Team Monzon Research Paper

De La Salle University - Dasmariñas 1
SENIOR HIGH SCHOOL

ACCOUNTANCY, BUSINESS, AND MANAGEMENT
THE EFFECT OF CONSUMING COFFEE ON THE GRADE POINT
AVERAGE (GPA) OF SELECTED SENIOR HIGH SCHOOL STUDENTS
IN BACOOR, CAVITE
A Research Study Presented to the Faculty of
the Senior High School Department
De La Salle University - Dasmariñas
City of Dasmariñas, Cavite
In Partial Fulfillment of the Requirements for Practical Research 2
IGLESIAS, LEEANNE
MONZON, MACY
SANTIAGO, JIZA CAMILLE
SILVA, SOPHIA
TEODORO, JANN CARLO
September 2021
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Abstract
In today’s society, students have become dependent on caffeine in hopes of
advancing their performance in multiple aspects of their hectic lives, including busy
schedules and assignments, stress, and lack of sleep. The primary objective of this
study is to directly assess the possible relationships between coffee consumption
and the grade point average (GPA) among senior high school students in Bacoor,
Cavite. Students were surveyed to determine their socio-demographic
characteristics, coffee consumption, perceptions regarding coffee consumption on
academic performance, their reason behind consuming coffee, and GPA. Data was
then collected and analyzed using SPSS statistical software (Statistical Package for
the Social Sciences). A t-test was used to compare the GPA between coffee drinkers
and non-coffee drinkers, and spearman’s rank difference correlation was performed
to determine the relationship between coffee consumption and the GPA of coffee
drinkers. The results of the study indicated that there are no significant differences
in senior high school students’ GPA between the coffee consumer and non-coffee
consumer groups. However, on spearman’s correlation analysis, coffee
consumption showed a very strong relationship with the GPA of the coffee
consumption group. Results have stated that in regard to academic grading and
general schooling, coffee consumption has an influential factor in their academic
environment. Overall, these findings provide quantitative and objective evidence
that coffee consumption is significantly associated with academic performance.

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Keywords: coffee consumption, senior high school students, academic
performance, grade point average (GPA), caffeine

