A Comparative Study On The Effects of Coffee Consumption On The Academic Performance of The Grade 12 Steam Students of Silliman University Senior High School

A COMPARATIVE STUDY ON THE EFFECTS OF COFFEE CONSUMPTION ON
THE ACADEMIC PERFORMANCE OF THE GRADE 12 STEAM STUDENTS OF
SILLIMAN UNIVERSITY SENIOR HIGH SCHOOL
A Research Paper Presented to the Faculty of the
Senior High School Silliman University
Dumaguete City
In Partial Fulfillment of the Requirements for
Inquiries, Investigation & Immersion
Cañete, Zara Lorraine T.
Canoy, Christy Joy E.
Catubig, Trizia P.
Gador, Kyla Pristina O.
Solutan, Adrian B.
Sy, Jillian Patricia G.
February 2019
ACKNOWLEDGEMENT
First and foremost, praises and thanks to the God, the Almighty, for His showers of
blessings to complete this research successfully.
Second, the researchers would like to express deep and sincere gratitude to their research
instructor, Mrs. Mir Olivet C. Sadiasa, from the Institute of Clinical and Laboratory Sciences, for
giving the researchers an opportunity to conduct this research and providing invaluable guidance
throughout this research. Her dynamism, vision, sincerity and motivation have deeply inspired the
researchers. The researchers would also like to extend a heartfelt gratitude for her understanding
and patience during the course of this research and preparation.
Third, the researchers are extremely grateful for Ms. Maria Lourdes D. Eullaran, a teacher
from the Mathematics Department, for her continuous guidance and endless support towards this
research paper. Without her guidance and efforts, the researchers would not be able to interpret the
data gathered properly.
Fourth, the researchers would like to extend their gratitude to all the respondents who
willingly participated in this study. Their genuine and honest answers to the survey questionnaires
helped the researchers massively in fulfilling this research paper.
Lastly, the researchers are also grateful to their respective parents and family members for
their love, prayers, care, and sacrifices. Likewise, the researchers would like to thank their friends
and relatives for their support and valuable prayers, who has shown their interest and
understanding to complete this research paper successful.
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TABLE OF CONTENTS
PAGE
COVER PAGE i
ACKNOWLEDGEMENT ii
TABLE OF CONTENTS iii
ABSTRACT 1
CHAPTER I: INTRODUCTION
Background of the Study 2
Statement of the Problem 4
Objectives of the Study 4
Significance of the Study 5
Scope and Limitations of the Study 5
Operational Definition of Terms 6
CHAPTER II: REVIEW OF RELATED LITERATURE
Related Literature 7
 Caffeine 7
 Advantages of Caffeine Consumption 9
 Disadvantages of Caffeine Consumption 11
 Effects of Caffeine Consumption to Students’ Academic Performance 13
Related Studies 15
Theoretical Framework 17
Conceptual Framework 21
CHAPTER III: METHODOLOGY
iii
Research Design 22
Research Environment 22
Research Instruments 23
Research Respondents 23
Procedure for Data Collection 23
Data Analysis Procedure 24
Ethical Considerations 25
CHAPTER IV: PRESENTATION, ANALYSIS & INTERPRETATION OF DATA 26
CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND 35
RECOMMENDATIONS
REFERENCES 39
APPENDICES 45
CURRICULUM VITAE 55
iv
LIST OF FIGURES
FIGURE PAGE
1 Possible Causes Why Senior High School 17
Students Consume Caffeine
2 The Variable of the Study 21
v
LIST OF TABLES
TABLE PAGE
1 Percentage of drinkers and non-drinkers of 26
coffee from the total respondents
2 The different ages of the respondents from 27
when they started consuming coffee
3 Scores of the respondents’ daily intake of 28
coffee
4 Purposes of the respondents in consuming 29
coffee
5 Frequency of respondents’ coffee consumption 30
during the week of finals or midterms
6 Reasons why respondents consume coffee 31
7 Rating on the effectiveness of coffee 32
consumption to their academic performance
8 Opinions of the respondents on caffeine 33
9 Respondents’ general average in the first 34
semester of SY 2018-2019
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LIST OF APPENDICES
APPENDIX PAGE
A Map of Research Location 45
B Communication Letters 46
C Survey Questionnaire 49
D Research Informed Consent 51
E Timetable 53
F Budget 54
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ABSTRACT
Researchers found out that the caffeine consumption of the students who are academically
pressured rises. Caffeine can affect a person’s health which causes an increasing heart rate.
Caffeine can also have a positive impact in our well-being because it can make us more energetic
and lively. It was discovered that caffeine can help a person to concentrate and to be alert. This
study aims to assess and evaluate the effects of caffeine on the academic performance of the Senior
High School STEAM students of Silliman University. This study aims to evaluate how the caffeine
consumption of the students can give advantages and/or disadvantages to them. The research
instrument used in this study is a survey questionnaire with an open-ended questions. The survey
questionnaire is a researcher-made questionnaire. The survey was conducted inside the campus of
Silliman University and the target respondents are from the Grade 12 senior high school students,
specifically from the STEAM strand. There are 390 respondents from the Senior High school
department who are currently enrolled in the school year 2018-2019. The results showed that
students consume coffee have larger population compared to those who do not consume coffee.
Majority of the respondents from the coffee drinker population wants coffee because it makes them
stay awake. In conclusion, caffeine consumption have no benefit to the academic performance of
the students.
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CHAPTER I
INTRODUCTION
Background of the Study
Caffeine is a key component of several of the most widely consumed beverages amongst
students. The consumption of caffeine amongst students has steadily increased as they face the
academic pressures of school. One study conducted found that 44% of adolescents consume
caffeine on a weekly basis. This need for caffeine amongst students is credited to its effect as a
drug, stimulating the consumer and providing temporary alertness. Later in their lives, their rate
of consumption jumps to 90%. Due to this high consumption rate, caffeine and its effects have
been well studied and documented.
Caffeine has been known to affect consumers in various ways. Most consumers and studies
of caffeine note its impact on increasing one’s heart rate. Subsequently, it has been theorized to
block certain hormones that increase blood pressure amongst non-seasoned consumers (Daniels
et. al., 1998). Caffeine has also been known to be a laxative, stimulating greater colonic muscle
activity (Rao et. al, 1998). Several researchers have also documented its effect as an energy
booster and stimulant. One such study found that the consumption of caffeine of 200 to 250 mg
worth has also been shown to elevate one’s mood (Lieberman et al., 1987; Swift and Tiplady,
1988). Caffeine has also been credited to stimulating the central nervous system, increasing
alertness and concentration (Cappelletti et al., 2015)
Memory is a process that retains, retrieves and uses information that is no longer present
(Jameson, 2013). The intensity of alertness is a factor at which how effective memory retention is.
Alertness is a key factor in the retention of memory. During times of intense learning and work,
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the brain requires alertness as it processes high volumes of information. A lapse in alertness results
in sections of information being unprocessed and therefore unretained. One such study conducted
(Heaton & Griffin, 2015) found that the intake of caffeine improved alertness in truck drivers as
they worked, processing information rapidly while on the road. However, this study focused on an
older age group of adult truck drivers. Amongst younger age groups, such as adolescents, the
effects of caffeine vary. Several studies have pointed out caffeine’s effect on stunting development
in adolescents’ brain (Olini et al., 2013). This decrease in alertness and development of students
negatively impacts the student’s academic performance. Although, researchers suggest a more in
depth case study to prove or disprove its connection to development.
Many of the studies mentioned above mainly focused on long term effects of caffeine on
developmental and mental aptitude rather than immediate ones. It is also worth noting that the
references above chose not to examine whether there was a direct correlation between caffeine and
academic achievement. Thus, this study aims to investigate the effects of caffeine on the academic
performance of Senior High School students of Silliman University.
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Statement of the Problem
The purpose of this study was to assess and evaluate the effects of caffeine on the academic
performance of the Senior High School students of Silliman University.
This paper intended to address the following questions:
1. What are the grades of the students who consume coffee and do not consume
coffee?
2. What are the percentages of the grades of the students who consume coffee and
students who do not consume coffee?
3. What are the reasons that students consume caffeine for?
Objectives of the Study
This study aimed to assess and evaluate the effects of caffeine on the academic performance
of the Senior High School students of Silliman University.
Generally, the following goals are to be met in this paper:
1. determine the grades of the students who consume caffeine and do not consume
coffee
2. identify the percentages of the grades of the students who consume coffee and
students who do not consume coffee
3. discover the reasons students consume coffee
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Significance of the Study
This study benefitted students, parents, teachers, readers, and future researchers who may
use the data gathered in this research for their own purposes.
This study provided valuable information of the effects of caffeine to the Senior High
School students’ academic performance. It can brought awareness to the students especially those
who consume caffeine. Moreover, it also provided the students ideas that could possibly improve
their academic performance, if they wish to apply the data that gathered in this research.
Additionally, parents and teachers can benefitted from this study such that they have an
understanding and awareness on their child or students who consume caffeine. This study helped
them in identifying whether caffeine consumption has good or bad effects in their child or students’
academic performance.
Furthermore, this study provided readers additional information about the good and the bad
effects of caffeine once ingested. With this knowledge, the readers now have an overview of the
adverse health effects of caffeine. Lastly, this study opened more avenue for future researchers
who want to venture into more intensive researches of this topic.
Scope and Limitation of the Study
This study took place in Dumaguete City, Negros Oriental specifically in Silliman
University. With the timeframe of four months from November 2018 to March 2019, the
researchers only focused on participants from the selected twelve sections of the Grade 12 students
under the Science, Technology, Engineering, Agriculture, and Mathematics (STEAM) strand.
Other strands/ tracks are not included in this study. The researchers only limited the study to coffee
as the source of caffeine. Thus, other caffeinated beverages are not included in this study.
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Operational Definition of Terms
For better understanding of this study, the following terms are defined operationally:
 Caffeine - a Central Nervous System stimulant found in coffee, tea, chocolate, cola
beverages, energy drinks, and prescription and non-prescription medications
 Academic Performance - is the outcome of education — the extent to which a student,
teacher or institution has achieved their educational goals; commonly measured
by examinations or continuous assessment but there is no general agreement on how it is
best tested or which aspects are most important
 Coffee - a brewed beverage prepared from the roasted seeds of several species of an
evergreen shrub of the genus Coffea
 Alertness - how an individual is able to think and notice things clearly
 Pick-me-up - something accessible that cheers a person up, makes him/her happy or gives
him/her more energy
 Artificial Caffeine - also known as synthetic caffeine; made by a chemical synthesis of
urea as the raw material and can be exposed to a number of harsh chemicals
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature
Caffeine
The words “caffeine” and “coffee” first originated from the Arabic word gahweb. In 1821,
caffeine was first isolated from the word coffee. Coffee primarily came from a native plant found
in Ethiopia and was later introduced to Arabia and the rest of the East during the fourth century
AD. Ethiopian nomads observed that their domestic animals became more active after eating the
fruits of the trees. These nomads also found out that they also felt more active and energized after
eating the seeds, paving a way for them to begin creating a drink by roasting the beans. Coffee was
used in religious ceremonies and rituals in which groups of men drank excessive amounts while
praying and singing all night. Coffee was first introduced to Europe in the year 1573. Since it was
a new and unapproved drug, many authorities have attempted to restrict it, but still failed. In many
tropical countries, the coffee plant is now developed and cultivated. In 1657, tea was first
introduced to England while Switzerland created the first milk chocolate bar in 1876, and soft
drinks emerged at the end of 19th century; in which all of these products contain caffeine (Mental
Health Commission, n.d.).
According to an article found in Food Insight (2015), many people enjoy an accessible
everyday kind of drink, such as a freshly brewed cup of coffee, a cold soft drink, a hot cup of tea
or an energy drink, all of which have a common ingredient: caffeine. Caffeine may be used to give
some food and drink products a bitter taste, and certain products may also contain caffeine for its
