______________________________________________________________________________

We sleep on our free time especially in the afternoon, where we are not busy anymore.

Also, by taking a nap. (Adonee, KII 3, Transcript 3, pages 8-9, lines 1-4.)

Some respondents also added that:Mga mechanics nako eat 3 times a day don't skip meal

(kung wala ko kapamahaw mubawi jud ko hinuon if naa nako sa school hehe) then drink water 8

kabaso. Bitaw we need to galaw galaw always para gana2 checka2 with friends and classmates.
 57

Bahalag hastang kapuya basta ang importantr kaon lang ta'g tarung para dili maunsa.

(Princess, KII 5, Transcript 5, pages 11-12, lines 1-5). (My mechanics are, eat three times a day

and if possible. I don't skip meals and drink eight glasses of water. We need t be active like

socializing with friends and classmates. Even though it is tiring, the most important thing is to

eat properly to be safe.)

The coping mechanisms for me is to avoid so much stress and be responsible of spending

time to take care of yourself. (Angie, KII 11, Transcript 11, pages 20-21, lines 2-4.)

Essential techniques. These are the techniques that some of our respondents made

just to avoid struggles. They also provided scenarios on how they will have fixations. Some of

these are personally made by them.

Table 3. First Emerging Theme: Essential technique.

______________________________________________________________________________

Indicators Emerging Theme

______________________________________________________________________________

 Alternative ways students used to Essential techniques

derive their sleepiness.

 Things to be avoided to get enough rest.

______________________________________________________________________________

The best solution is a great day to rest. Then teachers will lessen their

performance/assignments given and give students a day to rest because students got stress

whenever they had a lot of things to finish that may lead to lack of sleep, depression, fatigue and

suicide. (Kyla, KII 2, Transcript 5, pages 6-7, lines 1-5.)

 58

This respondent also insisted that:

Maybe mag-iwas na'g gamit ug gadgets before magsleep. (Nicey, KII 4, Transcript 4,

pages 9-10, line 1-2). Maybe I should also stay away from my gadgets before going to sleep.)

Some also highlighted the innermost importance of sleep.

Instead of sleeping during classes, I am really trying to keep myself awake and just sleep

afternoon after classes. (Claire Ann, KII 6, Transcript 6, pages 13-14, lines 1-4.)

Matulog ini'g ka free time, pero dili man kay siya as in effective kay saba ang palibut so

magkaon nalang ko. (Eugene, KII 7, Transcript 7, pages 14- 15, line 1). ( I will sleep during free

times but it is not really effective because of the noise that surrounds that is why I choose to eat.)

Bawi ug tulog during the day kanang mag nap ka sometimes makatulog ka during class

maong low imong performance. (Jhessabel, KII 9, Transcript 9, pages 16-17, line 1). ( I will try

to steal time to sleep or take a nap but sometimes I fall asleep during class the reason why my

performance is low.)

Irregular sleeping pattern is one of the most talked issue nowadays. Students who are the

most affected in this phenomenon are trying to cope and try their best to avoid such. It is up to

the person if he or she will let himself or herself drown by the external factors that makes them

sleep during late night.

 59

CHAPTER V

DISCUSSIONS

This study discusses about the irregular sleeping patterns of the Senior High School

Students. It plays a major role to students who are experiencing unusual body clock on how they

will cope with the scenarios that might be happen or occur. The importance of this study is also

to remind them on how to balance and manage time wisely. Time runs fast and we should also

keep ourselves in the running.

As foreseen on the previous chapter, different data were gathered from each participant in

this study. Each answer is carefully transcribed, analyzed, grouped and clustered to form an

emerging theme that would best describe to the outcomes of this study.

Based from the results, students' academic performance said to be the most pointed out

reason. It affects students' performance once they have an irregular sleeping pattern. According

to Curcio, Ferarra, and Gennaro (2006) several studies have highlighted the relationship between

sleep, learning and memory processes, an in-depth analysis of the effects of sleep deprivation on

student learning ability and academic performance would appear to be essential. Students of

different education levels (from school to university) are chronically sleep deprived or suffer

from poor sleep quality and consequent daytime sleepiness. Curcioa et al. (2006) mentioned in
 60

their study that sleep quality and quantity are closely related to student learning capacity and

academic performance. Sleep loss is frequently associated with poor declarative and procedural

learning in students. Memory process are fundamental in school achievement in school

achievement and academic performance, particularly in individuals like children and adolescents

who are in a particular developmental phase. Several studies showed that good sleep have many

beneficial effects on memory functioning in animals and humans. Sleep may play an important

an important role in learning and memory and it has a relevant facilitating role in learning and

memory processes.

