Chapter I

INTRODUCTION

Background of the Study

Coffee is one of the popular drinks in today’s time. This beverage

had helped the people before to stay awake during their long hours of
prayer and which many people drink in order for them to stay awake
especially after a long hour of work or studying. [ CITATION Ton13 \l 1033 ]

The active ingredient in a coffee is caffeine and its content in a cup

of coffee ranges from 50 to 400+mg per cup and suggest that 400 mg of
caffeine or 4 cups of coffee, are safe for most healthy adults. [ CITATION
Dav17 \l 1033 ]

Studies overseas show no benefit and others show that caffeine

improve reaction time, attention and logical reasoning. Caffeine is
increasing your blood flow to the brain, and increasing dopamine levels
and adrenaline in the brain so it’s actually allowing the brain to have
greater activity. [ CITATION Rob17 \l 1033 ]

However, caffeine affects people in different ways many people

drink much more than that without any issues. There are other sources
of caffeine besides coffee, including tea, soft drinks, energy drinks,
chocolate and certain medications. (Avey, 2013)

1
Statement of the Problem
This study primarily aims to know how coffee intake affects the
speed and accuracy of the answer of the students in logical reasoning
tests.
Specifically, this research study aims to answer the following
questions:
1. Does coffee intake affect the speed of the students in logical
reasoning test?
2. Does coffee intake affect the accuracy of the answers of the
students in logical reasoning test?
Initial Hypothesis are the following:
1. Coffee intake will not affect the speed of the students in logical
reasoning test
2. Coffee intake will not affect the accuracy of answers of the
students in logical reasoning test
Alternative Hypothesis:
1. Coffee intake will affect the speed of the students in logical
reasoning test
2. Coffee intake will affect the accuracy of answers of students in
logical reasoning test

Significance of the study

The purpose of this study is to give benefit to students who drink
coffee in order to stay awake. This study will let them know how coffee
will affect their mental performance by giving the SHS students an 18-
item MSA/Academia weekly digest logical test that will test speed and
the accuracy of the answers in the standardized logical test after coffee
intake.

2
Scope and limitation
The focus of this study will be the effect of coffee on speed and
accuracy of SHS students in answering a logical reasoning test. The
materials used are the following: 18-item MSA and Academia weekly
digest logical reasoning test, coffee mix with 200 ml of water , and timer.
The brand of coffee that used in this study is Kopiko brown. Involved in
the study are the 162 SHS students that are identified through sampling.
Other students who are not picked and other coffee brands will not be
included in the study.

3
Definition of terms

Caffeine- This refers to a central nervous system (CNS) stimulant of

the methylxanthine class. It is the world's most widely consumed
psychoactive drug and it is often found in coffee, tea and cola.

Adenosine - is a central nervous system messenger that has

specific receptors. When adenosine binds to its receptors, neural activity
slows down, and most people feel sleepy. The absence of Adenosine the
brain-sparking chemicals can flow more freely improving mental
performance

Dopamine- an organic chemical of the catecholamine and

phenethylamine families that plays several important roles in the brain
and body

4
 Chapter II
REVIEW OF RELATED LITERATURE

Coffee
A Kantar Worldpanel study released showed that almost every
Filipino household buy coffee, primarily the 3-in-1 varieties, "solidifying
its foothold as the Filipinos’ staple beverage." The study further showed
that coffee more than doubled its growth from 4% in June 2014 to 10%
in June 2015, outpacing the growth of the total beverage segment at 5%
for the same period (Rappler, 2015)

Caffeine stimulates the heart and the central nervous system.

Aside from being stimulant it also helps to speed up or improve mental
performance. It also helps stimulate gastric acid output for easy
digestion. It also helps to maximize airways in the lungs.

Caffeine
The effect of caffeine differs from one person to another. Some may
experience unpleasant effects even if its just a small amount of intake
but for most adults, moderate doses of caffeine about two to four cups of
brewed coffee aren’t harmful. One should consider cutting back it’s
caffeine intake if he/she already felt insomnia, irritability, stomach upset
and muscle tremors. [ CITATION www17 \l 1033 ]
But caffeine can be bad when it’s overused. Being addictive here
can cause quenching, sweating, palpitations, rapid breathing, insomnia
and migraine[ CITATION Tra12 \l 1033 ].
Researcher of John Hopkins university have made an experiment
that uses caffeine as a memory enhancer. They conducted a double-blind
trial in which participants who did not regularly drink caffeine received a
200-milligram caffeine tablet 5 minutes after studying a series of images.

