CHAPTER I

INTRODUCTION

Background of the Study

Sleep is one of the necessities that a teenager should have

According to Diana Zucherman, PH.D (2001)., National Center for Health Research in

the 1950’s and 1960’s, most schools started between 8:30-9:00 and many students bravely awake

all day. By 2001, many high schools were starting at 7:30 or earlier and a growing number of

studies showed that these early schools schedules can decrease teenager’s ability to learn, to

drive safely, and to get along to others. In that case, the likelihood smoking, drug abuse, and

teenage pregnancy will increase. According to the study of American Psychological Association

the teenagers who do not get enough sleep may be at risk of engaging unsafe sexual intercourse

behavior, such as not using condoms and other forms of contraceptives. Some are influenced by

drugs, alcohol and other vices.

Some school districts respond to begin the class a little later, but traditions are difficult to

change. Many have been reluctant to have high school start later in the morning and end later in

the afternoon. Starting at puberty (ages 8-12) many children’s biological “circadian” change.

Many of them are staying up later at night and sleeping later in the mornings. Everybody has

individual differences but most adolescents “naturally” feel awake later at night.
2

The Journal Science Advances (2006) has found out that pushing back the start time of

high schools by almost an hour increases the amount of sleep students got each day by more than

half an hour. Students who do not get 8-9 hours of sleep fit it more difficult to concentrate in
classes and their ability to remember what they read or hear is impaired (Zuckerman 2014).

Journal of School Health also finds out in April 2016, that when kids or students get more sleep,

performance in school, attendance and other health outcomes improve. Much of that research

shows that delaying school start times is an effective to accomplish good outcomes. Most studies

reviewed provide evidence that delaying school start time increases weeknight sleep duration

among adolescents primarily by delaying rise times.

3

Most adolescents may need at least 9 hours sleep per night; however, fewer than 8% of

high school students report getting this amount. Majority of students sleep as late as 1:00 am but

schools start their classes as early as 7:00 am. In Australia schools operate from 9:00 am to 3:00

pm only. They found out that shifting school start times no later than 7:00 am resulted a boost in

attendance, test scores, and grades in subjects. Schools also saw a decrease in tardiness,

substance abuse, and symptoms of depression. In Finland, school days start between 9:00 to 9:45

am and finishes between 2:00 and 2:45 pm. They have longer class periods and much longer

breaks in between. Their overall system is not there to ram and cram information to their

students, but to create an environment of holistic learning. The Finnish system does not

encourage cramming or standardized tests (except their national matriculation exam, which is

voluntary test for students at the end of secondary high school). It was not about dominating with

excellent marks, they looked to make the school environment a more equitable place. This is one

reason why Finland is a country rich in intellectual and educational reform. Students in these

countries learn more with less contact hours. Insufficient sleep in children and adolescents has

been shown to be associated with a wide variety of adverse outcomes in multiple aspects to their

lives from poor mental and physical health to behavioral problems and poor academic grades (J

Sch Health, 2016). One study in New Zealand did report improved sleep in 17-18 years old
students when the starting time was moved from 9:00 to 10:30 am, as compared to younger

controls who remained at 9:00 am. Later starting time will also reduce the rate of students

driving accidents (Danner and Philips, 2008), and lower reports of depression (Kirkby et al.,

2011).

Meanwhile, considering the previous studies being stated above and the negative effects

of the said issue towards student’s mental, physical and other related aspects, the researchers’

claim that most of the students will find early class-hour system as quite alarming, inconvenient

and harmful for them. Aside from lack of sleep, some of them might skip their breakfast – an

important meal of the day – just to be in school as early as possible and to abstain from being

late. Consequently, a lot of them might be unhealthy, physically, emotionally and cognitively.

Before other complications would come and be part along the process, it is better that we can be

able to acquire more facts about it and to take an action with regards to it.

Moreover, this study focuses on the negative effects of sleep deprivation to students due

to early class-hour system of ACLC College of Ormoc. This appraisal will show the relevant

effects of sleep deprivation to ACLC Grade 11 students.

 4
Statement of Problem

This study aims to find an answer on the upshots of early class-hour system to Grade 11

ACLC students. This study aims to answer the following questions:

1. What are the negative effects of early class-hour system to one’s students’ mental aspect?

2. How can it affect their functionality in terms of academics?

3. What are the responses of affected students to this dilemma?

Significance of the study

This appraisal focuses on assessing the upshots of early class-hour system to Grade 11

ACLC students of Ormoc City. This study will benefit the following:

Respondents/ students. They will be aware about the negative effects of early class-

hour system and how it will affect their health, cognitive, and emotional aspect. In which they

can be able to prevent or avoid it to happen or even control its effects towards them.