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well-known “pick-me-up” qualities. The United States Food and Drug Administration (FDA)
categorize caffeine as generally recognized as safe (GRAS).
Caffeine is a natural bitter substance found in more than 60 plants such as coffee beans, tea
leaves, kola nuts which adds flavor to the soft drinks, and cacao pods. This is a key ingredient in
manufacturing chocolate products. Furthermore, there is also artificial caffeine used in medicines,
foods, and drinks. Primarily, people consume caffeine from beverages, such as coffee. The rates
of caffeine present in these various beverages differs. In general, an 8-ounce cup of coffee contains
95-200 milligrams of caffeine; a 12-ounce can of soft drinks contain 35-45 milligrams of caffeine;
an 8-ounce bottle of energy drink contains 70-100 milligrams of caffeine and; an 8-ounce cup of
tea contains 14-60 milligrams of caffeine (MedlinePlus, 2015).
Andrews (2017) stated that caffeine is a methylxanthines. Methylxanthines portrays as
adenosine receptor blockers and phosphodiesterase inhibitors. Adenosine acts as the central
nervous system's "brakes." Therefore stimulation occurs when its effects are blocked by caffeine.
Meanwhile, phosphodiesterase is an enzyme necessary to break down the cAMP protein of the
second messenger in cells. As the "messenger" moniker insinuates, cAMP helps to transmit signals
within cells. Caffeine prevents the breakdown of this messenger protein, thus if this messenger
protein is not broken down, it has a higher chance of causing its stimulating effects.
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Advantages of Caffeine Consumption
Coffee is an enjoyable drink that pushes one to start the day kicking and packed with
energy. Since the caffeine in coffee is a mild stimulant it has varied ways of improving one’s
capacity to study. It enhances alertness and affects overall mood and performance while engaging
oneself in studying. An article from the Nestle Corporation (n.d) claims that a cup of coffee makes
studying easier. Drinking coffee while studying has also been linked to increasing focus and
concentration, enhancing short term memory, increasing alertness, and enhancing mood.
An article written by a staff writer from California College San Diego (2017) states that
caffeine is a perfect companion for college students due to its profound effect on brain chemistry
that makes it both effective and addictive. This effect is brought by the two main receptors namely
adenosine and dopamine. The article also mentions the research work from John Hopkins
University (2014) that found that caffeine contains properties that can enhance your memory.
Other than having caffeine as a proven substance to have a positive effect on long-term memory,
the study found that caffeine can enhance one’s ability to retain certain and specific memories for
at least 24 hours of post consumption.
The breakdown of the two main receptors, adenosine and dopamine, play major roles in
the well-known functions of caffeine consumption. As commonly known in biological terms,
adenosine is a chemical compound that belongs to the four integral bases of the nucleic acids that
make life possible. Coming from the same article, caffeine enables the cell to figure and point
adenosine and causes the nerve cells to increase activity. It is also the cause of the constriction of
the blood vessels, which boosts the firing of neurons and generates a sense of activity and
emergency in the brain’s pituitary gland. The release of hormones then takes place in the brain that
prompts the production of adrenaline which has a variety of side effects like increase in heartbeat
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and blood pressure, dilated pupils and airways, and a boost of sugar that is being released into the
bloodstream for an increased energy. This is the main contribution of adenosine in caffeine- is to
provide the sense of alertness in one’s capacity of doing work. Dopamine on the other hand is a
neurotransmitter that activates pleasure in the brain which explains the addiction coming from
other people who consume caffeine.
William McCoy’s article (2018) pointed out other benefits that a teenager could get from
drinking coffee, as it is the most common source of caffeine. McCoy mentioned its benefit as a
reliever from fatigue for its qualities as a stimulant carries positive impact on those people who
may have one or more tasks to do in a day. A cup of coffee is a good supply to combat drowsiness,
making the caffeinated drink a perfect match for late night workers and students who are dealing
with several tasks that keep them kicking until the late hour. The author of the article included the
flexible role of coffee as a social interaction tool since the taste of the said beverage appeals to
many teenagers. His idea of coffee suggests that it could be a key for teens to gather, hang out for
a simple date or group study that helps build a healthy block on both intrapersonal and
interpersonal relationships. The last benefit McCoy stated gives coffee a title as a memory booster.
This is because a single cup of strong coffee can improve one’s memory as what the study
published in “Nature Neuroscience” (2014) claims. Some academic struggles such as difficulty in
memorizing might be solved by maintaining the sharpness of memory for hours with a moderate
consumption of coffee.
Caffeine helps increase strength, stamina, and endurance. It also boosts your metabolism
by seven percent (7%) to be able to burn more fats and generate more heat. A recent analysis of
20 studies confirmed that caffeine improves both muscle strength and power. An article written by
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Dr. Sarah Brewer (2018) claims that caffeine is naturally found in everyday food and drinks. Such
caffeine helps metabolism, strength, stamina, and endurance increase.
In another article written by Andrews (2017), he pointed out that caffeine can improve
performance, particularly during events that requires a lot of endurance. Normally, athletes can
last longer and work harder but the use of caffeine can improve even brief periods of activity. One
of the reasons why caffeine consumption is common among physique athletes is due to how
caffeine can build up the mobilization of fatty acids as a fuel during exercise.
Disadvantages of Caffeine Consumption
Cappelletti, Paria, & Aromatacio (2015), stated that the number of people that are
consuming caffeine are increasing. Consumers mainly credit their use of caffeine for its cognitive
and physical enhancement. Products that contain caffeine can have an impact to the different body
systems. Hence, it is of importance to evaluate if these impacts can be dangerous to the consumers’
health. Moreover, the constant consumption and reliance to caffeine can lead to a person’s
untimely death and other harmful effects.
High doses of caffeine consumption has been known to result in negative consequences.
Consuming 500-600 milligrams of caffeine a day leads to many side effects of insomnia,
nervousness, restlessness, irritability, an upset stomach, a fast heartbeat and muscle tremors.
Additionally, it has been stated that moderate amounts can also lead to complication especially to
pregnant women with only 300 milligrams. It can increase the risk of having a low birth weight
baby (Whiteman, 2015).
One article from Mayo Clinic (2017) found that consuming 500-600 milligrams of caffeine
daily leads to several health hazards. Drinkers report such side effects of migraines, insomnia,
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nervousness, irritability, stomach upset, fast heartbeat, and muscle tremors that were also pointed
out by Whiteman (2015). These side effects could also vary within consumers’ sensitivity. The
intensity of the impact of caffeine depends on several consumer factors such as genetics, body
mass, age, medication, and health conditions. It can also vary with the amount of sleep of
consumers. The consumption of caffeine for the purpose of keeping awake can create a cycle of
dependence on the stimulant.
Another article found that caffeine may increase blood pressure, especially those with
background of hypertension, including those who do not normally consume caffeine. Additionally,
caffeine, can increase the risk of bone fractures as it interferes with the natural process of bone
formation or ossification (Meszaros, 2018).
According to The Institute for Scientific Information on Coffee (2018), increasing the
caffeine consumption in our daily diet can cause dangerous effects to the body. Despite reportedly
not feeling any harmful effects, individuals that eat and drink the food with the amount they desired
underwent an increased rate of stress, jitteriness, overactivity, and sleep deprivation.
Caffeine has also been known to have addictive qualities. Frequent consumption of caffeine
has produced results that mirror “withdrawal” in substance abuse. It creates a physical dependence
in consumers that can threaten their health. Drinkers with anxiety related illnesses are
recommended to avoid any beverage with caffeine as it heightens the severity of their anxiety. One
study found that 94% of drinkers experienced symptoms of withdrawal and at least 38.9% reported
being unable to stop drinking caffeine (“Caffeine Addiction”, n.d).
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The reversing of caffeine toxicity can only be done as the body metabolizes the consumed
caffeine and pushes it out of the body through waste products. There are also supportive measures
that includes lowering one’s heart rate if necessary meaning to support blood pressure and
anticonvulsants if someone seizes (Mitchell, 2017).
Effects of Caffeine Consumption to Students’ Academic Performance
Caffeine has a significant role in the daily intake of individuals, particularly, the student.
Caffeine is presumed to enhance the performance of the students in school, nevertheless, only
some have investigated it. This is an issue as caffeine may have a stronger effect in teens as their
body weight and stimulant tolerance is lesser than adults (Newport Academy, 2012).
A study in 2013 (Rogers et. al.) assessed the effects of caffeine intake on the drowsiness,
intellectual concentration, nervousness, and muscle movements of a person. The study evaluated
two groups of respondents: people who do not drink coffee or those that have low consumption of
coffee and the people that have an average to high consumption of coffee. The researchers called
the people that have low consumption as the “lower group” and the other is the “higher group”.
The researchers gave the respondents 250 milligrams of caffeine drugs after a night of avoiding
drinking coffee. They were assessed by a number of tasks to measure their muscle movements and
also given questions to evaluate their drowsiness, intellectual concentration, and nervousness.
They concluded that apart from combating its own withdrawal symptoms, caffeine does little to
improve academic performance. However, the ability of caffeine to keep people wake up longer,
allowing more waking hours, can prove invaluable in a university setting (Treanor, 2014).
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In contrast to this, the effect of caffeine to delay sleep has been theorized to harm student’s
academic performance rather than benefit them. One such study found that when a student,
particularly adolescents, consume caffeine they reduce the chances of sleep and can impact the
network of brain activity. This occurs as sleep deprivation increases memory problems while
decreasing alertness. The same article also concluded that caffeine has adverse effects on bones.
The substitution of caffeine in place of milk leads to an increased risk of developing osteoporosis
in teenagers (Morin, 2018).
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Related Studies
A literature search administered from 1997-2015 gathered 18 reports on public studies that
portray the caffeine consumption of over 275,000 children, adolescents, and adults. The data
showed that the total mean of daily caffeine consumption in children, adolescents, and adults is
below caffeine consumption recommended stated in Health Canada and the European Food Safety
Authority. Health Canada stated that the recommended amount of caffeine consumption daily for
children and adults is 2.5 mg/kg and 400 mg for adults, respectively. Meanwhile, European Food
Safety Authority (EFSA) stated that the recommended amount of caffeine consumption daily for
children and adolescents is 3 mg/kg and 400 mg for adults. The total daily caffeine consumption
has remained balanced in the last 10-15 years (Verster and Koenig, 2018).
McLellan, Colduell, & Lieberman (2016) pointed out in their study that the consistency of
caffeine’s perceived benefits has also been disputed. The intake of moderate doses (300 mg - 400
mg) resulted in varied effects on memory and higher-order executive function such as judgement
and decision-making.
According to Ferre’s study (2016), caffeine has also been found to impact consumers’
sensitivity to substance use disorders outside of its consumption leading to caffeine use disorders.
Children and adolescents that consume caffeine are at a greater vulnerability to substance abuse
due to its psychostimulant effects.
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Consumption of caffeine is one of the causes of sleep deprivation during adolescence,
which results to unhealthy mental wellbeing. This study tested the effectiveness of a brief school-
based psychoeducative intervention initially to increase sleep time by reducing the use of
electronic media and consumption of caffeine during bedtime. Multilevel analysis showed a
significant but modest decrease in the use of electronic media in IG versus CG participants, but
displayed no effect on caffeine consumption or duration of sleep (Das-Friebel, et. al., 2018).
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Theoretical Framework
CAUSE EFFECT
People Caffeinated Drinks
Affordability of
the products
Social gatherings
with friends and
Enjoyable and
peers
delectable
Has addictive
Invitation from people qualities that
to events and extends the waking
hours of a person. Students
celebrations
Consuming
School homework
Caffeine
School cafeteria with
affordable beverages and test reviews
and after-school
activities
Food kiosks
available around
Silliman campus Helping out in
household
Nearby cafés chores
Environment Duties and

