Chapter 1 5

Colegio de San Juan de Letran - Bataan
BASIC EDUCATION DEPARTMENT
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Page | 10
Water is the quintessential chemical substance of all known forms of life. It is defined as
a “clear thin liquid that has no color or taste” and a “substance composed of the chemical
elements hydrogen and oxygen” (Mckeen, 2003). It makes up the majority component of the
earth and the body and it plays a vital role in functioning each and every cell, enabling the
processes of life to occur. Thus, water can be considered as the base of life, a major key to
survival.
Water, being the most precious resource in human’s life, is very much useful in every
aspect, specifically the human health and performance. The human body is composed of
approximately 55% to 78% of water (Hossain, 2015). It then requires enough amount of water
for the human body to survive and function the right way. Regulating body temperature, blood
pressure, digestion and hydration are just some of the basic physiological functions it performs.
Also, it is remarkably beneficial to most of the parts of the body like the skin, muscles, kidneys,
heart, cells, including the brain.
Additionally, the human body undergoes a continuous process of losing water over the
day, through breathing, urination, and digestion. It is significant to replace the water and
DEUS  PATRIA  LETRAN

rehydrate by drinking the right amount of water. Therefore, humans cannot survive without
drinking water for a long period of time.
Page | 11
Drinking a healthy amount of water is crucial for one’s health and well-being, but is
easily being overlooked by some people. These people are prone to giving little attention on the
great contributions it has on their bodily function and performance. But as much as individuals
are advised to consume enough fluids to avoid dehydration, having too much of a good thing can
also be alarming to their optimal health (Whitfield, 2006). Lack of information and education on
the danger and risk in excessive fluid intake or water intoxication may take a toll on them.
Food and Nutrition Board in 2004, has established recommended water intake for
humans, given as liters per day. It considers the body’s fluid balance, hence, children and adults
have different water intake requirements based on their age and sex. The recommended adequate
intake for ages 14 to 18 varies from 2.3L/day for girls and 3.3L/day for boys. Wherein, 1.2 L of
it is plain drinking water which amounts to at 6-8 glasses of water a day (Booth, 2015 & Food
Standards Agency, 2010).
Moreover, a growing body of information now points to evidence that not only that
drinking water helps maintain hydration and increase one’s overall water intake, it may also
improve the cognitive functions of adolescents specifically, the students. Adolescents who attend
school are not any different from others. Academic works require them to use their brain for long

period of time. Thus, students are in need of bigger portions of drinking water to keep them alert
and for their brains to continue its processing abilities (Asaba, 2016).
Page | 12
However, adolescents have the tendency to space out during class discussions and this
may be due to dehydration or lack in water intake. A study conducted by Cullough (2014)
revealed that students’ mental performance including memory, attention and focusing abilities
can decrease when they are dehydrated, probably affecting their academic performance.
While there are anecdotal reports and studies in various schools, which indicate the
linkage between water and cognition, there is little research on water intake and students’
academic performance. It is for this reason that the researchers decided to conduct a study on
“H2O Leading to What You Know: The Relationship of Water intake and Academic
Performance “.
Statement of the Problem
The study aimed to describe the water intake and academic performance of Junior High
School students in the subjects Mathematics and Science and also to examine the relationship
between those two variables.
Specifically, the researchers sought answers to the following questions:
1. What is the profile of the respondents in terms of:
1.1. Sex;
1.2. Grade Level,
2. How many glasses of water do the respondents take every day,
3. What are the reasons for water intake of the respondents, Page | 13
4. What was the respondents’ grade in the First and Second quarter of S.Y. 2018-2019 in the
following subjects:
4.1. Mathematics;
4.2. Science,
5. Is there a significant difference on the respondents’ reasons for water intake when grouped
according to profile,
6. Is there a significant relationship between the water intake and the academic performance of
the respondents in Mathematics,
the respondents in Science?
Significance of the Study
This study was deemed beneficial to the following:
Students. The study will serve as a guide in knowing whether their academic performance can
be improved by water intake. It will help them increase their overall water intake, and improve
their performance in Science and Mathematics.

Mathematics and Science Teachers. The study is notable for the teachers for them to be
knowledgeable that academic performance and water intake of their students may be related.
With this, they can assist their students in improving their water intake. Page | 14
Colegio de San Juan de Letran – Bataan. This study will give a clear view on the possible
relationship between water intake and academic performance. It will help the school to conduct
campaign and awareness on the importance of water intake.
Parents. The propound study is significant for the parents for them to be informed that the water
intake of their children may be affiliated with their academic performance, specifically in the
field of Mathematics and Science. It will help them guide their children’s water intake.
Future Researchers. The study will help them as they conduct future research which is
correlated with this research subject matter. This may serve as a support or basis for future studies
regarding water intake and academic performance’s possible relation.
Hypotheses of the Study
Ho: There is no significant difference on the respondents’ reasons for water intake when grouped
according to profile
Ho1There is no significant relationship between the water intake and the academic performance
of the respondents in Mathematics.

Ho2: There is no significant relationship between the water intake and the academic performance
of the respondents in Science.
Page | 15
Scope and Limitations of the Study
This study gave an emphasis in conducting a survey with regards to the respondents’
water intake and its relationship to their academic ability in Mathematics and Science, the
relationship of the respondents’ profile to that intake, such as gender and grade level, and the
reasons for their water intake and its difference when grouped according to profile. The research
was conducted among Junior High School Students specifically, Grade 7 to 10 students.
The study was only narrowed to the students of one institution, the Colegio de San Juan
de Letran – Bataan. It is only delimited to the Junior High School students’ academic
performance specifically, their grades in the subjects, Science and Mathematics. Thus, the results
are only applicable to these subjects and do not typify other subjects in the curriculum.
Definition of Terms
Water Intake - amount of pure drinking water.
Academic Performance ̶ refers to the grade of students in the subjects Science and Mathematics.
Squires – refers to the junior and senior high school students of Letran.

Notes in Chapter 1
Mckeen, S. (2003). National Center for Biotechnology Information. PubChem

Compound Database; CID=962. (Accessed Jan. 24, 2019).
Page | 16
https://pubchem.ncbi.nlm.nih.gov/compound/962
Hossain, M. (2015). WATER: THE MOST PRECIOUS RESOURCE OF OUR LIFE.
Global Journal of Advanced Research, 2, 1436-1445.
Grandjean, A.C. (2004). Water Requirements, Impinging Factors, and Recommended
Intakes. The Center for Human Nutrition, 3, 25-40.
Booth, P. (2015). The Effect of Water Consumption on School Children’s Fine Motor
Skills, Cognitive Function and Mood.
Food Standards Agency (2010). Eat Well, Be Well. Drinking Enough.
www.eatwell.gov.uk/healthydiet/nutritionessentials/drinks/drinkingenough
Asaba, S. (2016). Why drinking water will keep you attentive in class.
https://www. Newtime.com.rw/section/read/195862
McCullough, C. (2014). Back to School 101: Water – An Important Factor for Student
Success.
http://blog.watertech.com/back-to-school-101-water-an-imporatnt-factor-for-student-success/

CHAPTER II
REVIEW OF LITERATURE AND STUDIES
Page | 17
This chapter is composed of theories, literatures and studies conducted by other
researchers and scholars. This helps to strengthen the study of the researchers’ present study.
It is no surprise to most individuals that water is tremendously important to human life.
The ability to drink the recommended amount of water is essential to the health, but equally
important is how adequate water intake can affect the way one thinks and perform. Various
literatures and studies have led to the notion that the ability to take in the necessary amount of
water can contribute to the academic achievements of students.
Relevant Theories
Kempton’s theory (2015) explains how dehydration among children causes poorer
performance which may be due to the suffering from the absence or deficiency of neurological
sources. This relationship between dehydration and performance could suggest that task
completion requires more sources when an individual lacks in hydration than when an individual
takes ample amount of water. It is in the sources that the effort is maintained, thus there is no
enhancement on children’s performance.

Related Literatures
Water Intake
Page | 18
The Food and Nutrition Board released a dietary reference values for the nutrients intake
of Americans and Canadians. The report did not include the exact amount of plain drinking water
to be drank by children and adults, but recommended a daily total water intake that comes from
beverages and foods. The adequate intake for ages 9- 13 is 2.4L for boys and 2.1L for girls while
ages 14-18 is 3.3L for boys and 2.3L for girls (Appel, 2004).
In 2017, One stated the NAM recommends that humans’ water consumption should
depend on their level of thirst. However, they have set a higher level of daily water intake for
humans, knowing that water is tremendously needed by humans. An average adult male and
female is recommended to take in 3.7L and 2.7L of water a day.
Controversies about drinking eight 8-ounce glasses of water a day is not based on
evidence. The amount of water we need depends on individual needs and circumstances,
including activity and climate. Also, a healthy body naturally maintains a well-tuned balance of
fluid, and the thirst mechanism tells us when we need more (MacGill, 2018).
According to Tom (2018), drinking water according to your lifestyle rather than
following the 8-glass water rule is more important. Water is the body’s chemical component and
natural detoxifier but not many are aware about how much water should a person ideally drink

every day. Besides, the popular 8 by 8 rule which says that one should drink eight glasses, each
containing of eight ounces of water, may not suit all individual. “While the general belief is to
drink eight to 10 glasses of water, it is advisable to drink 12 to 15 glasses of fluids which includes Page | 19
water, tea, buttermilk, soup, etc. This would amount to an intake of around 2.5 litres of fluids
every day.” says nutritionist Venu Adhiya Hirani.
The benefits of drinking plenty of water are vast. Water is great for overall well-being
and one of the reason is that, it increased energy levels. It also helps in weight-loss and
management because drinking a lot of water may feel you less hungry and more satisfied. Not
only does drinking water play an important role in weight management, but it also promotes
healthy skin, hair, and nails. Moreover, the rule of thumb recommends that men should have 3L
or 13 cups of water and women should have 2.2 L or 9 cups of water (Sara, 2018).
Water Intake and Academic Performance
In an online article by Brusch (2015), it has been shown that getting the right amount of
water every day is important for maintaining academic success while lack of hydration can have
an impact in cognitive abilities and mood, probably affecting academic performance.
Similarly, Caroll (2018) proposed that dehydration harms a persons’ ability to think
intelligibly. It is also mentioned that dehydration can lead to impairment of tasks that needs

motor coordination, executive function, and attention like grammatical reasoning, mental math
and etc.
Page | 20
According to McCullough (2015), studies have proved that brain performance can be
boost by 14% with proper hydration. The brain functions on a complex electrolyte formula
depends on an appropriate hydration to perform its role properly. When the body is dehydrated,
brain cells lose efficiency that results to low effectiveness in focusing and completing tasks.
Additionally, Jones (2016) mentioned that studies have discovered that 2% of
dehydration can be the root of 20% depletion in cognitive and physical activities, causing fatigue,
headaches and lack of focus. It is also stated that being hydrated is significant in ensuring the
quality of students’ education.
Mild levels of dehydration can affect academic performance and thus, water is vital for
optimal brain health and function, it is required to maintain the tone of membranes for normal
neurotransmission. Therefore when thirst is experienced, 2% of water loss can decrease mental
performance, concentration, memory and attention by 10%. Over dehydration will even cause
greater chance of loss in mental performance Hoaglund (2012).
Reasons for Water Intake
According to Zelman (2008), there are six reasons why you should drink water. Water
is beneficial because it helps maintain the balance of body fluids. Water can also help control

calories and it helps energize muscles. The water will also help your skin to look good and it
also helps your kidneys. And lastly, water helps maintain normal bowel function.
Page | 21
Similarly, Tamarkin (2015) listed 34 reasons why an individual should hydrate himself.
Some of the reasons include, drinking water may help prevent headaches, naturally. Then,
keeping water with you will help in staying hydrated, refreshed and focused. Also, taking enough
amount of water may also help to keep you alert. Lastly, it can relieve tiredness by boosting your
energy.
Related Studies
Water Intake
Grandjean (2004) stated that the total water consumption is not only obtained from pure
drinking water, but it also includes water consume in food, other beverages and metabolic water.
Water in foods are added during preparation or by metabolism. Consequently, total water
consumption accounts from these.
A study by Sawka et al., (2005) also noted that regulating daily water intake is
remarkably important to humans’ health. Total water consumption accounts from drinking water,
water from beverages, and water in foods. Studies regarding fluid balance or water consumption
stipulate almost similar requirements for daily water needs in a given set of conditions. The
required water intake increases according to age from early infancy (0.6L) to childhood (1.7L).

Beverages like water and the fluid that comes from foods make up the total fluid
consumption of humans. Approximately 70-80% of water intake is obtained from drinking water
and the other 20-30% of water intake is obtained from foods. In adults, this equates to about 7 Page | 22
cups (1575 mL) from beverages, 3 cups (675 mL) from food, and 1 cup (300mL) from normal
metabolic processes (Riebl et al., 2013).
Moreover, a previous study by Ekpenyong and Akpan (2017) sought to evaluate the
prevalence of and related risk factors of dehydration of 500 students in a university. The study
results to high prevalence and related risk factors of dehydration. With that, the study
recommends programs that focuses on hydration to help improve students’ knowledge and
awareness about adequate water intake, risk factors of dehydrations, possible adverse health
effects.
Water Intake and Academic Performance
Dehydration has been detected to be dependable predictor of increasing frailties, worse
mental performance and low quality of life. Inadequate water consumption often results to
cognitive dysfunction (Wilson and Morley, 2003).
The cognitive functions of an individual involve attention functions, memory functions,
executive functions, perceptual functions, psychomotor functions, and language skills. Various

studies found that low to moderate levels of dehydration can alter the cognitive functioning of
young adults such as their alertness, short-term memory, and concentration (D’Anci et al., 2006).
Page | 23
Correspondingly, Edmonds et al. (2009) indicated in their study that there is a
significantly low number of studies on the relationship between hydration and cognitive
performance of students. This led them to investigate on how drinking water may improve
children’s performance on cognitive tasks. The sample size consisted of 58 respondents who
were randomly assigned to a group that was given water or a group that was not. The results
showed that students who drank water were less thirsty and performed better on visual attention
tasks.
In 2012, Fadda et al. did a research to investigate on the beneficial effects of drinking
water during the school day on the cognitive performance and transitory subjective states, such
as fatigue or vigor. The outcomes of their research demonstrated that there is a correlation among
the change in the scores from the morning to the afternoon of hydration levels, cognitive
performance, and the transitory subjective states. The analysis of the relationship between
dehydration and the auditory number span implied that there was a significant negative
relationship. This then indicates a beneficial effect of drinking supplementary water at school on
short-term memory. Moreover, it revealed that there was a positive correlation between
dehydration and performance in the verbal analogy task.

A study by Wadan (2012) also focused on showing usefulness of drinking water for
academic achievements. He examined whether knowledge exist about safe drinking water and
academic achievements from students at various levels of academic scalar chain. In calculating Page | 24
the results of the analysis, it indicated that drinking water is not only beneficial to the health. It
can also be helpful in improving academic achievements in schools.
Thus, being dehydrated can affect cognitive performance of children and elderly. Being
dried out by just 2% weakens tasks that needs immediate memory skills, attention, psychomotor
as well as the evaluation of a subjective state (Adan, 2012)
Advancing from 2012, Masento et al. (2014) gathered claims that will support the
concept of hydration affecting cognitive ability and mood. It showed that severe dehydration can
cause cognitive shortage such as visual perceptual abilities and mood disturbance. It is also
mentioned that water consumption can enhance cognitive functions particularly visual attention
and mood.
In a study written by Gonzalez et al. (2015), they sought the relationship between water
intake/hydration of a group of University students and their cognitive function. They utilized a
survey that consisted of the students’ personal data, anthropometric measurements, and
intelligence. It was enclosed to 50 students in the university, who varies in age and sex. The
outcomes revealed a statistically significant relationship between water consumption of students
and their visual acuity/memory, and also higher scores in the intellectual quotient. Moreover,
students with a proper hydration can experience an improvement in their intellectual quotient
which enables them to get better scores in tests.
Page | 25
A modified flanker task indicated that water intake and childhood cognitive control are
significantly associated with each other. There is an increase in the ability to sustain performance
tasks when higher level of hydration is involved (Khan et al., 2015)
Lastly, water, being the most important substance in humans’ lives, it is necessary for the
public health that every individual has access to safe drinking water. It has been proven that low
water intake can impair the cognitive functions of children. Thus, adequate water intake may
contribute in enhancing one’s attention, memory and cognition (Kenney et al., 2015).
Above, in which literatures and studies are shown, portray to the possible relationship
of water intake and academic performance. All of the studies mentioned can be the backbone
of the study for it can help and provide aid for the researchers to obtain deeper understanding
regarding the present research.

Research Framework
Independent Variable Dependent Variable
Page | 26
Amount of Academic
Water Intake Performance
Figure 1
Definition of Terms
Water Intake - amount of pure drinking water.
Academic Performance ̶ refers to the grade of students in the subjects Science and Mathematics.
Squires – refers to the junior and senior high school students of Letran.

Notes in Chapter 2
Booth, P. (2015). The Effect of Water Consumption on School children’s Fine Motor
Skills, Cognitive Function and Mood.
Page | 27
Macgill, M. (2018). Water: Do we really need 8 glasses of water a day?
Tom, N. (2018). How much water should you drink every day?: Entertainment Times.
https://timesofindia.indiatimes.com/life-style/health-fitness/diet/How-much-water-should-you-
drink-every-day/articleshow/20408856.cms
One, M. (2017). Do I really need to drink 8 glasses of water a day?

https://www.onemedical.com/blog/live-well/daily-water-intake/
Appel, L. (2004). Dietary Reference Intakes: Water, Potassium, Sodium, Chloride, and
Sulfate: Institute of Medicine of the National Academies.
Smith, S. (2018). How water intake tracking can help you reach your goals.
https://8fit.com/nutrition/how-water-intake-tracking-can-help-you-reach-your-goals/
Brusch, C. (2015). Improve academic performance with hydration.

http://www.aquaballdrink.com/healthy-hydration/improve-academic-performance-with-
hydration/
Jones, L. (2016). Thirsty work: hydration in the classroom: Educatering.
http://www.educateringmagazine.co.uk/news/2016-06-15-thirsty-work-hydration-in-the-
classroom
Hoaglund, S. (2012). Dehydration: Its Impact On Learning.

https://patch.com/virginia/ashburn/bp--dehydration-its-impact-on-learning
McCullough, C. (2015). Drinking Water Helps Students Succeed.

https://www.espwaterproducts.com/blog/drinking-water-helps-students-succeed/
Riebl, S. K., et al. (2013). The Hydration Equation: Update on Water Balance and
Cognitive Performance: ACSMs Health Fit J, 17(6), 21-28.
Zelman, K. (2008). 6 Reasons to Drink Water: Diet and Weight Management.

https://www.webmd.com/diet/features/6-reasons-to-drink-water#1
Tamarkin, S. (2015). 34 Proven Ways Water Makes You Awesome.
https://greatist.com/health/health-benefits-water
Page | 28
Sawka, M. N., et al. (2005). Human Water Needs: Nutrition Reviews, 63(6), 30-39.
Ekpenyong, C. E., & Akpan, I. A. M. (2017). High prevalence and associated risk factors
of dehydration among college students: implications for health and academic performance:
International Journal Of Community Medicine And Public Health, 4(4), 1043-1055.
Grandjean, A. (2004). Water Requirements, Impinging Factors, and Recommended

Intakes: World Health Organization.
Kenney, E. L., et al. (2015). Grab a Cup, Fill It Up! An Intervention to Promote the
Convenience of Drinking Water and Increase Student Water Consumption: American Journal of
Public Health, 105(9), 1777-1783.
González, A. M., et al. (2015). Influence of oral intake of water in improving memory
and and visual activity: Nutricion Hospitalaria, 32(2), 39-40.
Edmonds C. J., et al. (2009). Should children drink more water?: The effects of drinking
water on cognition in children: Appetite, 52(3), 776-779.
Khan, N. A., et al. (2015). The Relationship between Total Water Intake and Cognitive
Control among Prepubertal Children: Annals of Nutrition and Metabolism, 66(3), 38-41.
D’Anci, K. E., et al. (2006). Hydration and Cognitive Function in Children: Nutrition
Reviews, 64(10), 457-464.
Fadda, R., et al. (2012). Effects of drinking supplementary water at school on cognitive
performance in children: Appetite, 59(3), 730-737.
Wadan, C. M. (2012). What Knowledge Exists about Drinking Water and Academic
Achievements in Schools in Ghana, Sierra Leone and South Africa?: International Journal of
Information and Education Technology, 2(6), 574-579.
Masento, N., et al. (2014). Effects of hydration status on cognitive performance and
mood. The British journal of nutrition.
Adan, A. (2012). Cognitive performance and dehydration: Journal of the American

