Nevertheless, some other studies haveshown that these issues are common and there is no significant association betweensleep quality and academic achievement Jalali et al., 2020; Sweileh
FOREIGN TRADE UNIVERSITY FACULTY OF BANKING AND FINANCE ******************** Module: Research Methodology for Economics and Business Major: Banking and International Finance RESEARCH PROPOSAL THE IMPACT OF SLEEP ON ACADEMIC PERFORMANCE OF FTU UNDERGRADUATES Group members: Lê Mạnh Đức 2212340026 Thái Đăng Thành 2212340071 Nguyễn Ngọc Tâm Anh 2212340009 Lê Ngọc Ánh 2213340012 Phạm Duy Hoàn 2213340036 Group Class: KTEE206(GD1-HK2-2223).8 Lecturer: Dr Thu Trang Nguyen Hanoi, April 2023 FOREIGN TRADE UNIVERSITY FACULTY OF BANKING AND FINANCE ******************** Module: Research Methodology for Economics and Business Major: Banking and International Finance RESEARCH PROPOSAL THE IMPACT OF SLEEP ON ACADEMIC PERFORMANCE OF FTU UNDERGRADUATES Group members: Lê Mạnh Đức 2212340026 Thái Đăng Thành 2212340071 Nguyễn Ngọc Tâm Anh 2212340009 Lê Ngọc Ánh 2213340012 Phạm Duy Hoàn 2213340036 Group Class: KTEE206(GD1-HK2-2223).8 Lecturer: Dr Thu Trang Nguyen Hanoi, April 2023 TABLE OF CONTENTS Table of Contents Introduction Literature review Research design and methods Expected outcomes and Implications 12 Introduction Sleep has always been considered an indispensable part of human life Despite the broad consensus that university students’ sleep is problematic, prevalence varies widely from country to country and between studies due to divergent definitions and measurement instruments (Desjardins & Grandbois, 2022) Specifically, for each college student, the drastic change at the beginning of university life seems to considerably confound their sleep Recent research has pinpointed that better quality, longer duration, and greater consistency of sleep are strongly associated with better academic performance in college (Okano et al., 2019) In addition, a lack of sleep can negatively affect the physiological health, psychological health, and cognitive function of an individual (Guadiana & Okashima, 2021) Nevertheless, some other studies have shown that these issues are common and there is no significant association between sleep quality and academic achievement (Jalali et al., 2020; Sweileh et al., 2011) These conflicting statements have caused great confusion among undergraduates, and some students have started to underestimate sleep as a crucial part of their study Therefore, investigating the influence of sleep on academic performance is imperative to comprehend the underlying determinants of academic result and devising interventions to ameliorate students' scholastic accomplishments Students at Foreign Trade University are proudly known for having a broad educational background and admirable academic achievements However, due to several inevitable lifestyle changes, typically pertaining to the excessive use of mobile devices and participation in numerous extracurricular activities, FTU students normally experience sleep deprivation and daytime drowsiness In reality, insufficient research has been conducted to ascertain the particular influence of sleep patterns on the academic accomplishments of undergraduates at FTU The research problem is compounded by the increasing academic demands placed on students, which can lead to high levels of stress and pressure, potentially impacting sleep quantity and quality Addressing this research problem is essential to developing effective interventions and promoting healthy sleep habits among FTU undergraduates to improve academic outcomes and promote overall student wellbeing Here are some leading questions that will be directly brought up and addressed through this research: What is the current overall sleep quality of FTU students? What are some common factors affecting their sleep habits? How can aspects of sleep (such as sleep quantity and sleep quality) have an impact on the academic performance of FTU students? Is there any relationship between lack of sleep and poorly performed examinations? Does it necessarily mean all FTU students getting high GPAs have adequate sleeping hours as recommended? Literature review Adequate and high-quality sleep is a crucial physiological need for human welfare and optimal health Sleep has been connected to a wide spectrum of physical, emotional, and cognitive benefits, which include improved memory, attention, learning, and creativity Among the various factors that may affect academic performance, sleep has emerged as a critical factor in determining academic success among students This literature review is divided into four sections, each corresponding to a specific research theme The initial section will generalize the current sleep problem among university students Next, the second section investigates the sleep habits of students, while the third section provides studies about the behaviors that affect sleep Finally, the correlation between sleep and academic performance will be elaborated on in the last section of the review By examining the results of previous studies, this review aims to illustrate the general framework theory of the research proposal and underscore the implications of these findings in order to apply them in a desirable context Sleep problems are common among undergraduate students Sleep disorders/ disturbances, poor sleep quality, and inadequate sleep duration have