As an indirect link between sleep and academic performance, it was shown that students

with shorter sleep, fewer nights awakenings, later school rise times, and earlier rise times on

weekends reported with higher GPA while students with lower grades reported with increased

day time sleepiness, also as a consequence of shorter sleeping nights. Several studies also

indicate that poor sleep results to poorer school achievement, greater tendency to fall asleep in

school and have difficulties in concentration and in focusing. Children without difficulty getting

up displayed more achievement motivation. It is also pointed that working memory is necessary

in several aspects of daily behavior, such as learning, reasoning, language comprehension and

acquisition of reading ability. (Curcioa et al. 2006)

There are many causes as to why sleep deprivation occurs in college students. In a study

done by Ahrberg and his colleagues (2012), they found that different modes of stress affect the

circadian sleep rhythms of the students. Of these modes of stress, stress from work and school

are the most prevalent. A working student can feel stress from going to school, then working too

hard at their job, and then having to come home to do more schoolwork until the early hours of

the day. Students who do not have a job may also feel the same stresses as working students if
 61

they spend too much time procrastinating and have to spend time working on schoolwork until

the early morning as well. Ahrberg and his colleagues (2012) also state that as a result of

sleeping this late, sleep deprivation acts as another stressor on the student.

Factors like activities and entertainment addiction also contributed as one of the

challenges SHS students had shown.

The cellphone is a ubiquitous item in the lives of most people. In the world today, there

are approximately 6 billion cellphone subscriptions, which represent about 86% of the world’s

population (Associated Press, 2012). Along with the growth of cellphone use and indications of

cellphone addiction among university students is an increase in stress (Kingkade & Novotney,

2015). Studies, jobs, finances, extracurricular activities, and the need for some students to adjust

to a new culture are all sources of stress for students (Coughlan, 2015; Divaris et al., 2014; Wei,

Liao, Heppner, Chao, & Ku, 2012). However, academic stress is a more specific form of stress

that afflicts many university students (Kingkade & Novotney, 2015). With the increase in

cellphone addiction, there may be a relationship between cellphone addiction and academic

stress. Academic stress has major implications for student retention and dropout intention (Elias

et al. 2011). Results that indicate the impact of cellphone addiction and academic stress can

provide students, teachers and administrators information on how to deal with cellphones in the

learning environment. One problem with this addiction is a loss of self-control, as people feel

compelled to perform a behavior even to their own detriment (Roberts et al., 2014). Brody

(2014) pointed out schoolwork can suffer when media time infringes on reading and studying.

And the sedentary nature of most electronic involvement — along with televised ads for high-

calorie fare — can foster the unhealthy weights already epidemic among the nation’s youth.
 62

Loss of sleep is also a symptom of cellphone addiction (Sahin et al., 2013). This loss of

sleep is actually felt more by college sophomores and people who use their cellphone more than

5 hours per day (Sahin et al., 2013). McAllister (2011) found that 75% of university students

sleep next to their phones. Constant access to a cellphone makes it tempting to use it at times

when other activities should be taking place, such as sleeping. Combining a loss of sleep from

cellphone addiction with the rigors of academic life could lead to a stressful situation for many

students. Roberts et al. (2014) found that addiction to one’s cellphone can negatively influence

academic performance as students’ concentration in class declines because of cellphone use and

disrupts their studies outside of class. Such constant use of a cellphone for nonacademic

purposes during class leads to questioning the students’ ability to participate in class activities.

Without active engagement in the learning experience, students may be unprepared for

summative assessments, which could lead to academic stress. Women see cellphones as a way of

maintaining relationships while men see cellphones as tool for entertainment (Junco & Cole-

Avent, 2008; Junco, Merson, & Salter, 2010). In either case, such a time commitment to

cellphone use takes away time for other activities such as the various academic responsibilities

that university students have.

Academic stress is a student’s perception of the pressure they face, time constraints to

complete assignments, academic workload, and their academic self-perception (Bedewy &

Gabriel, 2015). Symptoms of academic stress include anxiety, depression, decrease exercise,

changes in eating habits, and sleep disturbance (Backović et al.,2011). There are several other

factors that influence academic stress. The quality of the teacher-student relationship plays a role

in influencing academic stress with positive relationships leading to a decrease in academic

stress (Banks & Smyth, 2014). The type of marking system plays a role as well with a pass or
 63

fail systems considered to be less stressful than a GPA system (Ali et al., 2015). Lastly, gender

and class have been found to be moderators of academic stress (Backović et al., 2012; Elias et

al., 2011). The academic stress students experience also affects many different areas

psychologically. For example, academic stress affects intrinsic motivation (Liu, 2015). In

addition, stress from academics has also been found to reduce satisfaction, perceptions of self-

worth, and self-efficacy (Lee & Jang, 2015; Liao & Wei, 2014; Sarma, Payakkakom, & Kurpius,

2012). Lastly, academic stress has been found to be related to academic performance (Pozos-

Radillo, Preciado-Serrano, Acosta-Fernandez, Aguilera-Velasco, & Delgado-Garcia, 2014;

Schraml, Perski, Grossi, & Makower, 2012). In general, as stress increases performance

decreases. However, caution must be made in eliminating stress. It has been found that moderate

amounts of stress improve performance (Sanders, 2013). Therefore, understanding stress and

controlling it would benefit the academic performance of many students.

Douglas et al. (2006) mentioned that the internet addiction is an individual’s inability to

control their internet use, which in turn leads to feelings of distress and functional impairment of

daily activities. Grohol (2005) stated that the sociability of the internet is responsible for the

excessive amounts of time individuals spend having real-time interactions through e-mail, chat,

online games, etc. The fascination with internet addiction is due to emotional, physiological, and

social consequence. (DeAngelis, 2000) Online social network sites (SNSs) (Facebook, Twitter,

Instagram, etc.) are familiar to most people, as more than one billion of us use one or more of

these on a regular basis. Excessive and compulsive online social networking behavior has

recently been suggested as a behavioral addiction. (Andreassen, 2015). One of the causes of

sleep deprivation among students is they spend much more time social networking than was

initially intended, feeling an urge to use social network more and more in order to attain the same
 64

level of pleasure (tolerance). They use SNSs in order to reduce feelings of guilt, anxiety,

restlessness, helplessness, and depression, in order to forget about personal problems (mood

modification. If prohibited from SNSs, addicts typically become stressed, restless, troubled, or

irritable, and feel bad if they cannot engage in social networking (withdrawal). They do not heed

the advice of others to reduce time spent social networking (Andreassen, 2015).

Respondents are also dependent on social media accounts like facebook, twitter, and etc.

(Andreassen, 2015) mentioned that SNS addiction may create significant emotional problems.

As with other addictions, the person often becomes addicted to the behavior as a relief from

negative feelings of discomfort and stress. In short, SNS addicts engage in social networking to

gain control, but become controlled by their social networks. SNS addicts may also use social

networking as a means by which to stay disconnected from their own feelings. Thus, SNS

addicts are unable to detach themselves from SNSs despite realizing their destructive impact, and

might experience anxiety if they stop social networking. This may result to sleep deprivation in

students.

Teens and adolescents often face difficulties at school if sleep deprived. School

can be demanding and sometimes one needs to stay up late for doing projects or other

assignments. They stay up late finishing mandatory assignments and wake up early to go to

school. The average amount of sleep they may get during the week can be as little as 4-5 hours

per night. They feel tired during the lessons and nothing seems to be staying in mind. They just

want to go home and take a nap which leads later to the late-night studying. This is not so

uncommon cycle among the students. School is now more demanding than ever before and it

contributes to the sleep deprivation. The problem is not only in poor performance at school but
 65

also outside of school; on the roads (drowsy driving), at home, with friends etc. (School related)

sleep deprivation contributes to several mental and physical health problems (Richter, 2015).

In a similar study done by Kelly, W. and two other colleagues (2001), they also found

that sleep deprivation greatly affects a student’s ability to perform well in their classes. This is

evident through the students’ GPA’s. Kelly and colleagues reported that people who slept 9

hours or more in a 24-hour period had significantly higher GPA’s than short sleepers who sleep 6

hours or less in a 24-hour period. These short sleepers also tended to show signs of anxiousness,

were less creative, more neurotic, and more prone to hallucinate as well (Kelly, Kelly, &

Clanton, 2001).

As with other functions of the body, sleep cannot be localized to just one part of the

brain. Its control mechanisms are entrenched at every level, starting with the 8 cells. The same

mechanisms that control autonomic functions, cognition, behavior, arousal and motor functions

are all involved with the process of sleep. The 24-hour sleep/wake cycles, called circadian

rhythms, developed as a response to the 24-hour astronomical cycle that all living things are

exposed to (Pace-Schott & Hobson, 2002). The circadian system helps the body cycle through

these phases. This system includes the retina, suprachiasmatic nuclei (SCN), the

retinohypothalamic tract and the pineal gland.