Responsibilities
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Figure 1. Possible Causes Why Senior High School Students Consume Caffeine
Taking the effects of caffeine consumption by students into consideration plots the idea of
using Ishikawa or the Fishbone Diagram. It is a common cause and effect diagram that supports
the causation principle of a certain matter. The “bones” or the factors branches into four parts
namely: people, caffeinated drinks, environment and duties and responsibilities with each factor
having an in-depth possible causes. The listed situations in the whole diagram was based on the
researchers’ observations along with personal experiences for they deal with the type of
respondents having the same grade level as them. Meaning, both parties had been through similar
situations in both school and non-school setting.
People
Generally the influence of a student consuming caffeine came from themselves and the
influence of people surrounding them. A student belonging to a group is automatically a gate of
open communication and countless experiences. Usually when these individuals collide together
they head out for a simple hangout that involves treats such as food and drinks. Dumaguete being
a small yet active city is known for its visible number of cafés specifically in the Boulevard and
Downtown area. Having those places present, people such as young students tend to agree on
spending their leisure on such locations. Another possible cause would be receiving invites for
events like parties that prepares caffeinated drinks such as soft drinks of different kinds.
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Caffeinated Drinks
The most consumable and well-known caffeinated drinks are soft drinks and coffee which
students enjoy. One of the main reasons why is the delectable taste that appeals to their taste buds.
In addition to that, the prices are fit and affordable for a student budget which definitely makes it
a worthy spend. The addictive quality of caffeine as a stimulant joined the list of causes due to its
role of blocking adenosine receptors. With that, it reduces the feeling of the consumer’s tiredness
(Stromberg, 2013). The discovery of caffeine, which comes from a plant and now utilized as one
of the main ingredients of drinks marks as the revolution of health and agriculture.
Environment
Silliman University’s location made its doors widely opened to nearby restaurants, cafés,
and convenience stores allowing students to grab a drink. The campus of the university is filled
with noticeable number of food kiosks that is managed by either an enrolled college student of
Silliman or the owner themselves. Aside from selling bottled water and tetra packs of juice or dairy
drinks, bottled soft drinks and even powdered coffee in packs are sold. This could be due to the
population of Grade 12 STEAM students who do not live within Dumaguete City and are staying
in dormitories and apartments.
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Duties and Responsibilities
Giving more value to the status of the students provides reasonable excuses for them to
consume caffeine. Since they are expected to comply various requirements for school, it is natural
for them to feel exhausted and drained. Switching off from student to normal mode adds more to
their daily tasks lengthening the number of hours of working. An example of a situation is doing
the household chores or cleaning the room after returning home from school. Then prioritizing of
school works goes to the last so the order of work is organized and balanced according to its flow.
In the midst of doing a school work the student might start to feel drowsy and heavy-eyed as the
aftermath of the physical work done beforehand. A moderate intake of caffeine help fight the
drowsiness and can make the student attentive to their ongoing work.
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Conceptual Framework
Figure 2. The Variables of the Study
Independent Variable Intervening Variable Dependent Variable
Caffeine
Consumption of Sleep Deprivation,
Senior High School Memory Problems, Academic
Students in Silliman Decreased Ability to Performance
University Focus
In Figure 2, it shows the relation between the different variables of the study. Its causal
relationship is shown by the arrow leading from the amount of caffeine consumed to several factors
that influence a student’s academic performance such as: sleep deprivation, memory problems and
a decreased ability to focus. There are strong correlations between these factors and the amount of
caffeine consumed regularly by students. For example, one of caffeine’s most notable effects is its
ability to increase alertness and wakefulness in consumers. When this is achieved, the consumer’s
ability to sleep is reduced. This can cause sleep deprivation and lead to a decreased ability to focus
and, subsequently, memory problems. These results impact a student’s academic performance as
highlighted by the arrow.
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CHAPTER III
METHODOLOGY
Research Design
This study is qualitative and descriptive in nature that focuses on the effects of coffee
consumption on Grade 12 Senior High School students under the STEAM strand of Silliman
University. The main highlights of this study is to know the effects of caffeine specifically coffee
on the academic performance of students. It aimed to analyze how caffeine can give advantages
and/or disadvantages to the respondents. It searched for answers as to how coffee consumption
affects the students’ performance.
The instrument used in gathering data is by the use of a survey. The survey was done on
the researchers’ target respondents which are the Grade 12 students from the Science, Technology,
Engineering, Agriculture, and Mathematics (STEAM) strand of Silliman University Senior High
School. The researchers used random sampling to identify the participants to be included in this
study. The researchers aimed to collect data from respondents about coffee consumption and how
it can affect their performances in their studies.
Research Environment
This study focused on the effects brought by coffee consumption towards a student’s
academic performance. The study involved the students as the major target for data collection
hence making the school the center of the setting. Specifically, the study was conducted
exclusively on the premises of Silliman University, Dumaguete City in the department of Senior
High School.
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Research Instruments
The researchers provided survey questionnaires to respondents from the Grade 12 STEAM
students of Silliman University Senior High School. The research instrument that the researchers
used is a researcher-made questionnaire to accumulate the information needed regarding the
students’ coffee consumption. The draft of the survey questionnaire was from the researchers’
interpretations, past and recent research studies, and proposals that are applicable to this study. In
preparation for the research instrument, the requirements in structuring a good data collection
instrument are applied. Close-ended questions were provided for the students. The questions in the
survey questionnaire begins with asking if the respondent is consuming coffee. The researchers
then gathered data that helped in knowing the pros and cons of caffeine consumption. The
researchers were able to generate and support the answers to the research statement.
Research Respondents
In order to identify the participants that will be included in our study, the researchers made
use of the random sampling method. The researchers gathered data from the 390 respondents from
the Grade 12 students under the STEAM strand of Silliman University Senior High School who
are enrolled in the school year 2018-2019. They were provided a survey questionnaire in order for
the researchers to gain the needed data for this study.
23
Procedure for Data Collection
The data to be gathered will contain Grade 12 STEAM students of Silliman University
Senior High School that were selected through random sampling and their perception about coffee
consumption from the different questions in the survey questionnaire provided by the researchers.
The researchers will start magnifying each question that will relate to every student. The
researchers will be distributing these questionnaires to the class representatives of the selected
sections of Grade 12 STEAM students in the morning and distribute it to their respective
classmates. The researchers will then instruct the class representatives to collect the questionnaires
after answering and drop it into the designated drop box that will be placed out the Senior High
School Student Council Office in the afternoon. The researchers are also particular on different
schedules for other students regarding their time that they can spare us in answering the survey
questionnaire. This survey questionnaire may take 2-3 minutes answering 9 questions. The
researchers will then gather data that will help in knowing the advantages and disadvantages of
caffeine consumption amongst students. The researchers would be able to generate and support
the answers to the research statement.
Data Analysis Procedure
The survey contained the parameters of the effects of caffeine consumption on the
academic performance as the basis for the participants’ judgments. The study jotted down
specifically on explanatory means to use the results as comparisons of two different populations
of the respondents: the coffee drinker and the non-coffee drinker. To collect data, the researchers
used the standard way of calculating the average score of each choices dealing with the certain
question that was marked by the respondents’ practices and personal preferences. The researchers
24
used the formula for computing the average which follows; number of responses divided by the
total number of population then multiplied by 100. Other than coming up with each average scores,
no statistical tool were involved in finding out the results.
Ethical Consideration
During the selection process of the Grade 12 STEAM respondents from Silliman
University, the researchers will provide the class representatives of select sections with the
questionnaires. Each survey questionnaire includes a letter to the respondents that explain the study
and survey and the purpose and benefits of this study.
This study aims to discover the relationship between caffeine consumption and academic
achievement. The researchers will handle all concerns brought up by the respondents through a
contact email given to their class representative. After this point, the student is given the choice
whether to withdraw or continue with the study.
Concerning any questions of security and confidentiality, the researchers assure that all
measures of privacy will be practiced to ensure their information is kept confidential. Personal
information such as names, addresses, grades and contact information that can be used to identify
the respondents will be kept private by the researchers. The medical information provided by the
respondents will also be kept confidential in accordance of ethics and data privacy in the medical
field. This study will also handle academic achievement. After the data has been collected and
examined, all survey questionnaire will be disposed by shredding the materials to ensure that no
personal information is mishandled. There will be no expenses from the respondents of this study.
25
CHAPTER IV
PRESENTATION, ANALYSIS & INTERPRETATION OF DATA
Data Presentation
This intends to gather the different profile data of the Grade 12 STEAM students of
Silliman University Senior High School regarding their coffee consumption and its effect to their
academic performance.
Table 1. Percentage of drinkers and non-drinkers of coffee from the total respondents
Responses Frequency (390) Percentage
Yes 292 74.87%
No 98 25.13%
Based from the data gathered, it can be said that majority of the Grade 12 STEAM students
from the Silliman University Senior High School consume coffee. The mere 25.13% of the Grade
12 STEAM students who do not consume coffee is still a number to consider. Meanwhile, 74.87%
of the 390 respondents from Grade 12 STEAM in Silliman University Senior High School claim
to consume coffee regularly.
26
Table 2. The different ages of the respondents from when they started consuming coffee
Under 8 years old 13 4.45%
8-12 years old 77 26.37%
12-16 years old 96 32.88%
16-18 years old 99 33.90%
Over 18 years old 7 2.40%
The data above represents the different age range of when the students started consuming
coffee. The data reflects that 4.45% of the surveyed population has consumed coffee under the age
of 8 years old. Moreover, 26.37% of the population of Grade 12 STEAM students in Silliman
University Senior High School consumed coffee at the age of 8-12 years old. Meanwhile, 32.88%
of the respondents consumed coffee at 12-16 years old. Most of the respondents with 33.90%
claimed to have consumed coffee at the age of 16-18 years old. The remaining 2.40% of the
respondents has consumed coffee over the age of 18 years old. Based from a research (Bhojaraja
et al., 2016), from a population 298 students, 47% (140) of the students started consuming coffee
at the age of 16 and below and 38%(113) started to consume coffee at the age of 16-18 years old.
Mostly, students started to consume coffe during their teenage years.According to Health Agenda
(2017), Burrell recommended that it is better for the children to wait until they are 18 to be able to
consume coffee.
27
Table 3. Scores of the respondents’ daily intake of coffee
1-2 cups of coffee 261 89.38%
5 cups or more 11 3.77%
This table shows how many cups of coffee students consume on a daily basis. Majority of
the students consume 1-2 cups of coffee on a daily basis, composing of 89.38% of the total
responses. Moreover, students who consume 3-4 cups of coffee daily compose of 6.85% of the
respondents. The remaining 3.77% of the students consume 5 cups or more of coffee daily.
According to One Medical (2017), in order to have a healthy coffee intake, people must only limit
their consumption to 2-3 cups per day because this is considered a moderate intake of coffee. Based
from an article (NDTV food, 2017), a Nutritionist and Macrobiotic Heath Coach advised that
cosuming 2 cups of coffee daily has a good effect to your health whereas if you drink more coffee,
it will have a bad impact to your health which can lead to acidity and dehydration. It can also cause
an increase in the blood pressure of the patients who have hypertension.
28
Table 4. Purposes of the respondents in consuming coffee
To feel more awake 187 64.04%
To stay up late 136 46.58%
To help with focus and concentration 72 24.66%
To be more alert 91 31.16%
To be more productive 68 23.29%
To improve physical performance 28 9.59%
No specific purpose 76 26.03%
This table represents the various purposes why students consume coffee. One reason that
most students share in common when it comes to coffee intake is to feel more awake, which is
composed of 64.04% of the respondents. Another reason why 46.58% of the population consume
coffee is to stay up late. Moreover, 24.66% of the respondents consume coffee to help them focus
and concentrate. Another reason why 31.16% of the respondents consume coffee is to be more
productive. Meanwhile, 9.59% of the students claimed that coffee improves physical performance.
The remaining 26.03% consume coffee for no specific purpose. According to Chandler (2018), the
caffeine that the coffee contains, is an energy booster that keeps your body and mind awake for
how many hours. If you drink coffee, it doesn’t only cause to be active, it actually makes you more
active and awake. Coffee also have the most caffeine compared to other kinds of beverages. Based
from an article (Heffron, 2013), caffeine is a one type of drug that makes a person feel more awake
and attentive. Adenosine is the natural chemical in the body that causes drowsiness. Caffeine stops
the adenosine receptor in making you feel tired and ready to fall asleep.
29
Table 5. Frequency of respondents’ coffee consumption during the week of finals or midterms
5 cups or more 38 13.9%
This table shows how many cups of coffee students consume on a during finals or midterms
week. Majority of the students consume 1-2 cups of coffee during finals or midterms week,
composing of 56.51% of the total responses. Moreover, students who consume 3-4 cups of coffee
during exam week is composed of 30.48% of the respondents. The remaining 13.9% of the students
consume 5 cups or more of coffee on finals or midterms week. According to Fernstrom (2012),
consuming coffee can improve a person’s concentration level and activeness because caffeine
quickly enter into the brain and causes a positive impact into the different kinds of neurons in your
brain. Based from an article (University Language Services, 2019), coffee consumption while
studying have different effects to the mind and body of a person. It can help you have a better
mood, it enhances your memorization skills, it helps you to stay more awake especially if you are
feeling tired and drowsy and it can also help in improving your blood flow. The caffeine that coffee
contains can raise the heart rate of a person which ables him/her to have an enhanced concetration
level.
30
Table 6. Reasons why respondents consume coffee
To keep you focused 101 34.59%
To keep you awake 189 64.73%
To give you energy 111 38.01%
Because you just like the taste 125 42.81%
Others 13 4.45%
This table represents the reasons of students’ coffee consumption. Majority of the students
claimed that coffee keeps you awake, which is composed of 64.73% of the respondents. Another
reason why 34.59% of the population drink coffee is to keep them focused. Moreover, 38.01% of
the respondents drink coffee to give them energy. Meanwhile, 42.81% of the students claimed that
they drink coffee because they just like the taste. The remaining 4.45% consume coffee for other
reasons. According to Salcido (2017), caffeine is a natural enhancer of our body and mind and is
contained by coffee that makes us feel awake, alert, and energized. It helps you to be more focused
on your performance. It also makes your mind to think faster.
31
Table 7. Rating on the effectiveness of coffee consumption to their academic performance