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Table of Contents
CHAPTER 1………………………………………………………………………4
INTRODUCTION………………………………………………………………...4
Background of the Study………………………………………………………4
Conceptual Framework………………………………………………………...7
Statement of the Problem………………………………………………………7
Objective of the Study………………………………………………….………8
Hypotheses………………………………………………………………….….8
Scope and Limitations……………………………………………………….…8
Significance of the Study……………………….…...…………………………9
Definition of Terms…………………………………………………………...10
CHAPTER 2………………………………………………………………..……12
REVIEW OF RELATED LITERATURE………………………………….……12
Coffee…………………………………………………………………………12
Caffeine…………………………………………………………………….…12
Consumption……………………………………………………………….…17
Effects to Students……………………………………………………………17
Synthesis………………………………………………………………...……20
CHAPTER 3…………………………………………………………………..…23
METHODOLOGY………………………………………………………………23
Research Design………………………………………………………………23
Research Locale………………………………………………………………24
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Sampling and Participants………………………………………………….…24
Research Instruments…………………………………………………………25
Research Procedure………………………………………………………...…25
Data Analysis…………………………………………………………………26
Potential Ethical Issues…………………………………………………….…27
CHAPTER 4…………………………………………………………………..…23
RESULTS AND DISCUSSION…………………………………………………23
Demographic Details of Respondents……....………………………………...23
Statement of the Problem………………………...…………………………...37
T Testing the GPA of the Two Groups……………………………………….47
Discussion…………………………………………………………………….49
CHAPTER 5…………………………………………………………………..…52
CONCLUSIONS AND RECOMMENDATIONS………………………………52
Summary………………………………………………………………………52
Objectives……………………………………………………………………...54
Limitations of the Study……………………………………………………….56
Conclusion……………………………………………………………………..57
Recommendation………………………………………………………………58
References……………………………………………………………………..…59
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CHAPTER 1
INTRODUCTION
1.1 Background of the Study
Caffeine is the most used drug in the world. In fact, coffee is the most
consumed beverage in the world. It is also the most traded product. Each day,
billions of people depend on it. Like any other drugs, it has effects on the human
brain that makes it addictive. Caffeine helps our bodies to release adrenaline. It was
often talked about for its negative effect on human health.
The coffee industry was noticed to be growing up. Plenty of business
owners decided to switch to the coffee industry. When people purchase coffee from
different coffee shops, they post it online. This helped the coffee industry to be
well-known, which also impacted the world’s economy. There are many new
innovative methods for brewing and serving it. Coffee prices were increasing. In
July 2021, 10.61 million bags of coffee were exported in different parts of the
world. Exports of Arabica totalled to 82.63 million bags in the last 14 months.
Gaining academic excellence is what everybody wishes for. Achieving
these dreams requires a big commitment to studying. Consuming coffee while
studying can be a big help for many. It not only makes you energetic, but also
increases the neurotransmitters in your blood, which makes you more alert, get
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more energy and improves reaction time. Caffeine's effectiveness is proportional to
the amount consumed.
Senior High school students are a population of interest because their
consumption patterns may be associated with changes in their environment living
in an online setting. The senior year of high school is a time of increased focus,
stress, and motivation, which all may contribute to caffeine intake. Students
increase caffeine consumption when experiencing busy schedules and assignments,
stress, and lack of sleep. Students may also increase caffeine consumption by
simply socializing with friends over a cup of coffee.
There are many reasons why senior high school students consume coffee,
but excessive consumption over time may have negative implications such as
insomnia, nervousness and restlessness, stomach upset, nausea and vomiting,
increased heart and breathing rate, and other side effects. Consuming large amounts
of coffee might also cause headache, anxiety, agitation, ringing in the ears, and
irregular heartbeats. Also, drinking unfiltered coffee can increase total cholesterol,
low-density lipoprotein (LDL), and levels of another type of blood fat called
triglycerides. This might increase the risk of developing heart disease. Using coffee
filters helps to reduce these effects on cholesterol. (RxList, 2021).
Although caffeine has certain drawbacks, there are numerous advantages to
taking caffeine in various forms. By drinking three to five cups of coffee every day,
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with or without caffeine, the risk of Alzheimer's and dementia is reduced by roughly
70%. According to a Swedish study, older women who consumed more than one
cup of coffee with caffeine each day reduced their risk of stroke by up to 25%. Men
and women who drink 4-5 cups of coffee per day have half the risk of developing
mouth and upper throat cancers. (Radhakrishnan, 2018)
Most students prefer to procrastinate, which requires a long-term memory.
Researchers have proven that coffee boosts memory, so some students consume
coffee while studying.
The youth are prone to depression. Thinking about the countless number of
assessments, family problems, love quarrels, academic stress, and many more.
However, there is evidence that coffee drinkers are less likely to be depressed. 20%
less likely to be clinically diagnosed, and 50% less likely to commit suicide. (Malin,
N.D.)
Caffeine has also benefited human health. Studies show that it can boost
metabolic rate by 3-11%. It has also proven that caffeine can increase by 10% on
obese people, and 29% on lean people. Coffee drinkers have a much lower risk of
having type 2 diabetes, Alzheimer’s, Dementia, Parkinson’s Disease, heart diseases
and cancer. A cup of coffee contains several nutrients, which boosts our immune
system. Overall, coffee can help you live longer.

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1.2 Conceptual Framework
This study considered the following: 1) determining the amount of coffee
consumption; and 2) its effects on the grade point average (GPA) of the selected
senior high school students.
Independent Variable Dependent Variable
COFFEE GRADE POINT

AVERAGE (GPA)
CONSUMPTION
Figure 1. Conceptual Framework
The paradigm shows the relationship of the independent variable (coffee
consumption), and the dependent variable (grade point average (GPA)).
1.3 Statement of the Problem
The study determined the effect of coffee consumption on the grade point
average (GPA) of selected senior high school students.
Specifically, the study answered the following questions:
1. How does coffee intake relate to the grade point average (GPA) of
selected senior high school students in Bacoor, Cavite?
2. How does the GPA mean of coffee drinkers differ from the GPA
mean of non-coffee drinkers?