Health condition is greatly affected as the respondents said in their interview. Poor

eyesight and headaches are one of the examples the students had given. According to Maas (nd)

almost all teen-agers, as they reach puberty, become walking zombies because they are getting

far too little sleep and insufficient sleep has also been shown to cause difficulties in school,

including disciplinary problems, sleepiness in class and poor concentration. Carskadon (2000)
 66

stated that in addition to needing more sleep, adolescents experience a "phase shift" during

puberty, falling asleep later at night than do younger children. Researchers long assumed that this

shift was driven by psychosocial factors such as social activities, academic pressures, evening

jobs and television and Internet use. In the past several years, however, sleep experts have

learned that biology also plays a starring role in adolescents' changing sleep patterns. Changes in

adolescents' circadian timing system, combined with external pressures such as the need to

awaken early in the morning for school, produce a potentially destructive pattern of early-

morning sleepiness in teen-agers. The cumulative effects of sleep loss and sleep disorders have

been associated with a wide range of deleterious health consequences including an increased risk

of hypertension, diabetes, obesity, depression, heart attack, and stroke.

Colten et al., (2006) states that the majority of people with sleep disorders are yet to be

diagnosed. Compared to healthy individuals, those suffering from sleep loss and sleep disorders

are less productive, have an increased health care utilization, and have an increased likelihood of

injury. In addition to short sleep duration, reduced sleep quality is also associated with appetite

control. The present study examined the effect of sleep fragmentation, independent of sleep

duration, on appetite profiles and 24h profiles of hormones involved in energy balance regulation

(Gonnissen et al., 2012). During the last decade, the prevalence of obesity has increased

worldwide to epidemic proportions. Obesity is considered to be a major health problem, as it is

associated with type 2 diabetes, CVD and certain cancers. Efforts to understand the causes of

obesity have focused on a positive energy balance that occurs when energy intake exceeds

energy expenditure. The observation of a rapid decline in sleep duration parallel to the rapid rise

in body weight has drawn attention to sleep deprivation as another possible contributor to a

positive energy balance and therefore sleep may be a factor in the aetiology of obesity. Sleep
 67

restriction may also affect glucose and insulin metabolism. Sleep restriction to only 4h of sleep

reduced glucose tolerance relative to sleep recovery of 12h of sleep. and reduced insulin

sensitivity relative to normal sleep duration of 8·5h of sleep. Human sleep is not a homogeneous

state but is composed of rapid-eye movement (REM) sleep and non-REM sleep.

On the other hand, there are many causes as to why sleep deprivation occurs in high

school and college. In a study done by Ahrberg and his colleagues (2012), they found that

different modes of stress affect the circadian sleep rhythms of the students. Of these modes of

stress, stress from work and school are the most prevalent.

Time schedule organization is one of the coping mechanism SHS students applied.

Through this they can maximize their time during morning as a result they can sleep early in

night or they can get nap during their free time.

Students' time is a limited resource. Like other limited resources, time can be more or less

effectively managed (Bliss et al., 1976). According to Rowh (2004) the advantages associated

with effective time management in education are reportedly numerous and form difficult

problem of many advisory. Poor time management practices – such as not allocating time

properly for work assignments, cramming for exams, and failing to meet deadlines set by

academic staff – are frequently cited as a major source of stress and poor academic performance

(Gall et al., 1988). In addition, empirical evidence suggests that effective time management is

associated with greater academic achievement (Britton et al.,1996). Costa et al., (2006)

mentioned that time management is a set of habits or learnable behaviors that may be acquired

through increased knowledge, training, or deliberate practice. Crede and Kuncel (2008) suggest

that the relationship between personality and academic performance is mediated by study

attitudes and habits such as time management practices. Under this conceptualization, the link
 68

between conscientiousness and achievement is due to the behavioral expression of

conscientiousness in the form of habits and behaviors that benefit learning.

According to Lovato and Lack (2010) napping in free time reduce sleepiness and

improve cognitive performance. The benefits of brief (5–15 min) naps are almost immediate

after the nap and last a limited period (1–3 h). Longer naps (>30 min) can produce impairment

from sleep inertia for a short period after waking but then produce improved cognitive

performance for a longer period (up to many hours). A nap is commonly referred to as a ‘short

sleep’, more specifically asleep which is distinct from and substantially shorter than an

individual’s normal sleep episode (Dinges, 1989). In the results students had said that napping in

free time really help them to cope their late-night wakes. Lovato and Lack (2010) added that

those who regularly nap seem to show greater benefits than those who rarely nap.

For many individuals, napping offers a practical solution to reduce sleepiness. Naps taken

for this reason are referred to as replacement or compensatory naps. This type of napping

strategy is common among shift workers, students, individuals suffering from sleep disorders

associated with excessive day time sleepiness and those who have a restricted main sleep episode

(Dinges, 1992; Dinges et al., 1981). The benefits of napping have been well established and can

be utilized in many situations to minimize sleepiness and regain alertness. (Anthony and

Anthony, 2005; Signal and Gander, 2002). The use of napping is also recommended for trans-

meridian travel to allow the biological clock to adapt en route (Kerkhof,2009).