1 12 4.11%
2 6 2.05%
3 20 6.85%
4 14 4.79%
5 55 18.84%
6 39 13.36%
7 61 20.89%
8 36 12.33%
9 18 6.16%
10 31 10.61%
This table shows the students’ rating of the effectiveness of coffee consumption to their
academic performance from 1 (no effect) to 10 (highly effective). Majority of the students rated 7
for the effectiveness of coffee consumption towards their academic performance, composing of
20.89% of the population. Thirty-one or 10.61% of the respondents rated 10 for high effectiveness
coffee consumption towards their academic performance while 6.16% of the students rated 9,
12.33% of the respondents rated 8, 13.36% of the respondents rated 6, and 18.84% of the
respondents rated 5. Moreover, 4.79% of the total responses rated 4 for the effectiveness of coffee
consumption to their academic performance while 6.85% of the respondents rated 3 and 2.05% of
the respondents rated 2. The remaining 4.11% claims that coffee consumption has no effect
towards their academic performance. Based from a study (Ramirez et al. 2013), the researchers
concluded that the caffeine intake of the FEU second year BS medical techology students
improved their academic performance. Caffeine consumption also brought positive effects to their
academics specially in examinations, projects/assignments, and oral recitations.
32
Table 8. Opinions of the respondents on caffeine
It is a drug 95 32.53%
It is a food supplement 197 67.47%
This table shows the respondents’ opinions whether caffeine is a drug or a food supplement.
Most of the respondents think that caffeine is a food supplement, composing of 67.47% of the total
responses. The remaining 32.53% of the respondents think that caffeine is a drug. Accoring to an
article (Psychology Today, 2017), coffee is not a supplement but it is a drug. Coffee have many
chemicals and one of it is the caffeine which is a natural stimulant and causes an addiction that can
cause negative health effects. Based from an article by Gavin (2014), caffeine is a type of drug
that is made from the leaves and seeds of plants naturally. Caffeine is considered as a type of drug
because it is a stimulant of the central nervous system that causes an enhancement in a person’s
energy, memory levels, and mood.
33
Table 9. Respondents’ general average in the first semester of SY 2018-2019
General Average Frequency and Percentage Total