5
The next day they were test to identify the new images and more people
from caffeine group were able to identify the images. [ CITATION Lat14 \l 1033 ].

Caffeine can improve one’s reaction time however taking high

dosages of caffeine can have drawbacks such as: sleep disturbance,
gastric pain, interactions with other dietary supplements and
withdrawal. (Margolis, 2017).

Logical Reasoning
People who were ages 70 and over who took in more caffeine
scored better on tests of mental function, but not on memory tests or
other measures of mental ability. After drinking coffee, the caffeine
blocks receptors called “adenosine” and with adenosine not present the
brain-sparking chemicals can flow more freely improving mental
performance.[ CITATION Ste15 \l 1033 ].
Caffeine improves reaction time and logical reasoning during times
when sleep isn’t possible or restricted (Kamimori, 2014).

6
 Chapter III
RESEARCH METHODOLOGY

Research Design
The experimental research design was utilized to know how coffee
affects the speed and accuracy of answers of senior high school students
of Immaculate Heart of Mary College-Paranaque in standardized logical
reasoning test. Particularly identifying the differences in terms of speed
and accuracy on the answers of students before and after coffee intake.

The independent variable are the respondents chosen through

random sampling . The dependent variable is the speed and score and
the controlled variable is the coffee given to the respondents and the test.

Preparation of materials

In this research study the researcher gave the respondents a

standardized logical reasoning test from MSA reviewer and Academia
weekly digest to the 162 SHS students. The random sampling procedure
was accomplished by using the fishbowl technique. The respondents was
asked to answer the MSA and Academia weekly logical reasoning test
without coffee intake, and after that the respondents will drink the
coffee, after 30 minutes they answered the MSA and Academia weekly
logical reasoning test again. After collecting the results of the test, it was
compared to one another.

Conducting the pre-test and post-test

The respondents asked to answer the MSA and Academia weekly

logical reasoning test without coffee intake, and after that the
respondents will drink the coffee, after 30 minutes they answered the
MSA and Academia weekly logical reasoning test again.

7
Experimentation proper
The experiment be done every research period (Tuesday and Thursday)
and respondents were in their class. Each respondents will be given an
18-item Logical reasoning test from MSA and academia weekly before
their coffee intake and after 30 minutes of the coffee intake.

Data collection
The researcher recorded the speed and score of the respondents in the
pre-test and post-test. The data collected was presented in a data table
and the average(mean) of each section were calculated. Average speed
and score of the respondents was presented in a graph.

Analysis
For the analysis of the data, this study used the T-test as the
statistical tool to see if there is any difference on the results of the Pre-
Test and Post-Test. The data compared the average of each section, the
average of the whole Grade 11 and 12 and average of the whole Senior
high school students. After calculating the data the conclusions and
results was formulated.

8
 Chapter IV
RESULTS AND DISCUSSIONS

The 162 respondents from SHS are picked randomly by using the
fishbowl method and asked to answer an 18-item test and the speed and
accuracy of their answers were measured. The average time pf each
section is shown in Table 4.1 and the average score of each section is
shown in Table 4.3.

Table 4.1 Average speed of the respondents before and after coffee intake
SECTION Initial record of time (s) Final record of time(s)

A 219 171

B 179 148

C 257 216

D 162 190

E 287 201

F 183 157

G 151 148

H 221 182

I 220 196

Based from the data shown section E has the longest time
consumed in answering the test before coffee intake, while section G
average has the shortest time consumed. After coffee intake section C
has now the highest time and section B has the least time.

9
 350

300

250

200
Time (s)
150

100

50
SHS sections
0
Section A Section B Section C Section D Section E Section F Section G Section H Section I

Initial time Final time

Figure 4.1 Average speed of the respondents before and after coffee
intake

This graph shows the differences in the speed of each section

before and after their coffee intake.

Table 4.2 Average Speed before and after coffee intake

GRADE Initial reaction time(s) Final reaction time(s)

Grade 11 198.16 182.98

Grade 12 287.61 201.94

SHS 206.46 168.03

The table shows that Grade 12 has longer time in answering the
test compared to Grade 11. This shows that after coffee intake the
reaction time of Grade 12 students slowed down. For the whole Senior
High school students their final reaction time improved compared to the
initial.

10
 350
300
250
200
150
100 SHS
50
0
Grade 11 Grade 12 SHS
Initial reaction time Final reaction time
Figure
4.2 Average Speed before and after coffee intake

Table 4.3 Average Score of the respondents before and after coffee intake
SECTION Pre-test (/9) Post-test(/9)

A 6.1 5.4

B 5.8 5.1

C 5.3 5.7

D 6.7 6.6

E 6.4 6.8

F 5.9 5.6

G 5.5 5.6

H 5.9 5.3

I 6.9 6.8

Based from the table above section C has the highest score among
all sections during pre-test, while section D has the lowest score. During
post-test section E has now the highest score and section B has the
lowest score.

11
 8

0
Section A Section B Section C Section D Section E Section F Section G Section H Section I
SHS sections
Pre-test Post-test

Figure 4.3 Average Score of the respondents before and after coffee
intake
The graph shows the differences of the scores of each section before and
after their coffee intake.

Table 4.4 Average Score before and after coffee intake

GRADE Pre-test(/9) Post-test(/9)

11 6.4 5.9
12 6.1 6.8
SHS 6.2 5.9

The table above shows that Grade 11 have higher scores in the
Logical reasoning test before their coffee intake, while Grade 12 have
higher scores after coffee intake. For the whole Senior High school
students their scores decreased during the post-test.

12
 Average Score of Grades 11&12(/9)
7
6.8
6.6
6.4
6.2
6
5.8
5.6
5.4
5.2
Grade 11 Grade 12 SHS Grade level
Pre-test Post-test

Figure 4.4 Average score before and after coffee intake

Based from the results of the respondents after drinking the coffee,
their speed in answering the Logical reasoning test increased. And in the
second part of the test.

Most of the respondents who answered the Logical reasoning test

have an average time of 206.4592 seconds in answering the 18 item-test,
after they drink coffee their speed in answering the test improved and the
average time of answering the second part of the test is 168.0306

For the accuracy of their answers most of the respondent’s scores

decreased by 1 point while some have the same score with the first one
in which they already consumed coffee their scores decreased.

Table 4.5 T-test (Time)

Section A Section B Section Section Section Section Section Section Section
C D E F G H I

x́ x́ x́ x́ x́ x́ x́ x́ x́
195.53 163.86 237.25 176.47 248.78 10.42 150.25 201.835 208.25
σ σ σ σ σ σ σ σ σ
192.51 397.51 691.49 298.53 1289 308.58 113.25 760.16 298.75
N= 18 α=0.05

13
d.f= 17
T-test value = 2.16
Critical value=1.740

Table 4.6 T-test (scores)

Section A Section B Section Section Section Section Section Section Section
C D E F G H I

x́ x́ x́ x́ x́ x́ x́ x́ x́
11.55 5.47 5.56 6.66 6.60 5.5 5.55 5.61 6.86
σ σ σ σ σ σ σ σ σ
9.45 21.52 14.43 5.78 14.4 17.25 10.44 23.39 16.14
N= 18 α=0.05
d.f= 17
T-test value= 1.04
Critical value= 1.740

For the result of the T-test it can be seen that there is a difference in the
mean of each section. The t-test value is 1.740 and the T-value are 2.16
and 1.04 where in the difference of the mean with the t-test value is
visible. The T-test value is greater than the Critical value in Table 4.5
therefore the initial hypothesis is rejected.

14
 Chapter V
Summary, Conclusions, Recommendations

Summary
The researcher used the random sampling technique on selecting
the respondents. The researcher gathered the respondents in each
section and was asked to answer the 18-item logical reasoning test by
MSA and Academia weekly. After the respondents answer the test they
were given a cup of coffee each and was asked to return after 30 minutes
for the second part. According to the result of the research it is seen that
there is an effect of coffee on the speed and accuracy of the answers of
the SHS students. Most of the respondents have an increased on their
speed in answering the test. For the accuracy of their answers most of
them have a decreased on their initial score. Others remain constant
including their speed.