all been recorded in recent years At least 60% of college students get poor-quality sleep and only get hours of sleep per night on average (Lund et al., 2010) Kang & Chen (2009) discover that 33.8% of medical students in Taiwan experienced substandard sleep quality, as indicated by a PSQI score exceeding A previous study found that up to 75% of college students experienced intermittent sleep disruptions, with 15% reporting overall poor sleep quality (Sing & Wong, 2010) Additionally, prior research indicates that at least Document continues below Discover more from: phương pháp nghiên cứu… PPH102 Trường Đại học… 549 documents Go to course ĐỀ LIVE 1605 ăgjawjguoawghljhaeg phương pháp… 100% (3) PHƯƠNG PHÁP 42 Nghiên CỨU KINH T… phương pháp… 100% (3) ĐỀ XUẤT PPNC CUỐI 11 KỲ - Siêu chi tiết và… phương pháp… 100% (2) Trắc nghiệm PPNC 28 phương pháp… 100% (2) Mentor A+ Logic học phương pháp… 100% (2) Phương Pháp Học 21 Tập NCKH phương 7.7% of students experience insomnia and that 16% of those who participated in the 100% (1) pháp… survey required longer than 30 minutes to fall asleep (A Schlarb et al., 2012) Furthermore, more than 24.3% of students who take the questionnaire report having nightmares, which are linked to insomnia symptoms (A A Schlarb, 2015) The National Sleep Foundation recommends to 10 hours of sleep per night for adolescents between the ages of 14 and 17, and to hours per night for people between the ages of 18 and 64 (Hirshkowitz et al., 2015) However, a substantial number of college and university students say they don't get enough sleep More than 1000 college students attending an urban Midwestern university, ranging in age from 17 to 24, take part in a cross-sectional online survey about their sleep habits The results of the survey show that only 29% slept for eight hours or more, and 25% slept for less than 6.5 hours (Lund et al., 2010) According to a study on sleep duration and sleep patterns in Chinese university students, the percentage of those with sleep duration less than hours/day and hours/day is 8.4% and 43.9%, respectively; therefore, short sleep duration is prevalent among Chinese university students (Li et al., 2017) University students usually stay up late despite having early morning classes that require them to wake up early A study conducted on Hong Kong university students reveals that the average bedtime was 12:56 a.m., more than 25% of the participants go to bed at 2:00 a.m or later, and the average time reported by students to fall asleep is 1:16 a.m (Yeung et al., 2008) The typical student goes to bed at 12:24 a.m and awakes at 8:12 a.m on weekdays (Forquer et al., 2008) According to the National Center for Health Researchers, “by 2000, many high schools were starting at 7:30 or earlier, and a growing number of studies showed that these early school schedules can undermine teenagers’ ability to learn, drive safely, and get along with others.” Moreover, there is substantial evidence that suggests school start times that are earlier (i.e., before 8:30 AM) significantly contribute to inadequate sleep and disturbances in the body's natural sleep-wake cycle (ADOLESCENT SLEEP WORKING GROUP et al., 2014) Moreover, students usually have very poor sleep patterns Research conducted on medical students in Europe and the Middle East found that approximately 70% of the participants went to bed between 10 p.m and 12 a.m (A Schlarb et al., 2012) Similarly, Forquer et al (2008) indicate that the majority of students reported staying up later and waking up later on weekends compared to weekdays Additionally, over 33% of students took longer than half an hour to fall asleep, 43% woke up more than once during the night, and more than a third of the participants reported experiencing fatigue during the daytime (Forquer et al., 2008) A cross-sectional study was carried out on medical students at the University of Ghana during the 2014-2015 academic year, utilizing the Pittsburgh Sleep Quality Index (PSQI) - a self-reported questionnaire that evaluates sleep quality within a period of one month (Lawson et al., 2019) The study indicates that a significant majority of students, comprising 66% of the sample, went to bed between 10p.m and 12a.m Additionally, 85% of the students woke up before 6a.m., which resulted in a pervasive occurrence of poor sleep quality and daytime dysfunction among medical students in Ghana (Lawson et al., 2019) The quality of sleep is one of the most commonly used measures in sleeprelated research There are multiple validated sleep quality surveys, with the Pittsburgh Sleep Quality Index (Buysse et al., 1989) being one of the most common measures Poor sleep quality is frequently reported by students A significant proportion of students suffer from chronic sleep deprivation, with an average of less than hours of sleep per night on weekdays, which is particularly pronounced among first-year students (Norbury & Evans, 2019) Furthermore, poor sleep quality has been linked to heightened levels of anxiety (Norbury & Evans, 2019) In another study, 7,626 students ages 18-29 from six universities completed measures assessing mental health symptoms and the Pittsburgh Sleep Quality Index (PSQI) (Becker et al., 2018) The findings indicate that a considerable 27% of the participants reported having poor sleep quality, 36% reported getting less than hours of sleep per night, 43% reported experiencing difficulty falling asleep for more than 30 minutes at least once a week, and a significant 62% of the participants met the cutoff criteria for poor sleep (Becker et al., 2018) Moreover, Kabrita et al (2014) investigated sleep quality and factors that contribute to sleep and overall health within a culture-specific context in Lebanon The research included 540 students from private and public universities who were assessed using the PSQI The findings indicated that poor sleep quality was prevalent among Lebanese university students, which was linked to shorter sleep durations and changes in sleep patterns between weekdays and weekends, particularly among those who preferred staying up late (Kabrita et al., 2014) Physical exercises could have positive effects on students’ sleep quality Analysis indicates that acute physical activity generates positive effects on several facets of sleep, including total sleep time, sleep onset latency, sleep efficiency, stage sleep, slow wave sleep, and yields a moderately beneficial impact on wake time after sleep onset and a slight effect on rapid eye movement (REM) sleep (Kredlow et al., 2015) With respect to regular exercise, it has a slight advantageous influence on total sleep time and sleep efficiency, slight-to-moderate positive effects on sleep onset latency, and moderate benefits for overall sleep quality (Kredlow et al., 2015) The increased use of technological media has a considerable influence on the sleep patterns of university students The presence of computers, laptops, televisions, and other media devices in a student's bedroom diminishes the duration of sleep and postpones bedtime (Nuutinen et al., 2013) Kim et al (2010) also suggested that heavy Internet use was linked to a variety of risk behaviors, including skipping meals and sleeping late, as well as inferior health outcomes, such as a higher chance of being overweight or suffering from hypersomnia 14.8% of students reported heavy Internet usage (>4 h/day), which was linked to a decreased likelihood of participating in health- promoting behaviors like exercising or getting medical treatment At least 43% reported decreased sleeping hours and a lack of energy the next day as a result of smartphone use, 30% had an unhealthy lifestyle (eating more fast food, gaining weight, and exercising less), and 25% claimed that their academic performance had been negatively affected (Alosaimi et al., 2016) Caffeine consumption is also an important factor that could impact students’ sleep quality Riera-Sampol et al (2022) state that caffeine is among the most commonly consumed substances that can alter one's mood and behavior University students reported using caffeinated products to boost their mood and performance Drake et al (2013) concludes that a moderate dose of caffeine at bedtime, hours prior to bedtime, or hours prior to bedtime each have significant effects on sleep disturbance relative to a placebo Another example comes from the University of South Australia, where researchers look into the relationship between sleep and habitual caffeine consumption Participants were given surveys retrieving data on their caffeine intake during the preceding week and their sleeping habits during the preceding month Results show that a reduction in the duration of sleep was found to have a positive correlation with an increase in caffeine consumption, and individuals who reported poor quality of sleep consumed a significantly greater amount of caffeine in comparison to those who reported good quality of sleep (Watson et al., 2016) Although caffeine can effectively improve low levels of wakefulness and counteract any decline in task performance that may occur due to sleep deprivation, the consumption of caffeine may have adverse effects on subsequent sleep, leading to excessive daytime sleepiness (Snel & Lorist, 2011) Medeiros et al (2001) analyzed the circadian rhythm and examined the impact of academic timetables and personal traits on both the sleep-wake cycle and academic performance The subjects were 36 medical students, and these volunteers were requested to fill out a morningness-eveningness questionnaire and the Pittsburgh Sleep Quality Index (PSQI) Multiple regression analysis was used to examine the correlations between the sleep-wake cycle, PSQI, chronotypes, and academic achievement According to the PSQI findings, 38.9% of the students had poor sleep quality The PSQI revealed a tendency toward poor sleep when the medical students were evening type or moderate evening type The results of the multiple regression analysis indicated a connection between academic success and the onset, regularity, and duration of sleep Another example of this is illustrated in the study by Okano et al (2019) In this study, the researchers examined the association between sleep and academic performance, stating that longer sleep duration and better sleep quality were associated with better academic performance 100 students who enrolled in Introduction to Solid State Chemistry at the Massachusetts Institute of Technology were chosen to participate in the study by wearing a tracking device called a Fitbit There was a significant positive correlation between mean sleep duration throughout the semester (7 h (SD of all sleep samples = h 48 min, SD of mean sleep duration per participant = 41 min)) and overall score (r (86) = 0.38, p < 0.0005), which meant that a greater amount of sleep indicated a higher overall score There was also a significant positive correlation between the mean sleep quality throughout the semester and the overall score (r (86) = 0.44, p < 0.00005) Early bedtimes have a positive impact on students' academic success (BaHammam et al., 2012) Another point is that Lund et al (2010) found that a majority of students claimed that academic and emotional stress had a negative impact on their ability to sleep Students classified as poor-quality sleepers reported significantly more problems with physical and psychological health than did goodquality sleepers Wu & Yang (2022) also stated that gender, grade, monthly expenditure, and sleep duration were found to be related to the prevalence of late bedtime However, not every study shows this relation between sleep and academic performance Almarzouki et al (2022), using objective measures and a longitudinal design, indicates that students who attained high academic performance managed to uphold a good GPA despite suffering from poor sleep quality Similarly, Driller et al (2021) concludes that there is a substantial negative correlation between mean grades and bedtime, whereby individuals who retired to bed at an earlier hour tended to achieve higher academic grades in the first semester of university education Nonetheless, no other associations were observed between academic accomplishments and self-reported sleep quantity or quality, as ascertained by the PSQI The impact of sleep on academic performance has been extensively studied in recent years, yet there remains a disagreement research gap as the number of papers that support a correlation between sleep and academic performance is as large as that of refusing a connection between the two variables Furthermore, although previous studies have established a correlation between sleep and academic performance, many have been conducted on specific populations or with limited sample sizes Besides, only a few studies have delved into the potential mediating factors that may impact this relationship, such as socioeconomic status, mental health, and lifestyle behaviors Therefore, a quantitative research approach using a cross-sectional design that accounts for every possible variable is feasible to gain a deeper understanding of the intricate association between sleep and academic performance and to identify possible interventions that could assist students in improving their sleep patterns, ultimately enhancing their achievements at university Research design and methods To explore the issue further, the primary objective of this study is to scrutinize the correlation between sleep duration, quality, and academic performance of Foreign Trade University (FTU) students Precisely, the study aims to ascertain the average sleep hours that FTU undergraduates receive per night, assess the overall sleep quality of the students, and analyze the impact of sleep on the Grade Point Average (GPA) Furthermore, the study endeavors to explore the factors that may contribute to substandard sleep quality or inadequate sleep, such as the use of technology, physical exercise, and caffeine consumption By achieving these research objectives, this study can provide invaluable insights into the relationship between sleep and academic performance among FTU students It can also pinpoint potential areas for intervention, promote better sleep habits, and boost academic outcomes for FTU undergraduates and similar student populations We propose a cross-sectional, quantitative, correlational study carried out among all students currently enrolled at Foreign Trade University A self-reported survey questionnaire will be sent to students via Google Form to collect data on three sets of variables: sleep indicators (using PSQI model), background lifestyle and academic performance After the data collection phase, all sleep data will be quantified using a scale provided by the PSQI instructions and then will be analyzed by applying the Statistical Package for Social Sciences program (SPSS) version 16 As our research topic is the impact of sleep on the academic performance of Foreign Trade University’s students, the study population would, thus, generally include the students of this institution The samples are also the students aforementioned, but in smaller and more specified groups We divided our population into three main target groups, consisting of freshmen, sophomores and juniors The reason why we counted out the seniors is because most FTU students graduate at the latter-half stage of the third year, and the others in the fourth school year are commonly in the process of preparing for their graduate thesis Therefore, there is nearly no academic performance (GPA) in terms of the seniors in this case Back to the three main target subjects, each one has its own traits rendering the GPA level vary significantly Taking those base benchmarks, we sorted out our target groups by decreasing the level of sleeping quantity In the first-year period, the syllabus just consists of basic foundations, which demand less effort as well as the amount of time taken from sleeping to invest in academic research There is no immediate force to make the students find a job in this period either In terms of the second-year students, some more tasks would be formed for them, both tougher school tasks and some parttime jobs as well Unlike those in the first