Coffee Drinker Non Coffee Drinker
95-100 21 (7.15%) 7 (7.14%) 28
90-94 184 (63.01%) 66 (67.35%) 250
85-89 74 (25.34%) 22 (22.45%) 96
80-84 13 (4.45%) 3 (3.06%) 15
75-79 0 0 0
Total 292 98 390
Overall Average 90.68% 90.96%
Observing the data garnered from Table 9, it shows the variation of grades from 95-100
down to 75-79 of the two different types of respondents. The coffee drinkers have a total
population of 292 while the non-coffee drinkers have a total population of 98. Starting off with the
highest general average of 95-100, coffee drinkers are bigger in number having 21 respondents
with an average of 7.15% compared to non-coffee drinkers garnering 7 respondents with an
average of 7.14%. This can be implied that coffee drinkers are able to acquire a grade of 95 above
while the non-coffee drinkers claim to obtain the same average as well without consuming coffee.
Same applies to the exceeding general averages where coffee drinkers lead as the group with most
responses and non-coffee drinkers sticks to having certain grades with no need of coffee dosage.
According to another study (Khan et al. 2017), the researchers concluded that majority of the
medical students consume coffee due to the misunderstanding that coffee can enhance their
academic performance. In addition, this research found no correlation between the academic
perfomance of the students and their caffeine consumption.
34
CHAPTER V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Summary of Findings
This study aims to determine the consumption of coffee drinkers and non-coffee drinkers
on the attitude, knowledge, and their academic performances in school. Specifically, it ought to
determine (1) the grades of students who consume coffee and do not consume coffee, (2) identify
the percentage of the grades of the students who consume coffee and students who do not consume
coffee, and (3) discover the reasons students consume coffee. The study was limited to 12 sections
within the Grade 12 students under STEAM strand of Silliman University. The study made use of
a researcher-made survey questionnaire to accumulate the needed information regarding the
students’ coffee consumption.
After having accomplished the process for data gathering, the results were determined and
interpreted carefully. In summary to this, the accumulated data expresses that majority of the
students who consume coffee achieve a grade of 90-94 with the lowest grade range of 80-84. A
general average of 90-94 as well topped for those students who do not consume coffee having the
same lowest grade range 80-84. Both parties share the same grade rankings whether they consume
coffee or not. The result also exhibits a grade percentage of 90.68% for coffee consumers and a
90.96% for non-coffee consumers. Based from the results from the sixth question, ‘Why do you
drink coffee?’ provides the answers coming from the consumers arranged from highest to lowest:
to keep you awake (64.73%), because you just like the taste(42.81%), to give you energy (38.01%),
to keep you focused (34.59%), and others (4.45%).
35
Conclusion
The Outstanding Average of STEAM Students who consume Coffee. A majority of
students who consume coffee got a grade that was outstanding for the 1st semester of the school
year 2018-2019. Of the 292 Grade 12 STEAM students, at least half the population received a
grade that lay within the range of 90-100. Based on this data, students who consumed coffee
received high grades.
Regarding the overall average of students who did consume coffee, the larger population
received a grade of 90.68%. This result takes into account the 87 STEAM students who received
a grade between 80-89. The data also found that no student of the 292 Grade 12 STEAM
respondents received a grade between 75-79.
The Outstanding Average of STEAM Students who did not consume Coffee. A majority
of students who did not consume coffee got a grade that was outstanding for the 1st semester of
the school year 2018-2019. Of the 98 Grade 12 STEAM students who did not consume coffee,
more than half the population received a grade that lay within the range of 90-100. Based on this
data, students who did not consumed coffee received high grades.
As regards to the overall average of students who did not consume coffee, the smaller
population still received a grade of 90.96%. This data takes into account the 25 STEAM students
who received a grade below 90 but above 79. The data also found that no student of the 98 Grade
12 STEAM respondents received a grade between 75-79.
The Reason that STEAM Students consume Coffee. Based on the data collected by the
survey questionnaires, majority of students consumed coffee to stay awake. This is consistent with
the effect of coffee as a stimulant and keeping the drinker awake for longer hours. Students who
consume coffee for this reason know its effect in rousing them in preparation for long nights.
36
The data gathered shows that there was little difference in the overall average grade of
those who drank coffee and those who didn’t and that students who did not drink coffee faired
better in their average grade. From this, the researchers can conclude that the consumption of
coffee has no benefit on the academic performance of Grade 12 – STEAM students of Silliman
University Senior High School.
Recommendations
The frequency of consumption in coffee drinkers of Grade 12 - STEAM. Data collected
from the study found that almost half of the population consumed more than 3 cups of coffee
during the week of finals. An average cup of coffee contains 70-140 mg of caffeine, which is just
under the recommended caffeine intake of 200 mg. However, this is possibly harmful as frequent
coffee consumption has been known to mimic drug addiction. This dependency is called “caffeine
addiction” and can seriously harm the drinker. Students should cut back on their frequency and
only drink coffee when it is necessary.
The size of the population of coffee drinkers in Grade 12-STEAM. This study did not
take into account the variance of scores gathered due to the size of population. Since the overall
average grade is measured by the total of all scores of that group, the larger population of drinkers
could have impacted the differences of scores that was gathered. Therefore, the researchers
recommend that data is collected with an equal size of respondents for each population.
The study of coffee as a possible booster in academic performance. Should there another
study with the same premise, the researchers recommend the study of other caffeinated drinks
other than coffee. Most researches regarding caffeine focus on coffee and neglect to examine the
effects of other caffeinated drinks on the academic performance of students.
37
The long-term effects of coffee on the academic performance of students. This study was
only limited the effects of coffee on Grade 12 STEAM students of one semester. The researchers
suggest that studying the relationship of their performance and consumption of coffee over a longer
period of time would better show a variance in the results.
38
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44
APPENDICES
APPENDIX A. MAP OF RESEARCH LOCATION
The map of Silliman University campus above is an image adapted from su.edu.ph.
Note: The star on the map indicates the location of the Senior High School Department. At present,
the Senior High School office is located at Roble Hall.
45
APPENDIX B. COMMUNICATION LETTERS
LETTER TO THE PRINCIPAL
February 6, 2019
KEMMONS S. KILAT
Principal, Senior High School Department
Silliman University
Dear Sir Kilat,
Greetings!
We are the Grade 12, section E students taking the STEAM strand under the academic year 2018-
2019. In partial fulfillment of our Inquiries, Investigation, & Immersion requirement, we are
seeking permission to conduct a survey on selected Grade 12 STEAM students. This will help us
go further to the next processes of our study entitled “A Comparative Study on the Effects of
Coffee Consumption on the Academic Performance of the Grade 12 STEAM Students of Silliman
University Senior High School”. The survey questionnaire will be distributed to selected class
representatives for their respective sections. The data gathered from the survey questionnaires will
be used to measure the caffeine consumption of the selected students.
Should you have any questions or concerns, please contact Zara Lorraine T. Cañete at
09056188624 or through e-mail at zaratcanete@su.edu.ph.
Thank you for your consideration and hoping for a positive response. God bless!
Respectfully,
Cañete, Zara Lorraine T. Catubig, Trizia P. Solutan, Adrian B.