Parents. The parents will be aware on how early class-hour system affects their children

in a negative way. In which they can be able to assess their children and protect their health

regarding on the effects of early classes

School. The school will be able to know the negative effects of early class-hour system

with regards of student’s health, cognitive, emotional and other related aspects.
 5
Other Researchers. They might be able to use the information or the results of this study

has acquired. Other researchers would use this assessment as reference upon making their

relevant studies.

Scopes and Delimitations

This study will be conducted at ACLC College of Ormoc. This school is the nearest one

that implemented early class-hour system in as early as 7:30 o’clock in the morning in which

very relevant on our study that will focus on the effects of sleep deprivation to students. The age

of the respondents are from around 14-18 years old or above. Half of the total population of

grade 11 ACLC students who are affected by early class-hour system are the total sample size, to

make the study reliable and fact-based. Both male and female are being chosen as the sample

population because they are both affected by early class-hour system.

 8
Definition of Terms

The following terms are defined operationally, according to how they are being used in

the study.

Early class-hour system. The common starting class-hour that usually begins at more or

less 7:30 o’clock in the morning.

Upshot. Effect or outcome of something; product or result of or from something.

The next chapter will provide a more extensive background on the study.
 CHAPTER II

REVIEW OF LITERATURE

Early class-hour system is the traditional system that has been followed in the Philippine-

education. Even in pre-schools and grade schools, the class hour usually starts at more or less

8:00 o’clock in the morning. Thus, it results to different disadvantages that a certain student can

get.

According to the research of Frano Katalinic (2016) it says there that having enough hour

of sleep is very important, it makes our day full of energy. But having an insufficient amount of

sleep is very hard especially to students with early class. A majority of high school students do

not receive a sufficient amount of sleep. Most public schools started earlier than 8:30 am, also

most school systems fail to recognize the destructive effects of such lack of sleep and implement

a learning schedule in direct opposition to the mental and physical needs of the student body.

Because of that high school students will be at a high risk of depression, fatigue and stress, all

aspects of which plague the nation’s education system and leads to an oblique societal mentality

which values production more than health and happiness.

School classes started 7:30 so an 8:00 class would give an extra half hour. This system

leads every student to wonder how class time affects student productivity, behavior and what

time of day is the most beneficial for learning. In the BOTN 210 class, time had no effect on

performance, and in BOIL 330, student who took morning classes received higher grades. They

are looking at too many variables, making it hard to find one reason why morning or afternoon

classes are better. They also talk about how student might be absent for morning class, which

will affect their grades.

 10
Early school timings along with delayed sleep phase syndrome causes adolescents to lose

sleep during the school week. Studies have attributed insufficient sleep as one of the factors

contributing to poor school performance of students. Sleep deprivation can impair memory and

concentration, making it difficult for students to learn. Irritability, lack of self-confidence and

mood swings are common in teenagers, and sleep deprivation makes matters worse. As stated by

Sleep and Biological Rhythms (2017) the insufficient of sleep has become a widespread

problem. The global development and rice of megacities have resulted in a drastic change in the

life style of modern man. Increase in the daily commuting distance of a worker is a consequence

of such development that has become a potential cause of reduced duration of sleep in the

population. The problem of sleep deprivation persists across the individuals of all age groups. An

adolescent whose sleep requirements is higher than the adults and pre- adolescents’ children is

also not an exception. The phase of adolescence is associated with the delayed bedtime and

earlier wake time due to the early morning schools. In this regard, it is important to know the

factors that contribute towards sleep reduction in adolescents. Long travelling distance from

home to school is one such factor. According to Brazilian Journal of Medical and Biological

Research (2002) the sleep-wake cycle of students is characterized by delayed onset, partial sleep

deprivation and poor sleep quality. Like other circadian rhythms, the sleep-wake cycle is

influenced by endogenous and environmental factors.

11
In the 1950’s and 1960’s, most schools started between 8:30-9:00 and many schools

barely stayed awake all day. By 2000, many high schools were starting at 7:30 or earlier, and a

growing number of studies showed that these early school can undermine teenager’s ability to

learn, to drive safely and to get along with others. The journal science advances, has found that

pushing back the start time of high schools by almost an hour increased the amount of sleep
students got each day by more than half an hour. The study also showed that starting the school

day a bit later was linked to improved academic performance and decreased sleepiness in kids.

Other previous studies also found out that when students get more sleep, performance in school,

attendance, and other health outcomes improve (Lee2018).