College of Nutrition, 31(2), 71-78.
Wilson, M. G., & Morley, J. (2003). Impaired cognitive function and mental performance
in mild dehydration: European Journal of Clinical Nutrition, 57(S2), S24. Page | 29

CHAPTER III
RESEARCH METHODOLOGIES
This chapter contains the discussion of the research design, research locale, population
Page | 30
of the study/sampling design, research instrument / data measure, research instrument
construction and validation, data gathering procedure, and the statistical treatment to be used in
this study.
Research Design
Descriptive-Correlational design was employed in this study. It is a statistical procedure
used to describe and measure the degree of association or relationship between two different
variables. In this type of design, no attempt is made to manipulate or control the independent
variable, instead, a correlation statistics is used to relate the two variables (Hayyi, 2014).
This approach did not only describe the water intake and the academic performance of
the respondents, but also examined the relationship between those two variables.
Research Locale
Colegio de San Juan de Letran – Bataan was used as the locale of the study since the
target of this study are the students from this institution. The main respondents of the study came
from the Basic Education Department specifically, the Junior High school students.

Population of the Study/Sampling Design
There was a total of 373 students from the Junior High School (Grades 7 to 10). Using
Raosoft Sample Size Calculator, a sample size of 190 was computed with a confidence level of Page | 31
95% and a margin of 5%. Considering that the population is divided into grade levels and
sections, stratified sampling was applied to determine the sub-sample size for each grade level
and section to ensure the proportionate distribution of the sample.
Research Instrument/Data Measure
The researchers made use of a self-made survey questionnaire as the research instrument
of the study. This was distributed among the Junior High School students of Colegio de San Juan
de Letran – Bataan.
Research Instrument Construction and Validation
The instrument was mostly self-made. However, a certain part was lifted from a
questionnaire used in a study by Sequeira (2015).
The instrument have two parts: Part I contains question regarding the demographic
profile of the respondents specifically their sex and grade level. Part II of the questionnaire
included questions regarding the number of glasses of water the respondents take every day, and
the reasons for the water intake of the respondents.
Furthermore, their grades in the second quarter of S.Y. 2018-2019 was also asked. A 4-
point Likert scale was used to describe the reasons for their water intake that ranges from
1(Strongly Disagree) to 4 (Strongly Agree).
Once the questionnaire was approved by the Research adviser, it was validated by asking Page | 32
for the help of at least two experts from the field. After, the suggestions of these experts were
considered, the instrument underwent a pilot testing. The results of the pilot testing was tested
for reliability. Once it passed the reliability value of at least 0.70 using Cronbach’s Alpha, the
instrument was floated to the respondents.
Data Gathering Procedure
The validated instrument was distributed to the respondents. After the retrieval of the
instrument, the data gathered was summarized, treated statistically, and analyzed.
Statistical Treatment
Since the data was non-normal, mean and percentages were used to describe the
respondents’ profile. The same was used for the descriptions of the respondents’ water intake.
As for the other variables being considered, mean and standard deviation was used as
descriptions.
To test the significant relationship between the water intake and the academic
performance, Spearman’s rho was utilized.

Reliability Statistics
Cronbach's Alpha Number of Items

Page | 33
.786 12

Notes in Chapter 3
Hayyi, A. (2014). The Correlation Explicit Grammatical Knowledge and Writing Ability
of Efl Students. Universitas Pendidikan Indonesia.
Page | 34
Sequeira, A. H. (2015). Drinking Water Habits of Residents of a Campus: A case study.

CHAPTER IV
PRRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter deals mainly with the presentation, analysis, and interpretation of data Page | 35
obtained in accordance with the statements of the problem.
Table 1
Demographic Profile of the Respondents
Profile Frequency Percent Valid Percent Cumulative Percent
Sex
Female 112 58.9 58.9 58.9
Male 78 41.1 41.1 100.0
Total 190 100.0 100.0
Grade Level
Grade 7 38 20.0 20.0 20.0
Grade 8 48 25.3 25.3 45.3
Grade 9 55 28.9 28.9 74.2
Grade 10 49 25.8 25.8 100.0
Total 190 100.0 100.0
Table 1 shows the demographic profile of the respondents in terms of sex and grade level.
In terms of sex, majority of the respondents are female. They comprised the 58.9% of the samples
or 112 out of 190, while the male respondents with a total number of 78 out of 190 represent
41.1% of the samples.

In terms of grade level, it shows that most of the respondents are Grade 9 which covers
28.9% of the samples or 55 out of 190. On the other hand, the least number of respondents are
from Grade 7 comprising 20% of the samples or 38 out of 190. Page | 36
Table 2
Water Intake (number of glasses a day) of the Respondents
Profile N Mean Standard Deviation
Sex
Female 112 7.19 3.09
Male 78 6.84 2.91
Over-all 190 7.05 3.01
Grade Level
Grade 7 38 7.46 2.75
Grade 8 48 6.56 2.64
Grade 9 55 6.34 3.02
Grade 10 49 8.00 3.31
Over-all 190 7.05 3.01
Table 2 shows the water intake (in number of glasses a day) of the respondents based on
their profile.