Grade 12 – STEAM E Grade 12 – STEAM E Grade 12 – STEAM E
Canoy, Christy Joy E. Gador, Kyla Pristina O. Sy, Jillian Patricia G.

Noted by:
Mrs. Mir Olivet C. Sadiasa

Instructor, INQVEST-E
46
LETTER TO THE CLASS REPRESENTATIVES
February 6, 2019
To the Class Representatives:
Greetings!
We are grade 12 STEAM students taking up the subject Inquiries, Investigation, & Immersion. In
compliance with the requirements for this subject, we would like to ask for your permission and
aid in conducting a survey for our study entitled “A Comparative Study on the Effects of Coffee
Consumption on the Academic Performance of the Grade 12 STEAM Students of Silliman
University Senior High School” to the grade 12 STEAM students of your respective section. The
survey questionnaires provided to you by the researchers will be for the students of your section
to fill out and answer. The data gathered will be used to help us further into the processes of our
research study. Due to time constraints, we can only allot a whole day for you to distribute, answer
and collect the questionnaire. Once all the questionnaires are gathered, you may drop them off at
the designated drop box found outside at the Senior High School Student Council Office until 5:30
PM.
Should you have any questions or concerns, please contact Zara Lorraine T. Cañete at
09056188624 or through e-mail at zaratcanete@su.edu.ph.
Thank you for your consideration and hoping for a positive response. God bless!
Respectfully,


Noted by:

47
LETTER TO THE RESPONDENTS
February 6, 2019
To the Respondents:
Greetings!
We are Grade 12-STEAM students from the Senior High Department of Silliman University.
Presently, we are conducting our research study entitled “A Comparative Study on the Effects of
Coffee Consumption on the Academic Performance of the Grade 12 STEAM Students of Silliman
University Senior High School” sin compliance with our subject requirements in Inquiries,
Investigation, & Immersion. This study aims to determine the relationship between caffeine
consumption and academic performance.
In this regard, we are asking for your consideration in dedicating some of your time and effort to
answering the questions in the questionnaire provided by us. The data gathered would aid us
greatly in determining the results of our study. Rest assured, all data gathered from this study
would be kept confidential.
By signing below, it is implied that you have read this form, have verified any questions concerning
the conduct of this study, and are willing to participate in this study.
Respectfully,


Noted by:

48
APPENDIX C. SURVEY QUESTIONNAIRE
Name: ____________________________________ Strand/ Section: ____________

Age: _____ Gender: ______
Before answering the survey questionnaire read and place a check mark on the space provided.
I am willing to participate in this study and answer this survey questionnaire with my
utmost sincerity and honesty.
I am not willing to participate in this study.

