Analyzing the Correlation Between Sleep Quality and Academic Performance Among Secondary-Level Students at St. Francis Xavier Learning Center

This study examined the relationship between sleep quality and academic performance among secondary-level students at Saint Francis Xavier Learning Center during the 2024–2025 academic year. Using a quantitative, non-experimental, and correlational research design, the study focused on three key indicators of sleep quality: sleep schedule, sleep duration, and sleep disturbance. A total of 45 students from Grades 7 to 10 participated in the study. Data were collected using a structured Likert-scale questionnaire that measured students’ sleep habits and self-reported general average. The Pearson Product-Moment Correlation Coefficient was used to analyze the strength and direction of the relationship between sleep quality variables and academic performance. Results showed strong and statistically significant positive correlations for all three indicators: sleep schedule (r = 0.979, p < 0.001), sleep duration (r = 0.957, p < 0.001), and sleep disturbance (r = 0.974, p < 0.001). These findings led to the rejection of the null hypothesis, which stated that there is no significant relationship between sleep quality and academic performance. The results suggest that students with more regular sleep schedules, longer sleep durations, and better management of sleep disturbances tend to perform better academically. These findings underscore the importance of promoting healthy sleep habits among students as a potential strategy to support academic success.