Respondents said that one of the effective methods to cope their irregular sleep is to

reduced the tasks to keep their physical and mental state stable. Some respondents said that even

if they do not get enough sleep they must have to maintain their healthy lifestyle.
 69

It is not easy for people especially students to maintain healthy lifestyle. Several barriers,

both within individuals and within their physical and social environment, can hamper the

possibilities to make such healthy choices. (Nutbeam, 1998). However, even if environments are

supportive, making healthy choices will be rather difficult if people do not feel in control over

their environment and over their personal circumstances (WHO, 1986). Respondents said that

teachers should reduce their task to help their physical and emotional state.

Maas (2001) stated that insufficient sleep has also been shown to cause difficulties in

school, including disciplinary problems, sleepiness in class and poor concentration. In the past

two decades studies have shown that teen-agers require considerably more sleep to perform

optimally than do younger children or adults. Starting around the beginning of puberty and

continuing into their early 20s, Carskadon and colleagues have shown, adolescents need about

9.2 hours of sleep each night, compared with the 7.5 to 8 hours that adults (Maas, 2001). In this

statement it is shown that teenagers need more sleep in their body because adolescents

experience a "phase shift" during puberty, falling asleep later at night than do younger children.

Researchers long assumed that this shift was driven by psychosocial factors such as social

activities, academic pressures, evening jobs and television and internet use (Carskadon, 19997).

Respondents used essential techniques to cope their irregular sleep. One of this is to

avoid things that can derive their sleep. Gadgets and online social network sites are the examples

that the respondents gave that they need to avoid. According to Andreassen & Pallesen (2015)

chemical and behavioral addictions have seven core symptoms in common: salience, tolerance,

mood modification, conflict, withdrawal, problems, and relapse. Excessive and compulsive

online social networking behavior has recently been suggested as a behavioral addiction.

Andreassen & Pallesen (2015) defined define social networking sites addiction as being overly
 70

concerned about SNSs, to be driven by a strong motivation to log on to or use SNSs, and to

devote so much time and effort to SNSs that it impairs other social activities, studies/job,

interpersonal relationships, and/or psychological health and well-being. This explains why

teenagers in today’s generation cannot control or avoid their social networking sites.

Respondents said that they look for alternative ways that can derive their sleepiness. One

of the examples, is eating. Gonnissen et al., (2012) mentioned that in addition to short sleep

duration, reduced sleep quality is also associated with appetite control. Sleep restriction was

associated with increased hunger and appetite, especially for energy-dense foods with high

carbohydrate content. Sleep restriction may also affect glucose and insulin metabolism. Sleep

deprived people tend to gain weight because of these factors.

Implication for Further/Future Research

In this study, we, the researchers exerted our efforts to find all the necessary information

to adequately address the questions in hand. We collected the information needed by asking the

participants concerning their struggles in their irregular sleep, and the coping mechanisms they

used to cope this problem. We believe that with the answers that arose form the interview made,

were meant to bring impact to policy implementation as well as an open avenue to further

research.

The results of the study strongly imply that academic performance and health are greatly

affected due to sleeping irregularly. Sleeping irregularly was caused by the activities, lifestyle

and as well as addiction to online games, tv shows, social media and etc. Because of this the
 71

system in the body that controls when to sleep and to wake up was destroyed that leads students

to become late in school.

Evident in the results are the many struggles that senior high school students encounter

when getting not enough of sleep. It would be best that students not only just senior high school

would follow the mechanisms that participants said. Sure enough, this research paper can be used

as a stepping stone by scholars, critics, and researchers to go deeper and see the bigger picture in

understanding the struggles that were faced by students.

Overall, the study implied the experiences of the SHS students in their irregular sleeping

pattern. The senior high school students’ struggles contribute to their maturity and realization to

put a strategy to cope their problem. Their insights can greatly help other students. Positively,

future researchers will continue to challenge their minds and improve this study.

Concluding Remarks

According to Merriam-Webster (2005), sleep is to rest the mind and body by closing the

eyes and become unconscious. It is one of the essential things a person needs especially students

to properly comprehend the lessons in school.

Irregular sleep is common problem to young adults because of the different factors that

affect their time to sleep. When students experienced this problem, they will suffer to wake up

because they do not get enough sleep, and in school they cannot properly focus on the lessons

and tasks.

To avoid the instances of getting not enough sleep, senior high school students use time

management strategy to balance their time and to avoid procrastination in terms of submitting the
 72

home works and projects. Also, one of the best strategies is to avoid gadgets and other

unnecessary entertainment that can kill time.

Senior high school students are greatly affected of irregular sleep because of their

lifestyle choice, load of projects or home works, and activities. In light of all these, discipline is

the great aspect that can help them. Discipline in avoiding the unnecessary things and discipline

in making the works done at early time.

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APPENDICES
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APENDIX A

(Sample Questionnaire)
 84

APENDIX B

(Letter of Permission to Conduct the Study)

 85

APPENDIX C

(Certificate of Editing)
 86

APPENDIX D

(Participants Information Sheet)

 87

APPENDIX E

(Letter to the Parents)

 88

APPENDIX F

(Parental Concepts)
 89

APPENDIX G

(Interview Transcripts)
 90

TABLES
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TABLE A

(Significant Statements and Formulated Meanings)

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Significant Statement and Formulated Meanings

SIGNIFICANT CODE FORMULATED

STATEMENT MEANINGS

RESEARCH Question 1. What are the challenges of the SHS students that experienced

irregular sleeping patterns?

Kasagaran struggles/ Ethel, KII 1, Transcript 1, Coming late to school is one

challenges sa mga SHS page 1, lines 5-7. of the struggles she faces

kasagaran ma late ug pag every day.

arrive saskwelahan kay

tungod sa mga activities

nagrabe ka hago. Mag lead

pud siya into stress.

Having health problems, Adonee , KII 2, Transcript 2, Lack of sleep leads to health

maglisud ug gukod sa klase page 2, lines 81-82. problem and gives hard time

tungod sa kalutaw ug ma late to catch-up class.

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I think ang cause is Nicey, KII 3, Transcript 3, Cell phones do have a great

cellphone. Kay I play ML page 1, lines 9-10. part of this irregular sleeping

man gud and I always tan-aw pattern because of online

youtube so yeah. games and etc.

Okaay as a student akong Princess, KII 4, Transcript 4, Indisposed is what she

mga challenges jud pag page 2, lines 34-35. actually feels when she

irregular akong pagtulog experienced the irregular

pagkaugma is malate ko kay sleeping. She cannot

syempre layo ang amoa then concentrateand doesn’t want

everyday baya ko uli2 then to cooperate with everything.

tibuok adlaw jud kapoylawas,

way gana maminaw sa mga

teachers. Basta wad-an jud

ko’g gana sa tanan. Kapoy

permi then usahay dili ko

kakaon ug pamahaw kay

tungod late na kayo so

magdali-dali jud.

Oftentimes, I become more Claire, KII 5, Transcript 5, She lacks of energy and

forgetful. I have a pale page 1, lines 9. became forgetful because she

appearance and can’t does not have enough sleep.

perform well in school. I get

poor interaction with my

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peer. Thus, I am mentally,

physically, and socially

affected.

Wala koy gana maminaw sa Eve, KII 6, Transcript 6, page Eyes may be affected for it

maestra or maestro then 3, lines 122-123. did not get enough rest.

sigera’g luha akong mata imagining for comfortable

sige lang pud ko’g imagine sleeping place due to lack of

ug kama nga comfortable sleep.

tulugan.

Kulang ka’g tulog so Eugene, KII 7, Transcript 7, Feels tired for the whole day

magluya ka during sa klase. page 1, lines 29-30. that can affect his

Kapoy imong lawas whole participation in class.

day.

Tungod sa procrastination Jhenessa, KII 8 Transcript Due to procrastination she

nga nahitabo wala nako KII 8, page 3, lines 10. works her tasks late at night

gihimo during morning nga because she did not use her

naa pakoy free time unya free time to finish all the

gibuhat nako siya during works.

sleeping hours pwede sad

daghan kayo ang task unya

dili sapat ang day maong

mag tiwas sa gabie na..

Ang experience nako kay Jan KII 9, Transcript 9, page One of the reasons why he
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kanang kuan na siya malate 8-9, lines 3-4. always came late to school is

ko permi bisa’g duol ra ko, because of the late-night

bisan pag pagka high school shows and online games. If

nako, ug one of the reasons there are quizzes he will

kay ang TV ginahulat man attempt to cheat and ask for

gud nako ang PBB unya answers because he cannot

gabie naman kay na ug isa concentrate.

pud kay online games. If nay

quiz kay permi jud ko mag

attempt ug panundog or

mangutana kung unsaon na

siya kay dili man musulod

sakong utok maong sige ko’g

pagsinamok sakong

classmate, pero dili man

nuon siya everyday kay naa

man koy stock knowledge.

Kanang mag sige ka’g ka Jay KII 10, Transcript 10, He always came late to

late, maglabad ang ulo, lami page 69, line 5- 7. school. Always suffer

kay sige’gtulog , kung nay headache and “lamimatulog”.

pangutana ang teachers dili If the teachers ask questions

dayun katubag kay lutang he cannot respond.

kaayong utok, wala kayoy

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musulod sakong utok ug

magsakit ang akong mata.

SIGNIFICANT STATEMENT CODES FORMULATED

MEANINGS

Research Question 2: What are the coping mechanisms of SHS students that experienced

irregular sleeping pattern?

For me also as a SHS student, I've Ethel, KII 1, Setting schedule is really

also experienced irregular sleep Transcript 1, pages 4- important so you can manage

tungod sa mga activities, homeworks 5, lines 8-15 your time.

na grabe ka hasul ug kahago. Imbis

mag alarm ko'g sayo sa buntag dili

nako kamata kay sa grabe sa

kakapoy. Pero ang ginahimo nako

para maovercome siya is minimize

lang sa mga buhaton para maiwasan

ang bilar. Then dapat mag set na ug

time para ana nga buhatunon in

short dapat naay sched every

assignments.
 97

The best solution is a great day to Adonee, KII 2, Teachers may give students

rest. Then teachers will lessen their Transcript 2, pages 8- some rest by reducing the

performance/assignments given and 9, lines 1-4. projects and school works.

give students a day to rest because

students got stress whenever they

had a lot of things to finish that may

lead to lack of sleep, depression,

fatigue and suicide.

We sleep on our free time especially Nicey, KII 3, Sleeping on free time helps

in the afternoon, where we are not Transcript 3, pages 9- them cope with the problem.

busy anymore. Also by taking a nap. 10, line 1-2.

Maybe mag-iwas na'g gamit ug Princess, KII 4, Using of cellphones before

gadgets before magsleep. Transcript 4, pages sleeping should be avoided.

11-12, lines 1-5.

Mga mechanics nako eat 3 times a Claire Ann, KII5, Healthy lifestyle must be

day don't skip meal (kung wala ko Transcript 5, pages maintained to be always ready

kapamahaw mubawi jud ko hinuon if 13-14, lines 1-4. in any circumstances.

naa nako sa school hehe) then drink

 98

water 8 kabaso. Bitaw we need to

galaw galaw always para gana2

checka2 with friends and classmates.

Bahalag hastang kapuya basta ang

importantr kaon lang ta'g tarung

para dili maunsa.

Instead of sleeping during classes, I . Eve, KII 6 , Sleeping after all classes is her

am really trying to keep myself Transcript 6, pages way of getting rest so that at

awake and just sleep afternoon after 14- 15, line 1. the same time she can cope up

classes. with the topic.

Matulog ini'g ka free time, pero dili Eugene, KII 7, Although he sleeps on his free

man kay siya as in effective kay saba Transcript 7, pages time, still it doesn't work that's

ang palibut so magkaon nalang ko. 16-17, line 1. why eating is his way to forget

the sleepiness.

Bawi ug tulog during the day kanang Jhenessa, KII 8, Taking nap specially on free

mag nap ka sometimes makatulog ka Transcript 8, pages time helps her.

during class maong low imong 18-19, lines 1-6.

Lack of sleep causes to low
performance.
performance.

If naay time or maybe dapat di naka Jan, KII 9, Transcript Avoid procrastinating and

mag cramming dapat i organize na 9, pages 20-21, lines organize things.

akong time para pagka gabie ,kay

 99

tarung na ang tulog. 2-4.

The coping mechanisms for me is to Jay, KII 10, Transcript Act responsibly and manage

avoid so much stress and be 10, pages 20-21, lines your time properly so you still

responsible of spending time to take 2-4. have time of taking care of

care of yourself. yourself.

 100

TABLE B

(Formulated Meanings and Clustered Themes)

Formulated Meanings Cluster of Themes

The students come late to school. Students’ attitude and behavior in class

Students tend to forget lessons due to lack of when they don’t get enough sleep.

sleep.
 101

Feeling exhausted for the whole day in

school.

Lack of energy that can affect comprehension

and participation in class.

Lack of interest to teachers.

Procrastination of home works and projects Students’ entertainment and tasks that

that were done during night. were done late night.

Addiction of online games and late tv shows.

Too many tasks that are given and time is not

enough.

Poor eyesight due to radiation and lack of Students' lack of sleep due to health

light during night. problems.

Headache that caused by consecutive nights

lack of sleep.

Pale skin and skin problems may be observed.

Formulated Meanings Cluster of Themes

Research Question 2: What are the coping mechanisms of SHS students that experienced

irregular sleeping pattern?