______________________________________________________________________________
Instructions: Read the questions carefully and circle the letter/s of your preferred answers.
1. Do you consume coffee?
A. Yes (please continue)
B. No (please move to the last question)
2. At what age do you start consuming coffee?
A. Under 8 years old
B. 8-12 years old
C. 12-16 years old
D. 16-18 years old
E. Over 18 years old
3. About how many cups of coffee do you consume daily?
A. 1-2
B. 3-4
C. 5 or more
4. For what purpose do you consume coffee? (Please answer all that apply.)
A. To feel more awake
B. To stay up late
C. To help with focus and concentration
D. To be more alert
49
E. To be more productive
F. To improve physical performance
G. No specific purpose
5. How often do you drink coffee during the week of finals or midterms? (1st semester)
A. 1-2
B. 3-4
C. 5 or more
6. Why do you drink coffee? (Please select all that apply)
A. To keep you focused
B. To keep you awake
C. To give you energy
D. Because you just like the taste
E. Others (please specify) : ___________
7. Using a scale of 1 (no effect) to 10 (highly effective), please rate how much do you think
drinking coffee benefits your academic performance.
1 2 3 4 5 6 7 8 9 10
8. In your opinion, do you consider caffeine to be a drug or a food supplement?

A. A drug
B. A food supplement
9. What was your general average for the 1st semester?
A. 95-100
B. 90-94
C. 85-89
D. 80-84
E. 75-79
F. Others: ______
50
APPENDIX D. RESEARCH INFORMED CONSENT
Title
This study is titled “A Comparative Study of the Effects of Coffee Consumption on the Academic
Performance of Grade 12 STEAM Students of Silliman University Senior High School” in partial
fulfillment of the requirements for the subject Inquiries, Investigation, & Immersion.
Researchers
This study is to be conducted by Zara Lorraine T. Cañete, Christy Joy E. Canoy, Trizia P. Catubig, Kyla
Pristina O. Gador, Adrian B. Solutan, & Jillian Patricia G. Sy who are taking up the Academic Track under
the Science, Technology, Engineering, Agriculture, and Mathematics (STEAM) Strand at the Senior High
School Department of Silliman University, with Mir Olivet C. Sadiasa as the adviser. The researcher/s can
be contacted through this mobile number 09056188624 or email address zaratcanete@su.edu.ph.
Purposes of the Research

This study aims to find out the following:
 determine the grades of the students who consume caffeine and do not consume coffee
 identify the percentages of the grades of the students who consume coffee and students
who do not consume coffee
 discover the reasons students consume coffee
Description of the Research

This study is non-experimental and the data will be gathered through survey questionnaires within three
weeks.
Potential Benefits
This study will benefit the students, parents, teachers, readers, and future researchers in terms of the
following:
 Students – It provides valuable information of the effects of caffeine to the Senior High School
students’ academic performance. It can also bring awareness to the students especially those who
consume caffeine.
 Parents & Teachers – It helps them have an understanding and awareness on their child or students
who consume caffeine. It will help them in identifying whether caffeine consumption has good or
bad effects in their child or students’ academic performance.
 Readers – It will provide readers additional information about the good and the bad effects of
caffeine once ingested.
 Future Researchers – It will open more avenue for future researchers who want to venture into
more intensive researches of this topic.
Confidentiality
In the conducted of the study, full confidentiality will be assured. No information that discloses your
identity will be released or published without your specific consent to the disclosure and only imperatively
necessary. The materials that contained the raw information derived from you will be destroyed after data
processing within a given period.
51
Publication
The results of this study may be published in any form for public and scholarly consumption or used in
classroom instruction to enrich learning and generate more knowledge for future research.
Participation
Your participation in this study must be voluntary and you have the right to withdraw if you feel
uncomfortable in the process of gathering information from you.
_________________________________________________________________________________
Informed Consent
Given the information above, I confirm that the potential harms, benefits, and alternatives have been
explained to me. I have read and understood this consent form, and I understand that I am free to withdraw
from my involvement in the study any time I deem it to be necessary or to seek clarifications for any unclear
steps in the research process. My signature indicates my willingness to participate in the study.
_____________________________________________ ___________________
Printed Name and Signature of the Research Participant Date
52
APPENDIX E. TIMELINE
November 2018 December 2018 January 2019 February 2019
- Selection and - Continuation of - Making of Chapter III - Conducting of
agreement on the literature/studies - Consultation with a the survey
final research search for Chapter II Statistician regarding - Tallying the
topic - Drafting of the the applicable data collected
- Making of the proposal paper statistical tool to be - Final defense
first draft for (Chapters I and II used for the study
Chapter I only) - Preparation of the
(Introduction, - First draft of PowerPoint
Background of Theoretical and Presentation
the study, etc.) Conceptual - Finalizing, printing
- Library research Frameworks and submission of the
work for Chapter - Revision of the research proposal
II (RRL and RRS) research paper (along - Research proposal
with the frameworks) presentation
53
APPENDIX F. BUDGET
ITEM AMOUNT
Photocopies of Survey Questionnaires ₱0.50 per page x 480 copies = ₱240.00
(utilizes 1 page only)
Photocopies of the Research Informed ₱0.50 per page x 480 copies = ₱240.00
Consent (utilizes 1 page only)
Photocopies of the Communication Letters to ₱0.50 per page x 480 copies = ₱240.00
Respondents (utilizes 1 page only)
Photocopies of the Communication Letters to ₱0.50 per page x 12 copies = ₱6.00
Class Representatives (utilizes 1 page only)
TOTAL: ₱726.00
54
CURRICULUM VITAE
I. Personal Information
Full Name: Zara Lorraine T. Cañete
Date of Birth: December 4, 2000
Age: 18 years old
Ethnicity/Tribe: Cebuano
Mother: Mitzi T. Cañete
Father: Rene I. Cañete
Place of Birth: Holy Child Hospital, Dumaguete City
Gender: Female
Religion: Roman Catholic
II. Educational Attainment

Elementary: La Consolacion College (2007-2013)
Secondary: Silliman University Junior High School (2013-2017)
III. Honors/Awards
 1st Place Silliman University Medical School Inter High School Quiz Bowl (S.Y.
2018-2019)
 High Honors (S.Y. 2016-2017)
 School Honor (2014-2017)
 3rd Place Math Quiz Bee Division Level (S.Y. 2012-2013)
 2nd Place MTAP Division Level (S.Y. 2011-2012)
 1st Honors (2007-2013)
IV. Membership in School/Youth Organization

 Asst. Secretary, Silliman University Senior High School Student Council (S.Y.
2018-2019)
 Member, Miss Silliman Committee (S.Y. 2017-2018)
 Silliman University Senior High School Member, Commission on Elections (S.Y.
2017-2018)
 Silliman University Junior High School Secretary, Commission on Elections
(S.Y. 2016-2017)
 Silliman University Junior High School President/Member, English Club (2013-
2017)
V. Seminars/ Trainings/ Workshop Attended

 LCC Summer Leadership Training (2012)
55
Full Name: Christy Joy E. Canoy
Date of Birth: January 15, 2001
Age: 18 years old
Ethnicity/Tribe: Filipino
Mother: Mary Grace Canoy
Father: Danilo Canoy
Place of Birth: 147 B. Osmena St. Tondo Manila
Gender: Female

