This study aims to identify the influential factors that affect the perceived academic performance of undergraduate students experiencing hybrid learning. It investigates the relationships between sleep quality, anxiety, stress, academic workload, motivation level, gender, year level, and perceived academic performance using correlation analysis. The study employs Kruskal Wallis, Spearman rho correlation, and Mann-Whitney U test to determine the strength and significance of these relationships statistically. The study will span six months, focusing on undergraduate students in hybrid learning for the academic year 2023-2024 in the National Capital Region. However, potential limitations include response bias in self-reported data and the specificity of the study to undergraduate students. Based on the data collected from the statistical tool SPSS, it was found that there is a significant correlation between the response variable "Perceived Academic Performance" and the explanatory variables “Sleep Quality,” "Anxiety," "Stress," "Hybrid Mode of Learning," “Academic Workload,” Extrinsic Motivation - Identified," "Amotivation," and "Extrinsic Motivation - Introjected"“Academic Motivation,” “Year Level."