research in sleep deprivation, Transcriptions of Qualitative research

Download research in sleep deprivation and more Transcriptions Qualitative research in PDF only on Docsity! Sleep Deprivation may Cause a Student Immense Limitation and Frustration. Sleep deprivation’s impact and influence on the academic, athletic, and behavioral aspects of a student’s life at Chagrin Falls High School. By: Jared Axelrod, Alex Goebel, and Ryan Jaskiel Abstract Sleep deprivation can affect and hinder the academic, athletic, and behavior of a student’s life. At less than eight hours of sleep a night, the human body and mind can undergo alteration. This alteration has the ability to impact the life of a student. The purpose of our project was to analyze and confirm the extent in which sleep deprivation affects a student in accordance with our variables: academics, athletics, and behavior. In order to research sleep deprivation and fulfill the purpose of our research project, we conducted a survey and an experiment. We distributed 160 surveys to all grade levels as well as advanced placement, honors, and regular courses. Unfortunately we only received 83 surveys back. The survey requested students to provide their amount of sleep and answer questions that correspond to our variables. We then collected the data and compared sleep to academics, athletics, and behavior. In our experiment, a student purposely deprived himself of sleep. During a school day, he kept a journal and recorded his observations. His observations were then organized by the variables. The survey and experiment provided data that consistently showed the correlation between sleep and our variables. The surveys illustrated that the amount of sleep a student receives is directly related to G.P.A., performance in athletics, and motivation. On average, students who answered low for the variable related questions indicated that they received less than the optimal amount of sleep. The experiment verified that sleep deprivation causes negative factors in a student’s life that can impede academic, athletic, and behavioral aspects of his/her life. The test subject noted negative changes in his sleep-deprived school day compared to an average day. Axelrod, Goebel, and Jaskiel 2 Table of Contents Introduction 3 Literature Review 7 Design and Methodology 12 Data Results 16 Discussion and Conclusion 21 Appendices 26 Works Cited 34 Axelrod, Goebel, and Jaskiel 5 anxiety. We plan to explicate how sleep deprivation plays a role in motivation and anxiety alterations or disprove the theory. Sleep deprivation may be very influential on a student’s life, and they must know what the possible effects are. In conclusion, sleep deprivation affects a student’s academics, athletics, and behavior and if students better understand the consequences of sleep deprivation, they can plan their sleep accordingly. Definition of Terms Sleep Deprivation- A condition where a person stays awake for more than normal, and as a result may experience fatigue, lethargy, or other effects (Harvard Health Publications). Partial Sleep Deprivation- A condition where a person sleeps, but for less than his/her personal normal for the day, resulting in effects less prominent than complete sleep deprivation. However, if one loses sleep time over an extended period of time, the effects accumulate with the duration, intensifying the symptoms (Harvard Health Publications). Complete Sleep Deprivation- A condition where a person goes without sleep for a duration at or exceeding twenty-four hours, resulting in more extreme symptoms of lethargy and fatigue, and may be dangerous when the person has to undergo an activity where heightened vigilance is required (Harvard Health Publications). Rapid Eye Movement (REM) - The normal stage in sleep characterized by the fast-paced and random movement of the eyes. About twenty percent of an average adult’s sleep takes place in this stage (Marzano 261) Microsleep- An episode where a sleep deprived person falls into a brief period of sleep lasting a few to around fifteen seconds. During this time, the person affected will not respond to sensory impulses, resulting in a potentially dangerous scenario if the ailed person is performing an activity where heightened vigilance is required (Harvard Health Publications). Axelrod, Goebel, and Jaskiel 6 Purpose of the Study The purpose of our research is to determine the effects on the cognitive, physical, and behavioral elements from sleep deprivation ailing high school adolescents. Research Questions 1. To what extent is a student’s academics hindered by sleep deprivation? 2. How does sleep deprivation affect a student’s athletic ability and performance? 3. What influence does sleep deprivation have on a high school student’s behavior? Axelrod, Goebel, and Jaskiel 7 Literature Review Definition and History Sleep deprivation is a condition caused by lack of sleep. It can cause a person to experience fatigue, weight change, social changes, clumsiness, and daytime sleepiness (Epstein; Gibson, Powles, and Thabane 116). The optimal amount of sleep for a teenager is approximately nine hours (Noland 225; Epstein; School of Public Health 18). If a teenager sleeps less than nine hours then they may experience sleep deprivation (Bergin 45; School of Public Health 18). Therefore, a student’s academic ability, behavior, or physical potential can be affected by sleep deprivation (Bergin 45; Black 34; Gibson, Powles, and Thabane 116; School of Public Health 19). Hence, a student’s grades will drop if they continually miss sleep (Black 35; Epstein; Noland 224). Sleep deprivation could also cause health problems by increasing stress and obesity (Black 35; Epstein; Noland 224). The effects and causes of sleep deprivation have been studied since the early twentieth century. Although sleep deprivation has affected people since the beginning of the human race, the beginning of modern sleep deprivation research began with the French. In 1913, Henri Pieron, a French scientist, studied sleep deprivation from view based on a physiological perspective. His work was followed by Nathaniel Kleitman who is known as the “Father of American sleep research.” He studied sleep and the effects of sleep deprivation and made many important discoveries including the landmark discovery of rapid eye movement during sleep. His students continued his research and many others have branched of what he found (Stanford University). Today, sleep deprivation research has grown exponentially (Black 36). Studies have taken place across the world studying students and sleep deprivation (Gibson, Powles, and Thabane; School of Public Health 26). Rats are also being used to test sleep deprivation effect Axelrod, Goebel, and Jaskiel 10 restlessness and low self esteem spurs from the lack of sleep in young adults (Bergin 45). In addition to several factors causing teenage sleep deprivation in teenagers, the symptoms in turn have been shown to cause various elements contributing to sleep deprivation (Bergin 45; Noland 226). Some intermediate behaviors spurring from sleep deprivation symptoms can also pose a serious threat to well being; one of dangerous behaviors includes "micro sleeps," which are brief episodes where the subject will succumb to extreme fatigue for around ten to fifteen seconds, dangerous in the case of operating a motor vehicle (Harvard Health Publications 12). Other influences in adolescent life that sleep deprivation reaches includes school sports, social activity, and concentration during times prompting mental application and flexibility, resulting in lower grades and rating for everyday activities (Bergin 46; Black 36). Due to the many negative effects of sleep deprivation, numerous studies focused on high school adolescents have been conducted to pinpoint the affect of the lack of sleep in today's youth (Gibson, Powles, and Thabane 4; Noland 227; Roberts 23). Additional tests also focus on the adult working class along with laboratory mice, yielding increased hostility, confusion and longer reaction times, following the same trends entailing the tests conducted toward high school students (Christian 919; Christie 379). Overall, in today's active society, sleep deprivation has grown to be a major scourge against health and wellness, especially against the high school populations, subject to both the demanding timetables of adult scheduling in conjunction with natural adolescent sleep patterns, colliding to create detrimental sleep deprivation in today's high school students. Criticisms The recommended amount of sleep for a teenager is approximately nine hours (Epstein; School of Public Health 18; Noland 225). However, recent studies indicate that a student can perform at close to optimal levels if they attain seven to eight hours. This change in time is Axelrod, Goebel, and Jaskiel 11 attributed to many factors such as gender, age, lifestyle, and body type (Gibson, Powles, and Thabane 116; School of Public Health 18). A high percentage of students do not attain the recommended amount of sleep because of the early hours of school and homework (Bergin 44; Black 34-36). On the other hand, students do not get their homework done during the day do to leisure activities and stay up late because of their unhealthy diet (Gibson, Powles, and Thabane 116). Also, a student’s biological clock causes a student not to get tired late at night due to sleeping in on the weekends (Bergin 46; Black 34). Although sleep deprivation is thought to create stress, stress may cause sleep deprivation and it may be an exponentially growing cycle (School of Public Health 30; Noland 224). The same is true with neural activity in the brain. It is unclear if sleep deprivation causes a decrease in neural activity or vice versa (Marzano 261). A Harvard study found that kids who experience anxiety and low self-esteem suffer from sleep deprivation (Harvard Health Publication 12; Noland 225). There is no evidence suggesting the impossibility of a student already having preexisting behavioral issues that cause or are not affected by sleep deprivation (Marzono 267). Axelrod, Goebel, and Jaskiel 12 Design and Methodology Setting Our research studies and observations took place in the town of Chagrin Falls, Ohio, a small suburb east of Cleveland, Ohio. Chagrin Falls has a residential population of 4,113 people as of the 2010 Census. Chagrin Falls has a highly homogenous population consisting of 98.71% Caucasian residents, and is home to a large wealthy-middle class of residents. This township was established in 1845 by settlers from Connecticut (Ohio was formerly the Western reserve of Connecticut) as an industrial city. Chagrin Falls, spawning from early American heritage, reflects New England-Style architecture, most notably in downtown and in its vicinity through old housing and other structures. Chagrin Falls High School resides within the Chagrin Falls Exempted Village School System, which has received many honors reflecting the academic achievements of its students. Chagrin Falls Exempted Village Schools were ranked 97 th in the country in Newsweek in 2006, and has been ranked “Excellent” or “Excellent with Distinction” for successive years based on AP and IB test scores. Chagrin Falls stands on a relatively secluded area that creates the atmosphere that many tourists name as “quaint”. Chagrin also has a tight-knit and active community relative to many other cities, contributed from and also contributing to a family-oriented atmosphere that drives much of the (contemporary) immigration to this town. Relatively higher safety, community interaction, and outstanding education attribute to Chagrin Falls as a desirable place to live, primarily to raise a family. Participants/Selection of Participants We conducted a survey throughout the English classes of Chagrin Falls High School. Our surveys were given to the English teachers and handed out to students in the classes. Since all grades must take an English course, we gained a wide spectrum of participants. Chagrin Falls Axelrod, Goebel, and Jaskiel 15 Along with the data collected with our survey, we conducted an experiment. Our experiment consisted of having a member of our group undergo severe sleep deprivation for one night and compare a normal day to a sleep deprived day. The member kept a journal and recorded his thoughts with a detailed analysis of his academic, athletic, and behavioral changes in his life. The other members examined and observed him during the day and compiled the data in order to learn the results of sleep deprivation. The changes in his life were recorded, and we were able to reach conclusions from sleep deprivation. This data was combined with our survey information and an assortment of secondary sources in order to carry out our research project. Axelrod, Goebel, and Jaskiel 16 Data Results Purpose of the Study The purpose of our research was to determine the effects on the cognitive, physical, and behavioral elements from sleep deprivation ailing high school adolescents. Research Questions 4. To what extent is a student’s academics hindered by sleep deprivation? 5. How does sleep deprivation affect a student’s athletic ability and performance? 6. What influence does sleep deprivation have on a high school student’s behavior? Coding of Data For the purpose of comparing academics, behavior, and motivation, we passed out 160 surveys to the students of Chagrin Falls High School. Unfortunately, we only received 83 surveys back that were not obsolete or incomplete. We then proceeded to divide the surveys into nine separate categories: under four hours, four hours, six hours, seven hours, eight hours, nine hours, ten hours, and over ten hours (Appendix A). For each category, we individually tallied the answers for the questions of G.P.A., motivation, number of sports, and performance in those sports (Appendix A). Next, we made a series of stacked-bar graphs to show the relationship between the variables and the amount of sleep. Each graph compares amount of sleep to the answer of one question. The x-axis for each graph represents the scalar quantity of students who answered the surveys, and the y-axis shows our sleep-based categories in ascending order. The identical axes portrays the bar size for each sleep-based category to be the same across every graph. This allows the graphs to isolate the stated variables as the only alteration, hence, enabling accurate conclusions to be drawn. Each bar is divided into separate sections that are distinguishable by color. The colors correspond to the different possible answers for the Axelrod, Goebel, and Jaskiel 17 question the graph represents. A key was provided for each graph to define each color’s meaning. By comparing the location and length of a colored section in a bar, one can decipher the correlation between the stated amounts of sleep and the variables. In order to analyze the effects of sleep deprivation on the academic, behavior, and athletic aspects of a student’s life, we conducted an experiment. Jared Axelrod, the participant in our experiment, purposely sleep deprived himself during the night of April third. During the following day, Jared kept track of his observations, and he wrote them haphazardly. He noted differences in his academics, behavior, and athletics. We then marked statements in his record that were in relation to one or more of the variables of the experiment. The statements were put in three separate paragraphs: academics, behavior, and athletics (Appendix B). We kept the statements original except for changing some verbs to past tense in order to keep the paragraphs logical and understandable. The originality causes the sentences to seem uneven; however, we believed it would allow the data to be more viable. In addition, we included an introductory paragraph written by the participant to validate the data and provide a basis for the information (Appendix B). By coding our data, we were able to define trends and themes among the data. Overview of Overall Results Overall, the results of our research support the thesis that sleep deprivation has a negative impact on a student’s physical, academic and emotional well being. As our surveys show, most students do not receive the recommended eight hours of sleep per night, and are susceptible to the effects of sleep deprivation (Appendix C). We also found that G.P.A. is directly proportional to the amount of sleep with more hours of sleep leading to a higher average G.P.A (Appendix D). Performance in academics also directly correlates with the experiment’s results (Appendix B). Similarly, students experience a decrease in motivation and overall behavior with less sleep Axelrod, Goebel, and Jaskiel 20 with the number of sports a student performs, against our prediction, found that the mean number of people play one to two sports while receiving seven to eight hours of sleep (Appendix F). However, when applied to physical performance during sports, the number of hours slept is directly proportional to a higher level of performance (Appendix G). Although trends are prevalent in sleep time duration and various levels of performance (in school and in athletics), the results found when applying the hour number prompt with the prompt regarding the element in daily life most affected by sleep deprivation, the following results reflected no major trends at all (Appendix H). From this survey, our group can conclude that a direct relationship exists between the numerical values of hours slept per night, to GPA, quantitative representation to well being, and physical performance. In addition, our group can postulate that the number of hours slept has little relation with number of sports. Along with that, our group cannot derive a pattern when applying the number of hours to any qualitative (rather than quantitative) value (such as what sleep deprivation affects), reinforcing the thesis that the quantitative number of hours slept by a student directly correlates to other quantitative measures of well being in high school students. Axelrod, Goebel, and Jaskiel 21 Conclusion Summary In the execution of our research project regarding the effects of sleep deprivation on students in the United States, we honed in on the academic, behavioral, and physical elements of various lifestyles of students attending Chagrin Falls High School. As stated in the Literature Review, sleep deprivation creates a wide assortment of problems revolving around overall performance and actions, whether it is problems concentrating, learning and retaining material, interacting with peers, or poor athletic performance. Tailing those ailments to young adults, numerous researchers have conducted experiments following the effects partial and complete sleep deprivation since the early twentieth century; although come deviation in results do exist, the overall trend amongst the results show that less than nine to ten hours of sleep hinders adolescent well being in many facets of life. When developing our experimentations, we took all of the qualitative trends proportionate to sleep time from our research, and devised modes of testing those very elements in order to find a similar trend. The resulting information we received following the conclusion of our survey collection and qualitative experiment fit very much into the conventional thesis. Firstly, sleep deprivation negatively affects mental/cognitive performance. This is evident in the experiment subject’s remarks on his ability to focus and remember the material he learned in class, coupled with the directly proportional relationship of sleep hours and GPA reflected from the survey we distributed. Secondly, student behavior and overall disposition during the day was also proven to have a relationship to hours of sleep, once again outlined within our survey but also reflected by the experiment subject’s negative description of his mood during his experiment. Lastly, a student’s athletic performance has proven to be hindered after undergoing a sleep deprived schedule, once again, reflected by the Axelrod, Goebel, and Jaskiel 22 experiment subject in conjunction with trends from our survey. As a result of these findings, we have come to conclude that partial and complete sleep deprivation deteriorates the quality of life in all facets of the people who are affected by it, paralleling the conventional thesis and its surrounding theories. Overview of Research and Findings Our research, in its entirety, shows that various elements of a student’s life in Chagrin Falls High School are negatively affected from the effect of sleep deprivation. We distributed a survey to all levels of English classes querying each student on average hours of sleep, GPA, numerical representation of motivation during school, number and numerical representation of athletic activities, lifestyle impact of sleep deprivation (if any). What we found after receiving all legitimate entries, after compiling them all against the number of hours slept, was that most of the trends we expected to see came into being. We found that hours slept directly correlates to academic performance reflected by the students’ GPA; scholastic high-performers (GPA 4.0 and above) tend to sleep around the eight-hour mark, whereas low-performers (GPA 1.0-2.0) tend to sleep four hours or under. The same trend can also be found when interpreting the numerical representation of disposition versus number of hours slept, with high-ranking students sleeping more hours than low-ranking students. The numerical representation of athletic performance, following our predictions, follows the same directly proportional trend as the previously stated comparisons; students who perform athletically at the best level get the optimal number, if not more than the optimal number of hours slept per night to attribute to their physical well being. However, some deviations from our thesis did occur within the results; the variables of number of sports played at a time and what sleep deprivation affects most versus hours of sleep reflected no detectable trend. The average number of sports played by Chagrin students is one to two, and Axelrod, Goebel, and Jaskiel 25 High Schools should try to reduce the amount of work at home to allow maximum hours of sleep for students. Schools could also move their schedule an hour forward so students receive more time to sleep, but still receive their full hours of education. Students and parents should also be further educated on the harmful effects of sleep deprivation to help them try to reduce the prevalence of sleep deprivation. Students must plan to receive adequate sleep and possibly reduce their daily schedule to provide that time. Sports can also be planned to provide as much sleeping time as possible. In conclusion, if slight changes were made to schools and students’ lives, the harmful effects of sleep deprivation would be minimized. Axelrod, Goebel, and Jaskiel 26 Appendices Appendix A Sleep Deprivation Survey Thank-you for taking our survey on sleep deprivation. We plan to compile the results you give us with other answers from around the school. If you cannot focus on the questions long enough to answer, you may sleep deprived, and we need your results. 1. What grade are you currently in? Freshman Sophomore Junior Senior 2. Approximately, how many hours of sleep do you receive per night? <4 4 5 7 8 9 10 >10 3. What is your G.P.A.? <1.0 1.0-2.0 2.0-3.0 3.0-4.0 >4.0 4. On scale 1-10 how do you feel during the school day? (1 being worst) 1 2 3 4 5 6 7 8 9 10 5. How many sports do you play? 0 1 2 3 4 5 >6 6. Rank your performance in your sports from 1-10? 1 2 3 4 5 6 7 8 9 10 None 7. Which is most affected by your lack of sleep? Academics Athletics Behavior Motivation I do not have a lack of sleep Axelrod, Goebel, and Jaskiel 27 Appendix B I arrived at school on Wednesday April 4 after staying up all night. I feel awful and extremely tired. My eyes feel heavy and I had a hard time staying awake when I was driving to school. Academics: Throughout the day, I had a very hard time focusing. I fell asleep in two of my classes, including a test. I didn’t take notes in my classes because I was too tired. I am normally a great student, but I had a lot of trouble paying any attention. I struggled through the whole day and barely remember anything I learned. Staying up all night definitely affected my academics in a negative way. Behavior: I was very moody and didn’t talk to people a lot. I am usually a very social person, but I did not have the energy to have conversations. The bad feeling I felt physically kept me in a bad mood all day. I got into numerous arguments with my friends and even my mom. I was very sensitive to comments and exploded with anger multiple times. I also felt unmotivated to try hard at school and sports. Sleep deprivation put me in a horrible mood and definitely affected my behavior throughout the day. Athletics: After school I had basketball practice. I felt unmotivated to play or work hard. During warm-ups, I missed all of my shots. I just could not focus on the basketball. I got benched during the scrimmage and ended up only playing 20 minutes of the scrimmage because of my poor play. During free throws, I missed sixteen of my twenty free throws. I am an 85% shooter regularly. I could not hit anything because I was so tired. The sleep deprivation really hurt my game and basically eliminated my energy and strength. Axelrod, Goebel, and Jaskiel 30 Appendix E Axelrod, Goebel, and Jaskiel 31 Appendix F Students S l e e p Ranking of Motivation (10 is high motivation) Motivation Ranking Axelrod, Goebel, and Jaskiel 32 Appendix G Students S l e e p Amount of Sports Amount of Sports for Amount of Sleep Axelrod, Goebel, and Jaskiel 35 Bergin, Christi A., and David A. Bergin. “Sleep: The E-Z, The answer to low achievement might just be a good night’s sleep.” Dec. 2009. File last modified on Jan. 2010. PDF file. Black, Susan. “A Wake-Up Call on High-School Starting Times.” Dec. 2000. PDF file. Carlozzi, Noelle E., et al. “Personality and Reaction Time after Sleep Deprivation.” 11 Nov. 2009. PDF file. Christian, Michael S., and Aleksander P. Ellis. “Examining the Effects of Sleep Deprivation on Workplace Deviance: A Self Regulatory Perspective.” Oct. 2011. PDF file. Christie, Michael A., et al. “24 hours of sleep deprivation in the rat increases sleepiness and decreases vigilance: introduction of the rat-psychomotor vigilance task.” 25 Apr. 2008. File last modified on 25 July 2008. PDF file. Epstein, Lawrence. "Homeroom Zombies." Academic Search Premier, 17 Sept. 2007. MHT file. Gibson, Edward S., Peter Powles, and Lehana Thabane. “’Sleepiness’ is serious in adolesence: Two surveys of 3235 Canadian students.” 2 May 2006. PDF file. Harvard Health Publications. “Dangers of sleep deprivation.” 2010. PDF file. Marzano, Cristina, et al. “The effects of sleep deprivation in humans: topographical electroencephalogram changes in non-rapid eye movement (NREM) sleep versus REM sleep.” 17 Feb. 2009. File last modified on 12 May 2009. PDF file. Moldofsky, H, et al. “Effects of sleep deprivation on human immune functions.” 1 June 1989. MHT file. Axelrod, Goebel, and Jaskiel 36 Noland, Heather, MEd, et al. “Adolecents’ Sleep Behaviors and Perceptions of Sleep.” Apr.-May 2009. PDF file. School of Public Health, Roberts, and Cathrine Ramsay Department of Psychiary and Behavioral Sciences. “Restricted Sleep Among Adolecents:Prevalence, Incidence, Persistance, and Associated Factors.” Jan. 2010. PDF file. Stanford University. “A Brief HIstory of Sleep Research.” File last modified on 23 Feb. 1999. MHT file.