Causes of students sleeping in class hours

It is a unsuitable habit Of each every one Of us, mostly we familiarityd it because Of umpteen a(prenomoal) reasons, and complaisant media is the major reason of our tree sloth. Social media is not always positive. Students usu everyy multi-task while analyze, they check their social media sites while on the process of hearing. Their ability to keep down on the task at hand is significantly reduced by the distractions in posting comments, tweeting and online looseness. Later on they will be corely distracted by their social media activities thus forget about the subjects that hey should focus on, in the first place.This is one very common problem faced by the students not and in this present era but most likely since the formal education was being taken and introduced. The popularity of social media can caught the direction of many students like us. Theres no doubt that students are energetic and actively eng successiond in online communities such as posting comments, t weeting and online gaming. A. Statement of the Problem Laziness occurred because our attention is caught by the social media and were not aware that our interest in our studies is now losing. In this kind of search, we prepare close to questions about this.What are the contributions of social media to the laziness of the students? Why is it that the social media is the number one cause of the laziness of the students? What can we do to overcome this bad habit? B. Hypothesis In this inquiry, we give some answer on the following questions. This answer would be the possible answer of the students about this. For students, who always feel lazy, bored, not provoke and peacey during class hours. It is because they cull using computers in useless things. Instead of using it on doing your homework, lessons, and projects.Some students feel lazy during class hours for the reason that theyre deprivation of peacefulness and rest. Some of them are shut away using computers, browsing non sense things or playing online games even if it is late at night. We can avoid this laziness by having a motivation or a goal. By setting our minds that we should use computers in a good way. Dont use computers too much in doing our sh in allow works, we can still surf some information from a reference book. C. Significance of the Study We all know that we can avoid this kind of activity. This research can assortment their bad habit. This can help them to stay focus on their studies.This research provides awareness to those students who are always lazy when it comes to study but so energetic when it comes to social networking sites. This can as well as help them to know and realize that using computers for your inculcate works has a bigger difference than using computers to any useless things. Eke, online gaming and always using social networking sites while studying, thats why they cant stay focus on their studies. D. Scope and Delimitations of the Study Our research is focuse d on the contributions of social media activities to the jazziness of the students.Through this research we will obligate to a greater extent knowledge and deep understanding about its contribution. The selected students of San Guillemot Academy from send seven to fourth year are our respondents. Thirty (30) students from grade seven, thirty (30) students from grade eight, thirty (30) students from Third year and ten (10) students from fourth year. For a total of 1 00 respondents. Bored, not interested in class, not interested to the subject and forty winksy because youre lazy and all you want to do is to use computer judgment of conviction to time.Chapter II Theoretical and C at one timeptual Framework Review of connect Literature Cutting back on log Zs for school work is counterproductive Students who Stay up late to cram for a test or finish a project study lower comprehension and worse coiffureance in the classroom as a result, research shows. By bloody shame Mclean Augu st 22, 2012 Los Angels Times The old aphorism that you snooze, you lose doesnt apply to students who stay up late to cram for a test or finish a class project. New research shows that sacrificing stay for school work is a bad trade.Researchers from Class Jane and Terry Semen Institute for Neuroscience and Human Behavior enlisted students from lead Los Angels graduate(prenominal) schools to help them figure out whether academic exercise suffered the day after a late night of studying. It turned out their hunch was regenerate Lost relief resulted in less comprehension during class and worse performance on tests, according to their report, published online Tuesday in the journal Child Development. Sacrificing quiet for studying seems to be counterproductive, tell Andrew J.Fulfilling, a developmental psychologist at UCLA and the studs senior author. The researchers gave 535 teenagers checklists to keep track of their sleep and duty time for three 14-day periods when they were in ninth, tenth and 12th grades. The UCLA team found that regardless Of how much time a higher(prenominal) schooled normally spends on homework each day, a student who gives up sleep for extra study time will have trouble the next day understanding material in class and be more than than likely to struggle with an assignment or test the opposite of the students intent.The researchers didnt quantify the increased risk for academic problems following a longer-than-usual study session, but they said the number of problems was surprisingly greater. The allegations held up no matter how academically ambitious the student was, as measured by the amount of time spent studying on a typical day, and it became stronger as students progressed through high school. The results rang true to Aka Daniels, a college-bound senior at the Los Angels Center for Enriched Studies, a Mid-City magnet school. On make when shes stayed up late to study, shes had more trouble absorbing material in class, she said. Id have to retrace myself at night, she said. The finding makes a lot of sense, said Mona el-Sheikh, a professor of human velveteen and family studies at Auburn University whose research includes sleep. Several new studies are showing that the quantity and the quality of sleep are important for retrieve new information and consolidating learning, she said. Students who get too little sleep dont have enough time to process what they study, she added even just one night of sleep deprivation can have a negative effect.Parents should do what they can to make sure their children have sufficient and consistent sleep, she said. Fulfilling said he could not disclose which schools took part in the research. The dents varied in ethnic and economic backgrounds, as well as in their level Of academic achievement. Their checklists revealed that study time did not change over the course of high school -? the average was just over an hour per day -? but sleep time lessen by an average of 41 . 4 minutes. Ready, willing, and able?Sleep hygiene education, motivational interviewing and cognitive behavior therapy for insomnia in an Australian high school setting daybook Article By Mineral Cain Publication Education and Health Date 2012 cognitive behavior therapy for insomnia is well-regarded as an effective retirement for insomnia in adults. Previous studies in like manner suggest that CB-I can be successfully applied to adolescents experiencing insomnia and other sleep problems, which most commonly involve slow sleep timing. The recommended treatment involves a unite program of morning bright light therapy, stimulus comptroller therapy, and education about sleep hygiene.Improving sleep pattern regularity by getting up earlier on weekends (I. E. , at a time closer to the weekday wake-up time) can play a particularly important role in increasing total sleep time during the week and decreasing daytime leafiness. Recent research suggests that the school classroom may be a promising arena for the spread of sleep interventions for adolescents. However, many of the earlier studies in this area have been plagued by problems such as inappropriate outcome measures, small sample size, lack of control group, and lack of follow-up selective information.Reporting has also been poor, with a number of studies presented only in abstract form. Results have been mixed some studies showed improved knowledge about sleep, disrespect having no information about actual changes in sleep habits or behaviors another duty measured sleep habits but found no change from pre- to post- treatment. Finally, some studies found changes in sleep habits from pre- to post-treatment, although these results must be interpreted with caution due to the previously mentioned problems of small sample size, lack of control group, and lack of follow-up data.A series oft studies conducted by researchers at Flinders University in Adelaide, Australia, attempted to overcome the limitations of p revious research by conducting randomized controlled trials evaluating school-based intervention programs aimed at up(a) the sleep of adolescents. Full details of these studies can be found in earlier publications however, an outline of the main findings are presented here, along with recommendations for others planning school-based interventions for adolescent sleep problems.Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behavior Journal Article By Judith Owens Publication Arch Pediatricss Med Date 2010 Objective To examine the impaction of a 30-minute delay in school deject time on adolescents sleep, mood, and behavior. Design Participants completed the online retrospective Sleep Habits Survey before and after a change in school tart time. Setting An independent high school in Rhode Island. Participants Students (n=201) in grades 9 through 12. Intervention Institution of a delay in school start time from 8 to 830 AM.Main Outcome Measures Sleep patterns and behavior, daytime somnolence, mood, data from the Health Center, and absences/tardiest. Results After the start time delay, plastered school night sleep duration increased by 45 minutes, and average bedtime advanced by 18 minutes (95% faith interval, 7-29 minutes 24th=3. 36 PC the partage of students getting less than 7 hours of sleep decreased by 79. 4%, ND those reporting at to the lowest degree(prenominal) 8 hours of sleep increased from 16. 4% to 54. 7%. Students reported significantly more satisfaction with sleep and experienced improved motivation.Daytime sleepiness, fatigue, and depressed mood were all reduced. Most health-related variables, including Health Center visits for fatigue-related complaints, and class attendance also improved. Conclusions A modest delay in school start time was associated with significant improvements in measures of adolescent alertness, mood, and health. The results of this study support the potential benefits of adjusting school schedules to adolescents sleep needs, circadian rhythm, and developmental stage. Middle School Start Times The Importance of a effectual Nights Sleep for Young Adolescents Journal Article By Amy R.Wolfs Publication Behavioral Sleep Medicine Date 2007 With the onset of adolescence, teenagers require 9. 2 hrs of sleep and experience a delay in the timing of sleep. In the real world with early school start times, however, they report less sleep, striking differences surrounded by their school-weekend sleep schedules, and significant daytime sleepiness. Prior studies demonstrated that high coolers with later school starts do not rather delay bedtime but obtain more sleep due to later wake times. This study examined sleep-wake patterns of young adolescents attending urban, public middle schools with early (71 5 a. . ) versus late (837 a. M. ) start times. Students (N = 205) were assessed at 2 time periods. Students at the late- starting school reported waking up over 1 hrs later on school mornin gs and obtaining 50 min more sleep each night, less sleepiness, and fewer tardiest than students at the early school. All students reported similar school-night bedtime, sleep hygiene practices, and weekend sleep schedules. link Studies Sleep Complaints Affecting School Performance at Different Educational Levels By James F. Page and Carol F.Swastikas Published online 2010 November 16. Prepossessed online 201 0 July 21 overturn The clear fellowship between reports of sleep disturbance and poor school performance has been authenticated for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower Spas in junior high students.Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high s chool students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels. Keysetrods adolescent, college, sleep, restless legs, school, insomnia, GAP Introduction A growing body of work documents the association between disordered sleep and school performance.Students who report insomnia, inadequate sleep, daytime sleepiness, irregular sleep patterns and/or poor sleep quality do not perform as well in school as others (Blue et al. , 1990 Link and Nicolai- Israel, 1995 Hoffman and Strength, 1 997 Wolfs and Sarandon, 1 998, 2003 Shin et al. , 2003 Mailman,2005). Children enrolled in remedial school programs report significantly more sleep problems (Blunder and Chervil, 2008). Reported abnormalities in sleep including sleep latency SSLmini and more than one arousal pe r night at least two nights/week have shown an association with an increase in school failure rates (Kahn et l. 1989). A large study in the Spanish secondary school system (N=11 55, mean age 14) found a significant correlation between class failure and sleep complaints, and morning sleepiness (Solaced et al. , 2005). Better school performance is associated with more time in bed, better sleep quality, fewer nighttimes arousal, less napping and less difference between weekday and weekend sleep times (Link and Nicolai-lesser, 1 995 Hoffman and Strength, 1997 Wolfs and Sarandon, 1998).The association between sleep complaints and poor school performance is supported by in-lab experimental studies that demonstrate negative effects for sleep deprivation, sleep restriction, and sleepiness on laboratory measures of motor skill, memory, attention and problem solving in children and adolescents (Shades et al. , 2002 Teaser et al. , 2002 Sarandon et al. , 2004). Experimental restriction Of slee p in students (ages 6-12) has been shown to lead to academic difficulty in the classroom as well as increased severity of school related attention problems (Fallen et al. 2005). There are suggestions in the literature that sleep variables poignant school performance differ based on age and educational level. In seven year olds, short sleep duration is associated with higher delirious liability (Nixon et al. , 2008). Adolescent aged delayed sleep phase develops at the onset of puberty with the associated daytime sleepiness touch on school performance in the high school aged population (Wolfs and Sarandon, 2003 Mailman, 2005). In a large study of Canadian high school students (N=3,235, mean age 16. ) twenty-three percent of students felt that their grades had dropped in high school because of daytime sleepiness (Gibson et al. ,2006). A similar study in Korean high school students N=3,871 , mean age 16. 8) reported excessive daytime sleepiness (DES) to be present in 15. 9% of studen ts. DES was significantly associated with perceived sleep insufficiency, two or more insomnia symptoms and low school performance ( ecstasy et al. , 2005). The proportion of students reporting insomnia appears to increase with increasing age and higher educational level.Among Japanese adolescents, both difficulty initiating sleep and reported insomnia gradually increase from 7th to 12th grade (Kanata et al. , 2006). Up to 30% of college students report chronic Severe sleep difficulties including both daytime sleepiness and insomnia with 1 1 % meeting criteria for delayed sleep phase syndrome (DADS) (Brown et al. , 2001 , 2006). Sleep disturbances are likely to continue to affect school performance in adults. Cognitive function test scores have been noted to fall in both medical students and residents after sleep deprivation (Wallach et al. 2003). Disordered sleep has also been noted to effect behaviors other than school performance. For example, daytime sleepiness was shown to negat ively affect student participation in extracurricular activity (Gibson et al. , 2006). Studies have documented the effect of disordered sleep on the behavioral and emotional performance of elementary school children (Meandered et al. , 2006 El-Sheikh et al. ,2007). Children with fragmented sleep score lower on tests of neurologically functioning and have increased parent-reported levels of behavior problems (Shades et al. 2002). In adolescent boys reported tiredness and sleepiness associated with lower perceived academic performance is also associated with negative mood states, toughened alcohol use, perceived mistreatment or abuse, antisocial behavior, intention to use or current use of illegal drugs, ND feelings of isolation (Obrien and Mindful, 2005 Anyone et al. , 2007). Treatment protocols proposed and utilized in the treatment of sleep disturbance in students A variety of treatment protocols have been proposed for general application in student populations.The finding that ea rly high school start times are associated with student reports of less sleep and increased sleepiness has led to proposals for changes in school start times (Dexter et al. , 2003 Joy et al. , 2005). In some states and communities school Start times have been changed based on legislation. It is currently unclear hither this approach leads to an improvement in school performance (Liaison et al. , 2002). In elementary students treatment suggestions for sleep complaints include attempts to resolve the marital conflicts (El-Sheikh et al. , 2007).Emphasis on the behavioral basis of daytime sleepiness in high school students has led to the development and application of co-educational programs emphasizing sleep hygiene (Joy et al. , 2005 Gibson et al. , 2006). Melatonin used as a pharmacological treatment for adolescents aged 10-?1 areas in the treatment of DADS has been shown to exult in fewer of these students reporting school difficulties (Ginsberg et al. ,2006). Some studies have sugg ested, based on data derived from high school studies, that co-educational treatment approaches and delayed class start times be utilized in the treatment of college students (Brown et al. 2006 Gibson et al. , 2006). In the effort to improve school performance at all educational levels, there appears to be a tendency to apply one-size-fits-all programs for the treatment of sleep disturbance based on data from high school studies (Brown et al. , 2006). This study presents data evaluating the association between questionnaire-reported sleep disturbances and school performance in three separate groups of students extending from grade 6 through college (age range 10-?54).It is the authors speculation that the sleep variables affecting school performance in elementary school and junior high differ from those affecting school performance in high school, and those affecting college students. If this hypothesis is correct, it becomes increasingly important that future research studies and treatment protocols should clarify the age and educational level association of sleep disorder variables with school performance. Materials and Methods Three samples of students were examine for this study middle school (grades 6-8), high school (grades 9-11) and college students.The first samples were assessed in the science and heath classes at associated middle and high schools in Pueblo, Colorado move up the end of the 2005 school year. The college sample was assessed in psychology, nursing and medical classes at the local community colleges as part of an invited presentation on Sleep in Young Adults in 2007. Although all three studies used the same questionnaire instrument, because of differences in the settings, statistical imprisons were made within, but not across the three educational levels.An jest at approved, 18-question frequency-based pediatric sleep disturbance questionnaire, based on validated and indexed questions (Chervil et al. , 2000, 2003 Page et al. , 2007), was used for all three samples. The questionnaire consisted of five ordinal response categories I-?never 2=rarely (once a month) 3=sometimes (once a week) 4=occasionally (twice a week) 5=always (every night). In order to simplify interpretation of the data and reduce categories with small numbers of responses, we aggregated the sleep ATA to compare response categories 3-5 to categories 1 and 2.This differentiated those who reported having the sleep problem at least once a week from those who had it less often. Assessment of school performance was based on self reported GAP (Range 2. 0-4. 0), which is a common method for delimit academic performance in sleep research (Blue et al. , 1990 Hoffman and Strength, 1997 Wolfs and Sarandon, 1 998 Mailman, 2005). Although questionnaires were distributed to 238 middle and high school students, only 165 (69. %) reported their GAP While only the students porting GAP could be analyzed for this study, chi-square analyses revealed that none of th e sleep variables differed significantly between those who provided GAP data and those who did not. In addition, a proportion of post- secondary school students were enrolled in either nursing or medical training programs that did not rate performance based on GAP and therefore could not be included. This study included 98 junior high students (Grades 6-8), 67 high school students (grades 9-11) and 64 college students (mean age 27. , range 17-?59). GAP was not normally distributed and therefore was crack at the Edwina to form two groups within each educational level Low GAP and High GAP. Within each of the three educational levels, chi-square analyses, using Fisher-exact one-sided tests, were run to compare each of the sleep disturbance variables by GAP (low or high). Results Table 1 displays descriptive information for demographic and sleep variables for the three groups. Notably, there were more Hispanic students in the two younger groups and more African American and white stude nts in the college group.There were also substantially more males in the college group than the two younger groups. However, within each educational group, there were o significant differences in age, ethnicity or gender by GAP. For all three groups, the most common sleep associated problem was feeling unrepressed/tired in the morning, followed by having trouble waking up in the morning. The least common behaviors were trouble with breathing when sleeping and taking sleep medication. Table 1 Demographic and sleep variables for all three groups.