 102

Sleeping on free time helps them cope with the Free time that can help cope their sleep.

problem.

Sleeping after all classes is her way of getting

rest so that at the same time she can cope up

with the topic being discussed.

Avoid procrastinating and organize things. Time management.

Act responsibly and manage your time properly

so you still have time of taking care of

yourself.

Teachers may give students some rest by Reduced tasks to help students physical and

reducing the projects and school works. emotional state.

Healthy lifestyle must be maintained to be Healthy lifestyle must be observed.

always ready in any circumstances.

Although he sleeps on his free time, still it Alternative ways students used to derive

doesn't work that's why eating is his way to their sleepiness.

forget the sleepiness.

Using of cellphones before sleeping should be Things to be avoided to get enough rest.

avoided.
 103

CURRICULUM VITAE
 104

I. Personal Information

Name : Marilito T. Limbo

Age : 18

Father's Name : Merlito D. Limbo

Mother's Name : Cherrylyn T. Limbo

Home Address : Harada Padada Davao Del Sur

Date of Birth : June 9, 2000

Nationality : Filipino

Religion : Roman Catholic

Civil Status : Single

Contact Number : 09099544017

E-mail Address : [email protected]

II. Educational Attainment

Primary : A.T.O School of Padada

 105

Secondary : Notre dame of Tulunan

Senior High : Cor Jesu College. Inc,

Track/Strand : ABM

III. Membership Organization

Position Organization Inclusive Years

Member English Club 2018-2019

Member Marketing Association 2018-2019
 106

I. Personal Information

Name : Johnston Y. Sionosa

Age : 18 years old

Father’s Name : Enrique jr. S. Sionosa

Mother’s Name : Veronica Y. Sionosa

Home Address : Doña Aurora 3rd Digos City

Date of Birth : February 19, 2001

Nationality : Filipino

Religion : Roman Catholic

Civil Status : Single

Contact No. : 09391802940

E-mail address. : [email protected]

II. Educational attainment

 107

Primary. : RamonMagsaysayCentral
ElementarySchool

Secondary : Digos City National High School

Senior High : Cor Jesu College of Digos

III. Membership Organization

Position Organization Inclusive

Years

Vice Chairman Association of Arts Appreciation 2018-2019

Member Marketing Association 2018-2019

 108

I. Personal Information

Name : Angelie O. Tanio

Age : 16

Father's Name : Angelito Tanio

Mother's Name : Leonora Tanio

Home Address : Campo 3, Kapatagan Digos City, Davao del Sur

Date of Birth : December 04, 2001

Nationality : Filipino

Religion : Iglesia sa Dios

Civil Status : Single

Contact Number : 09075557376

E-mail Address : [email protected]

II. Educational Attainment

Primary : Necencio A. Isidro Elem. School

Secondary : Kapatagan National High School

Senior High : Cor Jesu College. Inc,

Track/Strand : ABM

III. Membership Organization

 109

Position Organization Inclusive

Years

Member Science Club 2018-2019

Member Marketing Association 2018-2019

 110

I. Personal Information

Name : Alleah Mae D. Villahermosa

Age : 16

Father's Name : Alejandro S. Villahermosa

Mother's Name : Myrna D. Villahermosa

Home Address : 8008 Gen.Lim St., Poblacion Kiblawan Davao del Sur

Date of Birth : October 31, 2001

Nationality : Filipino

Religion : Roman Catholic

Civil Status : Single

Contact Number : 09466685679

E-mail Address : [email protected]

II. Educational Attainment

Primary : Kiblawan Central Elementary School

Secondary : Holy Cross of Kiblawan Inc.

Senior High : Cor Jesu College. Inc,

 111

Track/Strand : ABM

III. Membership Organization

Position Organization Inclusive

Years

Member Association of Arts Appreciation 2018-

2019

Member Marketing Association 2018-2019

 112

I. Personal Information

Name : Rhenzes Hara R. Tanutan

Age : 17 years old

Father’s Name : Reynato L. Tanutan

Mother’s Name : Analiza R. Tanutan

Home Address : P-5, Sacub, Hagonoy Davao del Sur

Date of Birth : January 04, 2002

Nationality : Filipino

Religion : Roman Catholic

Civil Status : Single

Contact Number : 0928-897-3097

E-mail Address : [email protected]

II. Educational Attainment

Primary : Sacub Elementary School

 113

Secondary : Holy Cross of Hagonoy, Inc.

Senior High School : Cor Jesu College, Inc.

Track/Strand : ABM

III. Membership Organization

Position Organization Inclusive

Years

Member Red Cross Youth 2018-2019

Member Marketing Association 2018-2019