Conclusion
Based from the result the researcher found out that the alternative
hypothesis is correct there has been an effect after drinking coffee, the
speed of the students increased. And for the accuracy of the answers
some of the student’s scores remain constant but most of their scores
decreased.

Recommendations
The researcher would like to recommend the following:

1. Use other types of test to know if the results will be similar or not
2. Extend the time in doing the experiment
3. Use a larger sample size

15
 4. Provide a test in which the respondents are familiar with

BIBLIOGRAPHY

Kamimori,G.H, Lieberman,H.R, McLellan,T.M, Niro,P, Tate,C.M,

Voss,D.M (2014). Caffeine improves reaction time,vigilance and logical
reasoning. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4432086/

Rappler.(2015). Coffee remains Filipino’s staple beverage-study.Retrieved

from:https://www.rappler.com/business/industries/176-food-and-
beverage/109867-coffee-staple-drink-kantar-study

Philstar.(2012).Masama ba ang caffeine.Retrieved from:

http://www.philstar.com/opinyon/2012-08-12/837351/masama-ba-ang-
caffeine

dlsu.edu.(2012). How much is too much. Retrieved from:

http://www.dlsu.edu.ph/offices/mds/bulletin/caffeine-2012071

VMC.(2016)Caffeine consumption in children and teens.Retrieved from:

https://www.myvmc.com/lifestyles/caffeine-consumption-in-children-
and-teens/

Health Harvard.(2015).Caffeine and a healthy diet may boost memory,

thinking skills. Retrieved from:
https://www.health.harvard.edu/blog/caffeine-healthy-diet-may-boost-
memory-thinking-skills-alcohols-effect-uncertain-201406187219

16
 APPENDICES

APPENDIX A
Documentation

*Data gathering with Grades 11 and 12 respondents

17
APPENDIX B
Speed of the respondents before and after coffee intake for Section A in
seconds
Respondents Initial Time(s) Final Time(s)

A1 210 186

A2 210 84

A3 120 84

A4 180 84

A5 198 90

A6 312 210

A7 150 126

A8 180 78

A9 252 138

A10 150 78

A11 320 300

A12 150 170

A13 180 180

A14 260 259

A15 300 290

A16 320 300

A17 260 270

A18 200 160

MEAN 219.56 171.5

MEDIAN 205 165

MODE 180 84

Speed of the respondents before and after coffee intake for Section B in
seconds

Respondents Initial time(s) Final time(s)

B1 276 198

B2 126 84

18
B3 78 126

B4 186 180

B5 126 96

B6 144 132

B7 312 198

B8 84 78

B9 270 144

B10 198 84

B11 144 90

B12 132 90

B13 78 132

B14 126 84

B15 138 138

B16 200 205

B17 312 310

B18 300 300

MEAN 179.44 148.28

MEDIAN 144 132

MODE 126 84

Speed of the respondents before and after coffee intake for Section C in
seconds

Respondents Initial time(s) Final time(s)

C1 264 150

C2 390 150

C3 216 150

C4 210 72

C5 264 150

C6 190 180

C7 310 309

C8 304 300

19
C9 260 245

C10 200 200

C11 245 240

C12 260 263

C13 264 260

C14 390 385

C15 300 290

C16 180 185

C17 195 190

C18 200 180

MEAN 257.89 216.61

MEDIAN 260 195

MODE 264 150

Speed of the respondents before and after coffee intake for Section D in
seconds

Respondents Initial time(s) Final time(s)

D1 318 150

D2 192 324

D3 198 336

D4 138 186

D5 126 336

D6 192 186

D7 138 126

D8 156 156

D9 138 252

D10 90 204

D11 126 138

D12 90 90

D13 200 210

D14 90 85

20
D15 120 100

D16 180 165

D17 247 200

D18 190 180

MEAN 162.72 190.22

MEDIAN 147 183

MODE 138 336

Speed of the respondents before and after coffee intake for Section E in
seconds

Respondents Initial time(s) Final time(s)

E1 300 78

E2 186 270

E3 300 66

E4 552 192

E5 372 138

E6 432 264

E7 258 186

E8 126 60

E9 312 306

E10 126 66

E11 270 246

E12 318 306

E13 192 186

E14 432 306

E15 360 330

E16 245 240

E17 186 188

E18 210 207

MEAN 287.61 201.94

MEDIAN 285 199.5

21
MODE 300 306

Speed of the respondents before and after coffee intake for Section F in
seconds

Respondents Initial time(s) Time(s)

F1 192 216

F2 126 126

F3 204 246

F4 210 126

F5 132 186

F6 72 150

F7 144 186

F8 198 192

F9 132 180

F10 212 125

F11 240 140

F12 260 138

F13 265 134

F14 315 150

F15 60 71

F16 144 120

F17 200 165

F18 190 188

MEAN 183.11111 157.722222

MEDIAN 195 150

MODE 132 126

Speed of the respondents before and after coffee intake for Section G in
seconds

Respondents Initial time(s) Final time(s)

22
G1 134 130

G2 125 124

G3 140 146

G4 140 120

G5 140 139

G6 200 200

G7 135 130

G8 140 130

G9 290 297

G10 245 255

G11 90 105

G12 120 110

G13 160 155

G14 145 140

G15 134 125

G16 120 125

G17 126 110

G18 144 140

MEAN 151.56 148.94

MEDIAN 140 130

MODE 140 130

Speed of the respondents before and after coffee intake for Section H in
seconds

Respondents Initial time(s) Final time(s)

H1 180 144

H2 132 132

H3 180 144

H4 292 198

H5 312 270

H6 252 258

23
H7 204 192

H8 204 210

H9 246 156

H10 246 186

H11 186 126

H12 186 126

H13 216 126

H14 216 126

H15 200 190

H16 190 210

H17 300 285

H18 245 200

MEAN 221.5 182.17

MEDIAN 210 188

MODE 180 126

Speed of the respondents before and after coffee intake for Section I in
seconds

Respondents Initial time(s) Final time(s)

I1 246 252

I2 126 126

I3 186 132

I4 150 126

I5 150 144

I6 312 192

I7 138 270

I8 150 270

I9 306 186

I10 96 150

I11 360 186

I12 210 186

24
I13 264 246

I14 366 252

I15 258 257

I16 216 192

I17 126 150

I18 300 220

MEAN 220 196.5

MEDIAN 213 189

MODE 150 186

APPENDIX C

Scores of the respondents before and after coffee intake for Section A (
/9)

Respondents Pre-test Post-test Differenc

e
A1 7 4 3

25
 A2 7 7 0
A3 7 6 1
A4 4 3 1
A5 8 8 0
A6 8 4 4
A7 8 7 1
A8 7 5 2
A9 5 2 3
A10 6 7 1
A11 3 5 2
A12 4 3 1
A13 6 5 1
A14 6 6 0
A15 5 4 1
A16 7 7 0
A17 7 7 0
A18 6 7 0
MEAN 6.17 5.39

MEDIAN 6.5 5.5

MODE 7 7

Scores of the respondents before and after coffee intake for Section B ( /
9)

Respondents Pre-test Post-test Differenc

e
B1 5 5 0
B2 5 5 0
B3 8 7 1

26
B4 3 3 0
B5 8 8 0
B6 4 2 2
B7 3 5 2
B8 6 7 1
B9 7 2 5
B10 6 1 5
B11 6 7 1
B12 7 5 2
B13 8 6 2
B14 5 3 2
B15 6 8 2
B16 6 5 1
B1 6 7 1
B18 6 6 0
MEAN 5.833333 5.111111

MEDIAN 6 5

MODE 6 5

Scores of the respondents before and after coffee intake for Section C (
/9)

Respondents Pre-test Post-test Differenc

e
C1 6 4 2
C2 4 4 0
C3 3 4 1
C4 7 5 2
C5 4 6 2
C6 5 7 2

27
C7 6 7 1
C8 6 6 0
C9 6 8 2
C10 4 3 1
C11 7 7 0
C12 3 5 2
C13 7 6 1
C14 7 7 0
C15 6 5 1
C16 4 6 2
C17 6 6 0
C18 6 7 1
MEAN 5.39 5.72