In terms of sex, females have a higher water intake with a mean of 7.19 glasses/day as
compared to males (6.84 glasses/day).
With regards to the Grade Level, the respondents with the highest water intake (8.00 Page | 37
glasses/day) are Grade 10 students, while students from Grade 9 have the least water intake with
a mean of 6.34 glasses/day.
Table 3
Descriptive Statistics for the Respondents’ Reasons for Water Intake
Standard
Reasons N Mean Description
Deviation
I drink water because it helps 190 3.12 .77 AGREE

me think, focus, concentrate,
and stay alert during class
hours.
I drink water because it boosts 190 3.01 .79 AGREE

my productivity in school.

me memorize things, infer
information, and draw
conclusions.

me perform better in school.

I drink water because it 190 2.91 .81 AGREE

improves my creativity in
doing school-related tasks
Page | 38
I drink water because it gives 190 3.37 .77 STRONGLY
me the energy I need in AGREE
school.
I drink water because it helps 190 3.43 .75 STRONGLY
in relieving my headache and AGREE
migraine which often hinder
me in concentrating in school.
Over-all 190 3.11 .61 AGREE
Legend:
3.25 – 4.00 Strongly Agree
2.50 – 3.24 Agree
1.75 – 2.49 Disagree
1.00 – 1.74 Strongly Disagree
Table 3 shows the descriptive statistics for the respondents’ Reasons for Water Intake.
The item with the highest mean (3.43) was I drink water because it helps in relieving my
headache and migraine which often hinder me in concentrating in school. It has a standard
deviation of .75 and interpreted as Strongly Agree. While the item with the lowest mean was, I
drink water because it helps me memorize things, infer information, and draw conclusions. It
has a mean of 2.88 and a standard deviation of .80 and is interpreted as Agree. Over-all, the
respondents Agree on the reasons for water intake with a general mean and standard deviation
of 3.11 and .61.

Table 4
Students’ Grade in Mathematics
Page | 39
Sex
Female 112 88.57 4.81
Male 78 86.77 5.78
Over-all 190 87.83 5.29
Grade Level
Grade 7 38 87.60 4.24
Grade 8 48 89.39 4.46
Grade 9 55 85.80 5.57
Grade 10 49 88.75 5.83
Over-all 190 87.83 5.29
Table 4 reveals the average grade of the respondents in Mathematics according to their
profile. For sex, female respondents have a higher average, obtaining a mean of 88.57. Whereas,
males have a lower mean (86.77).
For Grade Level, the respondents from Grade 8 have the highest mean average of 89.39
while the respondents from Grade 9 have the lowest average, with a mean of 85.80.
Over-all, the respondents have an average grade of 87.83.

Table 5
Students’ Grade in Science
Page | 40
Sex
Female 112 89.52 3.09
Male 78 87.78 2.91
Total 190 88.81 4.70
Grade Level
Grade 7 38 87.81 4.24
Grade 8 48 90.10 4.42
Grade 9 55 87.55 4.51
Grade 10 49 89.73 5.11
Total 190 88.81 4.70
Table 5 reveals the average grade of the respondents in Science based on their profile.
Regarding sex, female respondents have a higher average of 89.52. Whereas, males have a lower
mean average (87.78).
Pertaining to the grade level, the respondents from Grade 8 have the highest mean
average of 90.10 while the respondents from Grade 9 have the lowest average, with a mean of
87.55.
Over-all, their average grade in Science is 88.81

Table 6
Comparison of the Respondents’ Reasons for Water Intake Based on Sex
Page | 41
Mann- Wilcoxon Asymp. Sig.
Profile Z
Whitney U W (2-tailed)
Sex 3731.50 6812.50 -1.71 0.08
Table 6 shows the comparison of the respondent’s reasons for water intake based on sex.
Using the Mann-Whitney U Test, the computed p-value is greater than 0.05 (0.08). This means
that there is no significant difference in the respondent’s reasons for water intake when grouped
according to sex.
Table 7
Comparison of the Respondents’ Reasons for Water Intake Based on Grade Level
Profile Chi-Square Df Asymp. Sig.
Grade Level 5.37 3 0.14

a. Kruskal Wallis Test
b. Grouping Variable: Grade
Level
Table 7 presents the comparison of the respondent’s reasons for water intake based on
Grade Level. Using Kruskal Wallis Test, the computed p value is greater than 0.05 (0.14). This
means that there is no significant difference in the respondent’s reasons for water intake when
grouped according to grade level.
Page | 42
Table 8
Correlation of Water Intake and Mathematics Grade
Average in
Water
Mathemati
Intake
cs
Spearman's rho Average Correlation Coefficient 1.000 .221**
in
Sig. (2-tailed) . .002
Mathema
tics N 190 190
Water Correlation Coefficient .221** 1.000
Intake
Sig. (2-tailed) .002 .
N 190 190
**. Correlation is significant at the 0.01 level (2-tailed).
Table 8 shows the correlation of the respondents’ water intake and their average grade in
Mathematics. They are found to have a correlation value of 0.221. Using Spearman’s rho, the p-
value was found to be less than 0.05 (p=0.002, 2-tailed). This means that the students’ average
grade in Mathematics and their water intake has positive correlation and are significantly
correlated.