year, sophomores need to balance between working and studying, thus, the time spent for sleeping would be lessened The case for the junior is even harder since they not only need to cover the tasks of the two groups above, but they also have to find a proper business for their internship, which might deprive them of great dedication and, consequently, a higher amount of time for sleeping Each respondent will be given a questionnaire, which is based on the Pittsburgh Sleep Quality Index (PSQI) There are twenty-nine questions in total, including nineteen self-reported questions and six questions on three groups of external factors, namely stimulant consumption, exercise, and media use The copy of the questionnaire survey relating to the research topic can be found here: Sleep and Academic Performance Survey The questionnaire is divided into three main parts The first section contains four questions about demographic characteristics, concentrating on age, gender, year of study of participants and the last semester’s GPA Data on academic performance is evaluated by the GPA of the last semester on the scale of 4.0 The second section is PSQI-based questions to collect variables related to sleep quality In this research, five questions rated by partners or roommates are dismissed from the original version of PSQI as they make no contribution to the scoring system Seven components with a range of 0–3 points would be formed by combining nineteen self-reported questions, which are: Subjective sleep quality: This component measures overall satisfaction with sleep quality It is scored on a scale of 0-3, with indicating very good sleep quality and indicating very poor sleep quality Sleep latency: This component measures how long it takes to fall asleep It is scored on a scale of 0-3, with indicating a short time to fall asleep and indicating a very long time to fall asleep Sleep duration: This component measures the actual amount of time spent sleeping It is scored on a scale of 0-3, with indicating a sleep duration of or more hours and indicating a sleep duration of less than hours Habitual sleep efficiency: This component measures the ratio of actual sleep time to the total time spent in bed It is scored on a scale of 0-3, with indicating a sleep efficiency of 85% or more and indicating a sleep efficiency of less than 65% Sleep disturbances: This component measures the frequency of disturbances during sleep, such as waking up during the night or having trouble breathing It is scored on a scale of 0-3, with indicating no sleep disturbances and indicating severe sleep disturbances Use of sleep medication: This component measures the frequency of using sleep medications It is scored on a scale of 0-3, with indicating never using sleep medication and indicating using sleep medication every night Daytime dysfunction: This component measures the level of daytime sleepiness and impairment of daily functioning due to poor sleep quality It is scored on a scale of 0-3, with indicating no daytime dysfunction and indicating severe daytime dysfunction The total score ranges from 0–21, with higher scores (PSQI total score > 5) indicating poorer sleep quality Variables related to external factors will be collected in the last part of the questionnaire through questions on the frequency or amount of intake In conducting research on the impact of sleep on academic performance of FTU undergraduates, it is important to consider potential obstacles, limitations, and ethical or practical issues that may arise during the study One potential obstacle is participant recruitment and retention, as students may be hesitant to participate or drop out of the study due to time constraints or other factors Another limitation may be the selfreported nature of sleep data, which could be subject to biases or inaccuracies Ethical considerations include ensuring that participants provide informed consent and protecting their privacy and confidentiality To address these issues, the study could employ various strategies, such as offering incentives for participation and implementing rigorous data collection and analysis procedures The study could also provide participants with information about healthy sleep habits and offer resources for improving sleep quality Additionally, the study could involve a review board to ensure ethical guidelines are followed and participants' rights are protected By anticipating and addressing potential obstacles and ethical considerations, the research can ensure its validity and contribute to the knowledge base on the relationship between sleep and academic performance among FTU undergraduates Expected outcomes and Implications This study is expected to show a correlation between sleep indicators and academic performance and thereby generate accurate answers to the given research questions The result of this study could provide FTU undergraduates with more indepth information about the current state of their sleep quality, including the awareness of the prevalence of sleep disturbances among students and the factors that contribute to them Therefore, students could be empowered to recognize the significance of sleep for their health, learning and future career, at the same time be encouraged to improve their self-awareness and management of their own sleep health Additionally, educators will have a more 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