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3. How does coffee consumption affect the grade point average (GPA)
of selected senior high school students in Bacoor, Cavite, based on
their perceptions in terms of academic grading and general
schooling?
1.4 Objective of the Study
To achieve the problem stated, the objectives are:
1. To determine if there is a significant relationship between the coffee
consumption level and the grade point average (GPA) of selected
senior high school students.
2. To determine if there is a significant difference between the GPA
mean of the two (2) groups, the coffee drinkers and non-coffee
drinkers.
3. To determine if coffee consumption affects the grade point average
(GPA) of selected senior high school students, based on their
perceptions in terms of academic grading and general schooling.
1.5 Hypotheses
H1: There is a significant relationship between consuming coffee and the
grade point average (GPA) of selected senior high school students who are coffee
drinkers.
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H0: There is no significant relationship between consuming coffee and the
grade point average (GPA) of the selected senior high school students who are
coffee drinkers.
1.6 Scope and Limitations
This study provides information regarding the effects of coffee on the grade
point average (GPA) of senior high school students. For the data collection, the
researchers surveyed current senior high school students that are residents of
Bacoor, Cavite. The researchers used an online survey questionnaire to defend the
stance of the research. The questionnaire focused on the potential effects of
consuming coffee on the students’ grade point average (GPA).
This was limited to selected senior high school students who live in Bacoor,
Cavite. The focal point of this study are students who either consume (coffee
drinkers) or don’t consume coffee (non-coffee drinkers). The student respondents
were selected by purposive sampling.
1.7 Significance of the Study
With the increasing COVID-19 in the past two years, the government shut
down numerous essential and non-essential establishments. For a period of two
months, people were prohibited from leaving their homes, the nation’s
unemployment rate rose, and students were left to continue their education at home.
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Everything has been difficult, especially with the occurring phenomenon now
known as the “new normal;” a vast majority of the population are still in the process
of adapting as they have been heavily impacted by the sudden lockdown
precautions established in the Philippines and the overall occurrence of the COVID-
19 pandemic. With the ongoing pandemic, schools nationwide established the use
of flexible learning, consisting of Modular and Online learning. Students, of all
grade levels, had difficulties adjusting to their new setup, but eventually, were able
to adapt well or are still currently in the process of dealing with the changes.
The researchers conducted this study to benefit anyone interested in the
study, especially students experiencing difficulties in complying with their required
deliverables for school. The study aims to address the cause-and-effect issue
regarding coffee consumption and educational attainment that others might be able
to prevent first-hand.
The study's findings will be of much use to the following groups:
Students. The students will be aware of how coffee would affect their daily
routines. They will also be knowledgeable about the proper advisable intake of
coffee and how a cup of coffee might be a benefit or a disadvantage, not only on
their physical self but also to their health and mental well-being.
Parents. As a respondent and a benefactor, the parents will share the same
knowledge that the students will learn in the study. It will help raise awareness and
prevent issues at home that could possibly be influencing the student's performance
and well-being.
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Future Researchers. The research study findings will serve as a reference
and guide for anyone who intends to undertake the same and comparable research
studies.
1.8 Definition of Terms
The following keywords used in this study were defined in their operational
terms in the purpose of better understanding and clarity.
Coffee. It is a beverage that is brewed from roasted and coffee plant seeds.
Caffeine. It is a psychoactive substance that occurs naturally in coffee, tea,
and cacao plants.
Academic excellence. It is the demonstrated ability to perform, achieve,
and/or excel in scholastic activities.
Consumption. It is the act of drinking or eating something.
Coffee Consumption. It is the coffee consumption level of the coffee
drinkers respondents.
Academic performance. It is measured by the students’ grade point average
(GPA).
Effects. A change which is a result or consequence of an action or other
cause.
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Academic grading. It is measured by the students’ grade point average
(GPA).
Factors. Circumstances or elements that contribute to a result or outcome.

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CHAPTER 2
REVIEW OF RELATED LITERATURE
In this chapter, the readers will read and understand the relevant terms used
for the study's success. The definition, importance, and effects of the topics are
stated to understand the impact of coffee to senior high school students.
Coffee
Coffee is one of the most popular beverages in the world. It is also the most
traded product (Brown, 2021). