Abstract
The purpose of the study was to unveil how sleep quality influences academic performance. The study explored how sleep quality and stressors such as stress and anxiety affect the academic progress and performance of public college students. This research employed a comprehensive cross-sectional survey design, strategically chosen to include a diverse student population across various academic levels concurrently. The study involved 106 participants (53 males and 53 females) who were public college students in Nigeria. Participants were selected using a purposive sampling technique. Standard measurement scales were used to collect data. Data were analyzed using descriptive statistics, as well as Mann-Whitney U tests, t-tests, and multiple regression analyses. Findings indicated significant gender differences in students' sleep patterns and sleep onset latency, among other variables. The results also demonstrated a link between students' academic performance, wakefulness, and anxiety. The outcomes of this research have important implications for designing targeted interventions in learning environments. The study concluded that understanding gender differences in sleep patterns is essential for tailoring interventions that address specific aspects of sleep. It emphasized that future research could improve the development of gender-sensitive sleep interventions by exploring variables contributing to differences in sleep onset latency.