Elementary: Manila Cathedral School(2007-2013)
Secondary: Manila Cathedral School (2014-2015) & Saint Paul University
Dumaguete (2015-2017)
III. Honors/Awards Received

 Silver Medal-Milo Taekwondo Competition (S.Y 2008)
 Bronze Medal- Taekwondo Match Robinson’s Manila (S.Y 2014)
 Manila Cathedral School Top Achiever (S.Y 2011-2013)
 Manila Cathedral School Service Award (S.Y 2012-2013)
 Saint Paul University Deportment Award (S.Y 2016-2017)
IV. Membership in School/Youth Organizations

 Manila Cathedral School Drum and Lyre Corps (S.Y 2012-2014)
 MCS Taekwondo Club (S.Y 2008, 2013-2014)
 Saint Paul University Dumaguete Feature Writer PowerPaul (S.Y 2015-2017)
 Saint Paul University Dumaguete News Writer PowerPaul (S.Y 2015-2017)
 Saint Paul University Dumaguete Karatedo Club (S.Y 2016-2017)
 Saint Paul University Band (2016-2017)
V. Seminars/ Trainings/Workshop Attended

 Community Disaster Risk Reduction Education Seminar (S.Y 2016- 2017)
56
Full Name: Trizia P. Catubig
Date of Birth: June 16, 2001
Age: 17 years old
Mother: Analie P. Catubig
Father: Hermeraldo M. Catubig Jr.
Place of Birth: Alabang Medical Clinic, Mutinlupa City
Gender: Female
Religion: Christian

Elementary: Ipil Central Elementary School (2009-2013)
Secondary: Marian College (2013-2017)
III. Honors/Awards
 Extemporaneous Speaking 3rd Placer (S.Y. 2016-2017)
 Speech Choir 2nd Placer (S.Y. 2016-2017)
 1st Honorable Mention (S.Y. 2016-2017)
 Elocution 1st Placer (S.Y. 2014-2015)
 Marian College Honor Student (2013-2017)
IV. Membership in School/Youth Organization

 Sibugaynong Sillimanians (S.Y. 2017-2019)
 Member, Girl Scout of The Philippines (S.Y.2010-2013)
57
Full Name: Kyla Pristina O. Gador
Date of Birth: March 19, 1999
Age: 19 years old
Mother: Juliette Michelle O. Gador
Father: Bellben V. Gador
Place of Birth: Holy Child Hospital, Dumaguete City
Gender: Female
Religion: Christian

Elementary: Living Word Christian School, Piapi Dumaguete City (2007 – 2013)
Secondary: Living Word Christian School, Piapi Dumaguete City (2013 – 2017)
III. Honors/ Awards

 Living Word Christian School Honor Student (2016 – 2017)
IV. Membership in School / Youth Organization

 Renaissance Youth Leaders Forum (2017 – 2019)
58
Full Name: Adrian B. Solutan
Date of Birth: October 5,2000
Age: 18
Mother: Rosalia B. Solutan
Father: Arsol A. Solutan
Place of Birth: Dumaguete City
Gender: Male

Elementary: Batinguel Elementary School (2007-2012) & North City Elementary
School (2012-2013)
Secondary: Negros Oriental High School (2013-2015) & Silliman University Junior
High School (2015-2017)

 1st Honor (S.Y. 2013-2014)
 2nd Honor (S.Y. 2014-2015)
 Class Honor (S.Y. 2016-2017)
 Swimming Regionals (S.Y. 2014-2015)
 Marathon Swimming 2nd Placer (S.Y. 2014-2015)
IV. Membership in School/ Youth organization

 NOHS Blue Dolphin (2013-2015)
 Silliman University Red Stallion (S.Y. 2015-2016)
 Red Cross (2015-2017)
 Ang Sandigan (2017-2019)
59
Full Name: Jillian Patricia G. Sy
Date of Birth: May 17, 2001
Age: 17 years old
Mother: Genelene G. Sy
Father: Alan T. Sy
Place of Birth: Cagayan Polymedic and General Hospital,
Cagayan De Oro City
Gender: Female
Religion: Christian

Elementary: Pagadian Montessori Center Incorporated (2007-2013)
Secondary: Pagadian City Science High School (2013-2017)

 School Based 2nd place Editorial Writing (2015-2017)
 Division Level 3rd place Reader's Theatre (S.Y. 2015-2016)
 Division Level Champion Debate (2014-2016)
 Pagadian City Science High School Honor Student (2013-2017)
IV. Membership in School/Youth Organizations

 Pagadian City Science High School President Member, PagSci Debate Society
(2013-2015)
 Pagadian City Science High School President Member, Language Club (S.Y.
2014-2015)
 Pagadian City Science High School President Vice President, Language Club
(S.Y. 2015-2016)
 Pagadian City Science High School President Vice President, Pagsci Debate
Society (2015-2017)
 Pagadian City Science High School President, Language Club (S.Y. 2016-2017)
 Member, Girl Scout of the Philippines (2015 to date)
 Pagadian City Science High School President Archivist, RADAR (2015-2017)
 Silliman University ZamboSur Sillimanites (2017-2019)
 Silliman University SHS COMELEC (S.Y. 2018-2019)
V. Seminars/ Trainings/Workshop Attended

 SSG Youth Leadership Training (S.Y. 2016-2017)
 NCCA Visual Arts Workshop (S.Y. 2016-2017)
60

A Comparative Study On The Effects of Coffee Consumption On The Academic Performance of The Grade 12 Steam Students of Silliman University Senior High School

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A Comparative Study On The Effects of Coffee Consumption On The Academic Performance of The Grade 12 Steam Students of Silliman University Senior High School

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A COMPARATIVE STUDY ON THE EFFECTS OF COFFEE CONSUMPTION ON

THE ACADEMIC PERFORMANCE OF THE GRADE 12 STEAM STUDENTS OF

SILLIMAN UNIVERSITY SENIOR HIGH SCHOOL

A Research Paper Presented to the Faculty of the

Senior High School Silliman University

In Partial Fulfillment of the Requirements for

Inquiries, Investigation & Immersion

Cañete, Zara Lorraine T.

Canoy, Christy Joy E.

Gador, Kyla Pristina O.

Sy, Jillian Patricia G.

blessings to complete this research successfully.

and patience during the course of this research and preparation.

data gathered properly.

helped the researchers massively in fulfilling this research paper.

understanding to complete this research paper successful.

TABLE OF CONTENTS iii

Background of the Study 2

Statement of the Problem 4

Objectives of the Study 4

Significance of the Study 5

Scope and Limitations of the Study 5

Operational Definition of Terms 6

CHAPTER II: REVIEW OF RELATED LITERATURE

 Advantages of Caffeine Consumption 9

 Disadvantages of Caffeine Consumption 11

 Effects of Caffeine Consumption to Students’ Academic Performance 13

CHAPTER III: METHODOLOGY

Procedure for Data Collection 23

Data Analysis Procedure 24

CHAPTER IV: PRESENTATION, ANALYSIS & INTERPRETATION OF DATA 26

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSION AND 35

1 Possible Causes Why Senior High School 17

Students Consume Caffeine

2 The Variable of the Study 21

1 Percentage of drinkers and non-drinkers of 26

coffee from the total respondents

2 The different ages of the respondents from 27

when they started consuming coffee

3 Scores of the respondents’ daily intake of 28

4 Purposes of the respondents in consuming 29

5 Frequency of respondents’ coffee consumption 30

during the week of finals or midterms

6 Reasons why respondents consume coffee 31

7 Rating on the effectiveness of coffee 32

consumption to their academic performance

8 Opinions of the respondents on caffeine 33

9 Respondents’ general average in the first 34

A Map of Research Location 45

D Research Informed Consent 51

Background of the Study

been well studied and documented.

alertness and concentration (Cappelletti et al., 2015)

depth case study to prove or disprove its connection to development.

performance of Senior High School students of Silliman University.

performance of the Senior High School students of Silliman University.

This paper intended to address the following questions:

students who do not consume coffee?

3. What are the reasons that students consume caffeine for?

Objectives of the Study

of the Senior High School students of Silliman University.

Generally, the following goals are to be met in this paper:

students who do not consume coffee