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Kyra Tan, Ayeesha Ty, Kyla Sanchez, Austine Ong, Ethaniel Ong, Bryan Uy

12-STEM-Luke

Background of the Study

Trends in beverages have been prevalent nowadays, especially in relation to students.

Various types of beverages, typically those that contain caffeine, are widely used by students to

drink usually to aid them during their study hours.  A study in Great Britain also found out that

as the age increases, people tend to drink more non-dairy energy beverages which primarily

includes alcohol, juices, soft drinks, and sweetened and unsweetened coffee and tea (Ng,

Mhurchu, Jebb, & Popkin, 2011, p. 540).

In 2007-2008, beverage trends in the Philippines became widespread, particularly the

development of milk tea shops. However, bottled juice soon peaked the trend for healthier

alternatives. Much like so, different beverages have also joined the trends (e.g. cold brew) in

Manila. Despite its past stagnancy, milk tea was repopularized today alongside the establishment

of new beverage shops (Ayuyao, 2018). These shops, frequently found near schools, have also

served as areas for students to study at. Thus, drinking while studying is not uncommon practice

among students; it  is conventional and convenient. Different beverages are also drank by

students as a stimulant— to increase concentration, to control stress, and to remain awake

(Saadeh, 2017, p. 1). Studies have also reflected that consumption of beverages, particularly

caffeinated, increased the performance of their memory and their performance when doing

executive tasks (Manchester et al., 2017). It was also reported that the majority of beverage

consumers drink to induce productivity in school and work (Chang, Peng, & Lan, 2017, p. 4). 
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With the increasing popularization and promotion of beverages such as those mentioned

before, people have sought to purchase these goods to follow the trend. However, an increasing

amount of people following the bandwagon have also paved the way for the studies of the

emergence of various consequences of consumption of different beverages to the people, some of

which are physical and psychological consequences. It was also reported that consumption of

sweetened beverages have influenced students to have poor academic grade (Park, Sherry, Foti,

& Blanck, 2012, pp. 125–131).

Statement of the Problem

The researchers’ main purpose in conducting this research is to explore the perceived

effects of beverage consumption among grade 12 students of St. Stephen’s High School (S.Y.

2019–2020) on their study habits at home. 

Specifically, the study aims to answer the following questions:

How do different beverages affect the grade 12 students’ (S.Y. 2019-2020) study habits at home?

1. What beverages do they usually drink during their study hours at home? Why?

2. Why do they prefer a specific beverage to drink during their study hours at home?

3. What influenced them to drink beverages during their study hours at home? Has it become a

routine for them to drink beverages during their study hours at home?

Review of Related Literature

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Due to the varying trends, beverages are drunk for different reasons, mainly as a

stimulant. Different studies show that consumers’ cause and perceived effects of beverage

consumption vary; thus, the researchers plan to explore how beverage consumption affect the

study habits of grade 12 students of St. Stephen’s High School (S.Y. 2019-2020).

I. Trends in beverages (sales and consumption) through the years

A study conducted by Popkin and Hawkes (2016) discovered that the 40-60 calories of

sugar-sweetened beverages are sold per capita a day in the Philippines. The sugar-sweetened

beverages include carbonated and non-carbonated soft drinks, sweetened and flavored fruit juices

and water, energy drinks, and sports drinks. Their study also found that the daily consumed

calories of beverages of Filipinos are higher than that of other Asian countries including India,

Indonesia, Vietnam, Hong Kong, mainland China, Malaysia, Singapore, Taiwan, South Korea,

and Japan. Furthermore, they also discovered that Asia Pacific’s consumption of beverages (in

liters) are lower than the worldwide consumption. However, they also stated that there is an

increasing trend in beverage consumption in Asia from 2000 to 2014. This may be due to the

lack of strict implementation of restrictions against certain beverages that the consumption is

increasing. In the United States of America, a state-level restriction against sugar-sweetened

beverage consumption has decreased the availability thereof in schools, resulting to the

decreased consumption of the people.

A study conducted by Penafort et al. (2016) aimed to determine the association of chronic

diseases with coffee intake. Statistical Program for Social Science (SPSS) version 15.0,

descriptive statistics, and chi square test with a significance level of 5% were utilized to analyze

the data from 498 students from a post-secondary institution in Fortaleza-Ceará in Brazil. Their
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study discovered that the majority of the consumers were aged 18-25 (82.8%), of which the

majority were female (68.3). They also found that majority consumed coffee at home (90.6%).

II. Perceptions on beverage consumption

A study conducted by Attila and Cakir (2010) examined the energy drinks consumption

frequency and the knowledge of their respondents to the ingredients and potential health hazards

of the drinks. The study utilized 254 4th year students from the Faculty of Medicine, 94 4th year

students from the Faculty of Arts, and 91 4th year students from the Faculty of Sports of selected

3 colleges in Ankara, Turkey. Standard and pretested questionnaire were utilized for the self-

administered data collection. Their study discovered that the primary reason why the students

drank energy drinks was their curiosity with the taste and effects. This was subsequently

followed by the reason of wanting to feel energetic and to boost their performance. The study

also found out that most students who often partake energy-drinks are engaged with arts (2.5

times more likely than medical students) and sports (9.2 times more likely than medical students)

In addition to that, several of them have never tried smoking, drinking or those who do not eat

breakfast regularly. Their study is also parallel to Penafort et al. (2016)’s study, wherein majority

of the respondents drank their beverages at home.