Early morning causes deprive students from getting sufficient sleep, according to a study

by the education commission of the states. Researchers said that students in middle and high

school love at least three hours of sleep a day due to early morning classes that in turn negatively

affect their academics performance. Academicians have long claimed that delayed school

improves learning, reduces health risk and enhances safety in teens.

12
Sleepy Adolescents have doubtlessly been a problem for a long time. However, it is only

since the late 1980’s that this issue has progressed from teachers’ anecdotes of students falling

asleep in class and parental complaints of daily struggles to their children out of bed to scientific

investigations into the causes and consequences of insufficient sleep. Insufficient sleep of

adolescents has been shown to be associated with wide variety of diverse outcomes, from poor

mental and physical health to behavioral problems and lower academic grades. However, most

high school student does not get sufficient sleep. Delaying school start times for adolescents has

been has been proposed as policy charge to address insufficient sleep in this population and

potentially to improve students’ academic performance, reduce engagement on risk behaviors,

and improve health. A solid body of literature has sound that insufficient sleep in this young

population is tied to poor mental health, including depression, depressive symptoms, and suicidal

ideation. Sleep problems may be symptoms of mental health disorders such as depression. There

is also evidence of a causal relationship between insufficient sleep and depression, as well as

mood in general. Due to this observation, some school start time studies include depression
symptoms as part of their student assessments. Students at later starting schools appeared to

experience lower depression symptoms.

According to a Harvard study, chronic sleep deprivation can be damaging to the physical

health. This can be intertwined to how a mentality of a student. Most of the studies saw a

significant increase in sleep duration even with relatively small delays in start times also

generally correspond to improved attendance, less studies, less falling asleep in class, fewer

depression symptoms. Although not all studies found that later times correspond to improved

academic performance, no studies found a negative impact of later school start times on

academics.
 CHAPTER III

METHODOLOGY

This chapter presents the method and procedures in the conduct of this study. It

specifically discusses the research design, instruments, respondents, and locale and data analysis

procedures.

Research Design

This study is purely quantitative in nature. This was utilized to determine the upshots of

sleep deprivation due to early class-hour system to Grade 11 ACLC students in Ormoc City.

Quantitative research is a structured way of collecting and analyzing data obtained from different

sources. The researchers use descriptive design to be able to acquire all required information

needed in the appraisal. Moreover, Ariola (2016) describes the descriptive research design as

fact-finding methodology with adequate interpretation. He further claims that descriptive method

is something more beyond just data gathering. He believes that the discussions of those data are

carried up to level of adequate interpretation.

Instrument of the study

In this study the researcher designed a survey questionnaire as the data collection

instrument. The researcher chose this instrument because it is reliable and the right instrument to

be used to collect information from multiple respondents. This is an orderly prepared or

document with a set of questions thoughtfully designed to elicit the response of the respondents.

Respondents
 Profile. This study will focus on the Grade 11 students of ACLC College of

Ormoc, specifically to those who have early morning classes. The age group of focus will be

from 14-18.
14
The researchers had come up with 250 students as respondents having 30 students per section

from strand of HUMSS, ABM, HE, CSS, and Programming. The reason why the researchers

have chosen the respondents mentioned above it is because they are the most affected in the early

class-hour system.

Sample. The population for this study will compromise all Grade 11 students of ACLC

College of Ormoc. Respondents are those students who are affected on the early class-hour

system that the school has implemented. Meanwhile, half of the population of Grade 11 students

will be used as a sample respondent due to limited time period in conducting the appraisal. The

sample population was chosen using Accidental also known as Opportunity sampling or

Convenient sampling, a type of non-probability sampling in which the sample population was

selected of its availability and convenience. The researcher used this type of sampling due to

limited time and considering their willingness to be part of this study.

Research Locale

The study will be conducted in ACLC College of Ormoc at Brgy. Cogon Ormoc City. It

is located between the city proper and Brgy. San Pablo. The school is composed of 30 teachers

and around 1,000 to 2,000 students.

 15
Data Analysis Procedure

Based on the research design, the following steps will be followed to answer the research

questions.

Step 1. Selection. The students that will be interviewed will be selected through their

convenience or availability. After this, the students or respondents will be interviewed

simultaneously or one by one to ensure their privacy with regards to their respective responses.

Step 2. Data Gathering Procedure. The responses of the respondents will be recorded through

taking down notes and through the use of sound recorder. The researchers will just focus on the

responses about negative effects of early class-hour system.

Step 3. Data Analyzation and Interpretation. After the researchers have gathered all the data, the

researchers will now apply a tool called Thematic analysis. According to Jack Caulfield (2019),

“Thematic analysis is a method of analyzing qualitative data. It is usually applied to a set of

texts, such as interview transcripts. The researcher closely examines the data to identify common

themes – topics, ideas and patterns of meaning that come up repeatedly”. There are 6 common

steps in conducting thematic analysis which was developed by Braun, V. and Clarke, V. (2006)

1. Familiarization. In this step, the researchers would get to know the data. For it is

very important to overview thoroughly all the data being collected before analysing

each one of them. This might involve transcribing audio—converting speech to text

 word for word—, reading through the text and taking initial notes, and generally

looking through the data to get familiar with it.

16
2. Coding. It means highlighting sections of the texts—usually phrases or sentences—

and coming up with shorter labels or “codes” to describe their content. The process of

coding is part of analysis (Miles & Huberman, 1994), as the data is being organized

into meaningful groups (Tuckett, 2005). However, coded data differs from the units

of analysis (your themes) which are (often) broader.

3. Generating Themes. After the researchers have coded the data, it will be looked over

in order to identify patterns among them, and start coming up with themes. “Themes

are usually broader than codes, most of the time, several codes need to be combined

into single theme. Tables, mind-maps can be used in generating themes, or might

write the name of each code (and a brief description) on a separate piece of paper and

play around with organising them into theme-piles.

4. Reviewing Themes. In this step it is the time to be sure that the generated themes are

useful, accurate and relevant in the study. The researchers will look back on the data

to assure that nothing is missing, the generated themes are really present in the set of

data, and lastly, what could the researchers do to make the themes work better. If

there are any problems with the formulated themes, they can be split up, combined,

discarded, or create a new ones: whatever makes them accurate and useful.

5. Defining and Naming the Themes. After making themes, it is now the time to name

and define each one of them. Defining themes involves formulating exactly what is

the meaning of each theme and figuring out how it helps understands the data.

Naming themes involves coming up with a concise and easily understandable name
15
for each theme. According to Braun, V. and Clarke, V. (2006), “It is vital that you do

not just paraphrase the content of the data extracts presented, but identify what is

interesting about them and why”.

17
6. Writing Up or Producing the Report. This last step begins when having fully

worked-out themes, and involves the final analysis and write-up of the report. “The

task of the write-up of a thematic analysis, whether it is for publication or for a

research assignment or dissertation, is to tell the complicated story of your data in a

way which convinces the reader of the merit and validity of your analysis. It is

important that the analysis (the write-up of it, including data extracts) provides a

concise, coherent, logical, nonrepetitive, and interesting account of the story the data

tell – within and across themes. Your write-up must provide sufficient evidence of the

themes within the data – i.e., enough data extracts to demonstrate the prevalence of

the theme. Choose particularly vivid examples, or extracts which capture the essence

of the point you are demonstrating, without unnecessary complexity. The extract

should be easily identifiable as an example of the issue. However, your write-up

needs to do more than just provide data. Extracts need to be embedded within an

analytic narrative that compelling illustrates the story that you are telling about your

data, and your analytic narrative needs to go beyond description of the data, and make

an argument in relation to your research question.” (Braun, V. and Clarke, V., 2006)
 18

Critical Assessment

Selection of Data Gathering Data Analyzation

Respondents Procedure & Interpretation
Survey Taking down Thematic
notes and Analysis
sound recorder

Sleep Deprivation

Upshots of sleep deprivation due to Early

Class-Hour System to Grade 11 ACLC
Figure 2. This figure is for conceptual framework.
students of Ormoc City
 19
References

Ariola, M. (2006). Principles and Methods of Research. Manila: Rex Bookstore, Inc. retrieved

from http://jsshr.anveshika.org/article/the-state-of-science-teaching-in-the-grade-school-
diagnosing-issues-and-problems/

Braun, V. and Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in

Psychology, 3 (2). pp. 77-101. ISSN 1478-0887

Caulfield, J. (2019). Methodology. How to do thematic analysis. Retrieved from

https://www.scribbr.com/methodology/thematic-analysis/

Danner F; Phillips B. Adolescent sleep, school start times, and teen motor vehicle crashes. J Clin

Sleep Med 2008;4(6):533–535

Katalinic, F. (2016), The Detrimental Effects of an Early School Start Time for Students.

Retrieved from https://m.huffpost.com/us/entry/97060984/amp

The Educator. (2018). Early School Start Times Impact Health. Retrieved from
www.educatoronline.com

Kirby et al., (2011). School-based relaxation: Attempting primary prevention

Canadian Journal of Counselling, 23 (1989), pp. 273-287
Miles, M., Huberman, M. & Saldana, J. (1994). A methods source book. Qualitative data

analysis (3rd ed pp 2-5). United States of America: SAGE Publications, Inc.

Pradhan, R.K. & Niharika, S. (2017). Sleep Biological Rhythms. Retrieved from

https://google.scholar.com/scholar?cites=14706358169556264&as_s_sadt=2005&sciodt
+en#dgs_qabs&u=%3D9oftgW2bmQIJ

Sluse, F. & Jarmuszkiewicz W. (2000). Brazilian Journal of Medical and Biological

Research.

Psychology Today. (2019). What is cognition?. Retrieved from

 20
https//www.psychologytoday.com/is/basics?cognition?fbclid=IwARIPZSY9V1ssQEJ2L
1IZ2XM7GJ_S01Rdm9A1cUaIKJHMIiYpj6QBEpEE

Schwartz. D. (2017). Early Morning Classes Are Bad For College Student, Study Says. The

VICE Guide To Right Now. Retrieve from https;//www.ncbi.nIm.nih.gov?

pmc/articles/PMC4824552/?
fcblid=IwAR1rwY2XdUQDjzYQpdcaEem2WMdnFLb5EvtnHFs0Ezp1Y2e8RuUXvPb9
A

The National Sleep Foundation. (2019) What is Circadian Rhythm?. Retrieved from

https.//www.sleepfoudation.org/articles/what-circadian rhythm?
fbc1id+IwAR0SgofvHSxYUXpOu3ofR3VvRtNwWYOOFL8YdUQHMqC1a-
jZw_MzUO8d-0

Tuckett, A. (2005). Applying thematic analysis theory to practice: A researcher’s experience.

Contemporary Nurse, 19, 75–87

University Herald. (2014). Early Morning Classes Affect Education and Health in Teens, Study.

Retrieved from. https://www.universityherald.com?articles?9282?20140507?mornin-

students.htm?fbc1id
IwAR3norV_mCnOzzTnzdHZzp0CbbGwi1Osd9dSPBCYwWPe3udobuPVNJs

Wheaton, G. Champan, D. & Croft, J. (2016). School Times, Sleep. Behavioral, Health and

Academic Outcomes: A review of the Related Literature. National Center for

Biotechnology Information. Retrieved from
https://www.ncbi.n1m.nih.gov/pmc/articles/PMC4824552/?
fbc1id=IwAR3bwpJmjqdCViOAAHO4irN3nLDJOFoP2Mj21YEwfmXXsydLA66iwcY
dypJM

Zucherman, D. (2019). Early Morning Classes, Sleepy Students, and Riaky Behaviors. National

Center for Health Retrieved from https://www.center4research.org/early-morning-

classes-sleepy-students-risky-behaviors/?
fbc1id=IwAR0E5p_gIyDq63As8EnbT5nXu3LgV6Y5zIuyJ6NUTJcMyrxivvLmn17-ZkA
UPSHOTS OF SLEEP DEPRIVATION DUE TO EARLY CLASS-HOUR

SYSTEM TO GRADE 11 ACLC STUDENTS OF ORMOC CITY

In Partial Fulfilment of the Requirements of Practical Research 2

Presented to the Faculty of ACLC College of Ormoc’

Fabroa, Alanis C.

Alvarez, Anna Mae C.

Gutang, John Philip A.

Budo, Kyla Martina

Cabyao, Marycris M.

Ando, Rejie N.

Lucero, Yeddah Leigh

Juanite, Yela Mae R.

July 2019
i
ACKNOWLEDGEMENT
 We wish to extend our gratitude to the people who had been a great part in making this

research successful.

Family. For their unwavering love, moral and financial support as well as

encouragement. We owe all these to our parents, who have always been ever supportive in

everything we do.

Marielle Dominique G. De la Cruz. For teaching us to the things that should be learned

in completing this study. Thank you miss.

Respondents. Grade 11students of ACLC Senior High School who willingly participated

this research study and answered the questions with whole honesty, from the bottom of our heart

thank so much to all of you. You have a big part in making this study possible and successful.

Friends and Classmates. Thank you also for helping us making it better as possible.

You became a vessel of God's blessing and love. Thank you to all of you who supported

throughout the study.

Almighty God. For giving us the wisdom and knowledge that we have used to make this

study successful. Thank You for sustaining us in terms of physical, mental, spiritual and even in

our emotional aspect. You have guided us throughout the entire journey of this study. We

acknowledge ourselves as nothing apart from You. All the glory and honor are given back to

You.