MEDIAN 6 6

MODE 6 6

Scores of the respondents before and after coffee intake for Section D( /9)

Respondents Pre-test Post-test Differenc

e
D1 8 9 1
D2 7 7 0
D3 7 7 0
D4 7 7 0
D5 6 7 1
D6 8 7 1
D7 8 6 2
D8 8 7 2
D9 2 3 1
D10 7 7 0

28
D11 8 6 2
D12 7 8 1
D13 7 7 0
D14 7 6 1
D15 6 7 1
D16 8 7 1
D17 5 6 1
D18 4 6 2
MEAN 6.67 6.63

MEDIAN 7 7

MODE 7 7

Scores of the respondents before and after coffee intake for Section E( /9)

Respondents Pre-test Post-test Differenc

e
E1 7 9 2
E2 5 7 2
E3 5 7 2
E4 7 7 0
E5 6 7 1
E6 6 7 1
E7 4 8 4
E8 7 8 1
E9 7 8 1
E10 6 7 1
E11 6 7 1
E12 7 7 0
E13 7 5 2
E14 7 7 0

29
E15 6 7 1
E16 5 4 1
E17 6 4 2
E18 6 7 1
MEAN 6.43 6.76

MEDIAN 7 7

MODE 7 7

Scores of the respondents before and after coffee intake for Section F( /9)

Respondents Pre-test Post-test Differenc

e
F1 6 4 2
F2 3 3 0
F3 8 5 3
F4 5 6 1
F5 8 5 3
F6 8 8 0
F7 6 7 1
F8 6 6 0
F9 5 4 1
F10 6 7 1
F11 7 7 0
F12 8 8 0
F13 6 4 3
F14 7 4 4
F15 3 6 4
F16 4 5 1
F17 5 6 1
F18 5 6 1

30
MEAN 5.89 5.61

MEDIAN 6 6

MODE 6 6

Scores of the respondents before and after coffee intake for Section G( /9)

Respondents Pre-test Post-test Differenc

e
G1 3 5 2

G2 7 7 0
G3 5 3 2

G4 7 7 0
G5 7 6 1

G6 7 6 1
G7 4 5 1

G8 6 6 0
G9 6 6 0

G10 5 6 1
G11 7 7 0

G12 6 7 1
G13 5 4 1

G14 5 3 2
G15 4 5 1

G16 4 6 2
G1 5 5 0

G18 6 7 1
MEAN 5.5 5.611111

MEDIAN 5.5 6
MODE 7 6

31
Scores of the respondents before and after coffee intake for Section H( /9)

Respondents Pre-test Post-test Differenc

e
H1 6 5 1

H2 8 5 2
H3 7 9 2

H4 7 4 3
H5 9 8 1

H6 5 3 2
H7 7 5 2

H8 6 5 1
H9 3 6 3

H10 6 2 4
H11 3 5 2

H12 7 7 0
H13 3 2 1

H14 6 3 3
H15 6 7 1

H16 4 4 0
H17 7 8 1

H18 7 7 0
MEAN 5.94 5.27

MEDIAN 6 5
MODE 7 5

Scores of the respondents before and after coffee intake for Section I( /9)

Respondents Pre-test Post-test Differenc

e
I1 7 4 3

32
I2 7 9 2
I3 8 9 1
I4 6 9 3
I5 8 9 1
I6 8 8 0
I7 8 8 0
I8 8 7 1
I9 5 5 0
I10 6 5 1
I11 7 6 1
I12 6 5 1
I13 7 8 1
I14 4 7 4
I15 8 5 4
I16 8 8 0
I17 7 6 1
I18 6 5 1
MEAN 6.89 6.83

MEDIAN 7 7

MODE 7 7

APPENDIX D

Schematic Diagram

STEP 1 STEP 2
Pre-test: Give the respondents Measure the speed and
the logical test accuracy of their answers.

STEP 4
Give them the Kopiko brown
with same amount of water
each on the same time.
33
STEP 3
Record their time and the
accuracy of the answers

STEP 6
Measure the speed and
 STEP 5
Let the respondents drink the
coffee at the same time and
wait for 30 minutes before
giving the test.

STEP 8
Create table and graphs

34

STEP 9
Report the results