A cross-sectional study conducted by Saadeh (2017) aimed “to evaluate caffeinated –

beverages consumption habits among medical students, especially during examination periods,

and reasons for their daily consumption.” The study utilized 520 students from the Jordan

University of Science and Technology (JUST) and Yarmouk University, of which 62.5% were

female and 37.5% were male. The study included 1st year to 6th year students in JUST, while 1st

year to 4th year students for Yarmour University. Descriptive statistics and chi square test was

utilized to evaluate the data from the students, and SPSS version 20 was also utilized to analyze
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the data. 46% of their respondents reported that they consume caffeine to induce wakefulness,

35% consumed to increase their concentration, and 19.6% consumed to control their stress. 4 out

5 students reported to consume beverages during exams season.

A cross-sectional study conducted by Chang, Peng, & Lan (2017) explored the factors

associated with energy drinks consumption in undergraduate students of Taiwan. The study

utilized undergraduate students from selected universities and vocational colleges in Taiwan to

answer an anonymous, self administered pen-and-paper questionnaire. The data were analyzed

via SAS version 9.3, descriptive statistics, one-way ANOVA, chi square test, and logistic

regression. Their study discovered that 48.7% of the respondents reported that they consume

energy drinks to induce alertness, 32% reported to consume energy drinks due to their curiosity,

while 26.7% reported to consume energy drinks to prepare for an exam. Their study also

reported that majority who drank energy drinks reasoned to have never read the nutrition labels

of the product and 45.9% expressed negative perceptions towards energy drink consumption. On

the other hand, positive perceptions of the students regarding energy drink consumption included

the following: energy drinks induce alertness, boost their work, sport, and academic

performances, and promote health and social relationships. They also reported that a huge

portion of the students still intake tea as another source of caffeine as part of Taiwanese culture.

III. Effects of Beverage Consumption

A cross-sectional study conducted by Park, Blanck, Sherry, Brener, & O’Toole (2012)

aimed to explore the association of sugar-sweetened beverages with demographic characteristics,

weight status, availability of school vending machines, and behavioral factors. The study utilized

a nationally representative sample of 11,209 high school students in grades 9 to 12 on their

intake of different kinds of sugar-sweetened beverages, such as fruit-flavored drinks and flavored
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milk. Their study reported that the most commonly consumed sugar-sweetened beverages was

regular sodas. Men were also considered to have higher intake of sugar-sweetened beverages

than females. Men who aren’t physically active are most likely associated with higher odds for

high sugar-sweetened beverages intake. While those physically active have lower odds for high

sugar-sweetened beverages intake. Results show that respondents’ weight status and other factors

had nothing to do on the sugar-sweetened beverages that they consume. They stated that health

problems such as tooth decay, diabetes, hypertension, and dyslipidemia are commonly associated

with sugar-sweetened beverage intake. Moreover, they also reported that psychological effects

such as disruptive and sedentary behaviors, and poor mental health are also associated with

sugar-sweetened beverage intake. In line with this, they also discussed that there is a greater

chance for people to drink sugar-sweetened beverages when there is a prolonged television

viewing and frequent fast-food restaurant usage. They also mentioned that intake of sugar-

sweetened beverages commonly happen at home, which is parallel to Penafort (2016) and Attila

and Cakir (2011)’s studies.

A study conducted by Vuvor & Harrison (2017) sought to assess the knowledge, practice,

and perception on taking soft drinks with food among 273 Junior High School (JHS) students in

a municipality in Ghana. Results show how 1 out of every 4 students (22.2%) have no

knowledge that carbohydrates is the key nutrient in soft drinks. 58.4% were aware with the

contents of soft drinks and 46.5% of them mentioned in gaining weight when drinking soft

drinks. About 30.3% of the students were undernourished, 51.0% were average, while 12.4%

were overweight, and 6.2% were obese. It was also stated that JHS students are more likely to

drink soft drinks in their meal at least once a week. Majority of the students continue to drink

soft drinks with food despite them having the knowledge on the nutritional implications and the
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effect of taking soft drinks with food. Ward (2009) mentioned how sugar-sweetened beverages

predisposes people to be addicted to caffeine, and thus experience withdrawal syndromes (as

cited in Vuvor & Harrison, 2017, p. 2).

A cross-sectional study conducted by Orbeta, Overpeck, Ramcharran, Kogan, & Ledsky

(2006) examined the association between caffeine usage in U.S. adolescents and the frequency of

feeling tired in the morning and having difficulty sleeping is reported. The study utilized U.S.

adolescents including a comprehensive list of public, Catholic, and private in grades 6 through

10. Selected schools were also selected accordingly to avoid unbiased comments. Survey

instruments were self-administered questionnaires completed by students with parental consent

during one class period. Based on the percentage distribution, over half of the students reported

never drinking caffeine, while nearly two-thirds reported drinking caffeine at least once a week

or less. On the other hand, one-half of adolescents were also reported to have moderate or high

intake in caffeine. Situations such as feeling tired in the morning and having difficulty sleeping

were concluded to adolescents who experience the commonality of having high intake of

caffeine. The conclusions of Orbeta et al. were also parallel to Lee, McEnany, & Weekes and

Morgan, Stults, & Zabik’s studies wherein they said that those adults who had higher intake of

caffeine had 2 hours less sleep time and twice as much wakefulness at night. However, the

effects in relation thereof are unknown to children (as cited in Orbeta et al., 2006, p. 451).
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