Thus, this implies that the students’ water intake is a factor related to their average grade
in Mathematics. Higher amount of water intake is associated with higher average grade in
Mathematics Page | 43
Table 9
Correlation of Water Intake and Science Grade
Water Average in
Intake Science
Spearman's rho Water Correlation
1.000 .175*
Intake Coefficient
Sig. (2-tailed) . .016
N 190 190
Average in Correlation
.175* 1.000
Science Coefficient
Sig. (2-tailed) .016 .
N 190 190
*. Correlation is significant at the 0.05 level (2-tailed).
Table 9 shows the correlation of the respondents’ water intake and their average grade in
Science. They are found to have a correlation of 0.175. Using Spearman’s rho, the p-value was
found to be less than 0.05 (p=0.016, 2-tailed). This means that the respondents’ average grade in
Science and their water intake has positive correlation and are significantly correlated.
Thus, this implies that the students’ water intake is a factor related to their average grade
in Science. Higher amount of water intake is associated with higher average grade in Science.

CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the findings, generated conclusions, and recommendations
Page | 44
based on the analyses and interpretation of the results of the conducted study.
Summary
This research study focused on the Junior High school students’ water intake and its
relationship to their academic performance in Mathematics and Science. The study utilized
quantitative approach with the use of descriptive-correlational design. The respondents of the
study were 190 students from 373 Junior High school population. The data were gathered
through self-made survey questionnaire.
Specifically, this study sought answers to the following questions:
1. What is the profile of the respondents in terms of:
1.1. Sex;
1.2. Grade Level,
2. How many glasses of water do the respondents take every day,
3. What are the reasons for water intake of the respondents,
4. What was the respondents’ grade in the First and Second quarter of S.Y. 2018-2019 in the
following subjects:
4.1. Mathematics;
4.2. Science,
5. Is there a significant difference on the respondents’ reasons for water intake when grouped
according to profile, Page | 45
the respondents in Mathematics,
the respondents in Science?
Findings
The salient findings of the study are as follows:
1. Majority of the respondents are female (58.9%) and is mostly composed of students from
Grade 9 which covers 28.9% of the sample.
2. Female respondents have higher water intake (7.29 glasses) than males (6.84 glasses) on
a daily basis.
3. Grade 10 students have the highest mean water intake (8 glasses) whereas, students from
Grade 9 have the lowest water intake (6.34 glasses) per day.
4. The reason for the respondents’ water intake with the highest mean was water helps in
relieving my headache and migraine which often hinder me in concentrating in school.
While the reason it helps me memorize things, infer information, and draw conclusions
has the lowest mean.

5. Females have higher average in Mathematics and Science with a mean of 88.57 and 89.52
as compared to males (86.77 and 87.78).
6. Grade 8 students have the highest mean average of 89.39 and 90.10 in Mathematics and Page | 46
Science while Grade 9 students have the least average, obtaining a mean of 85.80 and
87.55, respectively.
7. There is no significant difference in the respondents’ reasons for water intake when
grouped according to sex and grade level.
8. There is a positive relationship between water intake and the students’ academic
performance in Mathematics and in Science. Furthermore, they are significantly
correlated.
Conclusion
1. In accordance with the findings of the study, females have a higher level of water intake
than males. It then opposes the common belief that males have the higher level of water
intake because they are more involve into activities that require more energy, like sports-
related activities.
2. Grade 10 students are found to take the highest water intake on a typical day. It may be
due to the reason that as a person ages, he may experience higher demands which expose
him to heavier academic workloads and so does his physical activity.
3. Females have higher grades compared to males in terms of their grades in Mathematics
and Science. In the previous data, females have higher water intake compared to males
and that water intake and academic performance in Mathematics and in Science have
significant relationships. Thus, water intake might lead to a more satisfying performance
in the said subjects. This supports the study of Kenney et al., 2015 regarding the Page | 47
contribution of adequate water intake in the enhancement of academic performance.
4. The null hypothesis that stated that there is no significant difference in the respondents’
reasons for water intake when grouped according to profile, is proven true and therefore,
accepted. This indicates that differences in sex and grade levels do not necessarily denote
distinction in reasons for water intake. It means that female and male students from
different grade levels have similar reasons for drinking water.
5. The null hypotheses that stated that there is no significant relationship between water
intake and the respondents’ academic performance in Mathematics and in Science, is
rejected. Therefore, those variables are related to each other, respectively. The positive
relationship between the variables indicates that when the students have higher amounts
of water intake, their average grade in Mathematics and in Science are also higher. Thus,
the researchers concluded that taking higher amounts of water is a factor in improving
one’s academic performance in the said subjects.

Recommendations
In accordance with findings and conclusions of the study, the researchers recommend the
Page | 48
following:
1. Students should drink adequate amounts of water not only for health purposes like
maintaining the functions of the body but also for academic purposes like improving the
academic performance in Mathematics and in Science and eventually, obtaining a higher
average grade.
2. Students should always stay hydrated by bringing a bottle of water with them during the
day. This can be a great help in boosting their energy which they need in order for them
to keep pace with the school demands.
3. Teachers should consistently encourage students to have good drinking water habits. This
can be done in a variety of ways like, putting up posters and other visual aids on bulletin
boards that provide valuable information. This should aim to remind the students about
the importance of drinking adequate amount of water for their academic performance.
4. Colegio de San Juan de Letran – Bataan should add more water fountains or dispensers
in the school vicinity that are accessible and strategically placed. Since students spend
most of their time in school, it is necessary for them to drink water in order to help them
increase their overall water intake which is a factor in improving their academic
performance.

5. Colegio de San Juan de Letran – Bataan should make seminars or make an active
campaign regarding water intake. These should aim to emphasize the importance of
drinking water for adolescents. This can be done by strictly implementing the “Water Page | 49
Only Policy” requiring all food providers not to sell any beverage except water.
6. Parents should highly promote a healthy and productive lifestyle to influence their
children’s health-related behavior and school-related behavior, including their drinking
water habits and work habits.
7. Parents should also encourage their children to avoid drinking sugar-sweetened
beverages but instead, drink more water in order for them to improve their performance
in school. This can be done by cutting down the quantity over time and by limiting their
choices.
BIBLIOGRAPHY
Adan, A. (2012). Cognitive performance and dehydration: Journal of the American College of
Nutrition, 31(2), 71-78.
Appel, L. (2004). Dietary Reference Intakes: Water, Potassium, Sodium, Chloride, and Sulfate:
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Asaba, S. (2016). Why drinking water will keep you attentive in class.
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Booth, P. (2015). The Effect of Water Consumption on School Children’s Fine Motor Skills,
Cognitive Function and Mood. Page | 50
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http://www.aquaballdrink.com/healthy-hydration/improve-academic-performance-with-
hydration/
D’Anci, K. E., et al. (2006). Hydration and Cognitive Function in Children: Nutrition Reviews,
64(10), 457-464.
Edmonds C. J., et al. (2009). Should children drink more water?: The effects of drinking water
on cognition in children: Appetite, 52(3), 776-779Ekpenyong, C. E., & Akpan, I. A. M. (2017).
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Fadda, R., et al. (2012). Effects of drinking supplementary water at school on cognitive
performance in children: Appetite, 59(3), 730-737.
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González, A. M., et al. (2015). Influence of oral intake of water in improving memory and and
visual activity: Nutricion Hospitalaria, 32(2), 39-40.
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World Health Organization.
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Students. Universitas Pendidikan Indonesia.
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classroom
Kenney, E. L., et al. (2015). Grab a Cup, Fill It Up! An Intervention to Promote the Convenience Page | 51
of Drinking Water and Increase Student Water Consumption: American Journal of Public
Health, 105(9), 1777-1783.
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among Prepubertal Children: Annals of Nutrition and Metabolism, 66(3), 38-41.
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Colegio de San Juan de Letran - Bataan

BASIC EDUCATION DEPARTMENT

heart, cells, including the brain.

DEUS  PATRIA  LETRAN

drinking water for a long period of time.

Standards Agency, 2010).

DEUS  PATRIA  LETRAN

Statement of the Problem

between those two variables.

Specifically, the researchers sought answers to the following questions:

1. What is the profile of the respondents in terms of:

1.2. Grade Level,

2. How many glasses of water do the respondents take every day,

the respondents in Mathematics,

the respondents in Science?

Significance of the Study

This study was deemed beneficial to the following:

their performance in Science and Mathematics.

DEUS  PATRIA  LETRAN

campaign and awareness on the importance of water intake.

regarding water intake and academic performance’s possible relation.

Hypotheses of the Study

of the respondents in Mathematics.

DEUS  PATRIA  LETRAN

of the respondents in Science.

Water Intake - amount of pure drinking water.

DEUS  PATRIA  LETRAN

Mckeen, S. (2003). National Center for Biotechnology Information. PubChem

DEUS  PATRIA  LETRAN

REVIEW OF LITERATURE AND STUDIES

It is no surprise to most individuals that water is tremendously important to human life.

water can contribute to the academic achievements of students.

enhancement on children’s performance.

DEUS  PATRIA  LETRAN

female is recommended to take in 3.7L and 2.7L of water a day.

DEUS  PATRIA  LETRAN

every day.” says nutritionist Venu Adhiya Hirani.

Water Intake and Academic Performance

an impact in cognitive abilities and mood, probably affecting academic performance.

DEUS  PATRIA  LETRAN

Additionally, Jones (2016) mentioned that studies have discovered that 2% of

quality of students’ education.

greater chance of loss in mental performance Hoaglund (2012).

Reasons for Water Intake

DEUS  PATRIA  LETRAN

consumption accounts from these.

DEUS  PATRIA  LETRAN

metabolic processes (Riebl et al., 2013).

Water Intake and Academic Performance

Dehydration has been detected to be dependable predictor of increasing frailties, worse

cognitive dysfunction (Wilson and Morley, 2003).

The cognitive functions of an individual involve attention functions, memory functions,

DEUS  PATRIA  LETRAN

dehydration and performance in the verbal analogy task.

DEUS  PATRIA  LETRAN

can also be helpful in improving academic achievements in schools.

as well as the evaluation of a subjective state (Adan, 2012)

outcomes revealed a statistically significant relationship between water consumption of students

which enables them to get better scores in tests.

tasks when higher level of hydration is involved (Khan et al., 2015)

regarding the present research.

DEUS  PATRIA  LETRAN

Independent Variable Dependent Variable