Sleep Quality, Academic Stress, Time Management, and Academic Performance among Medical Technology Students

This study examined the relationships among sleep quality, academic stress, time management, and academic performance among Medical Technology students at Centro Escolar University-Manila. Using a quantitative descriptive-correlational and comparative design, the study surveyed 168 first- to third-year Medical Technology students selected through stratified proportionate random sampling. Data were gathered using adapted standardized measures, including a Pittsburgh Sleep Quality Index-based sleep quality questionnaire, the Perceived Academic Stress Scale, and a time management questionnaire. Academic performance was measured through self-reported General Weighted Average for the first semester of Academic Year 2024-2025. Descriptive statistics, Spearman correlation, Welch’s one-way analysis of variance, Kruskal-Wallis tests, post hoc comparisons, and multiple linear regression were used to analyze the data. Results showed significant year-level differences in sleep quality and academic stress, while time management did not differ significantly across year levels. A weak but significant positive relationship was found between sleep quality scores and academic stress, indicating that poorer sleep quality was associated with higher academic stress. However, sleep quality, academic stress, and time management did not significantly predict academic performance. The findings suggest that academic performance in demanding health science programs may be shaped by broader contextual, motivational, instructional, and institutional factors beyond the behavioral variables examined. The study supports targeted student wellness interventions, particularly in stress management and sleep hygiene, to strengthen student well-being in allied health education.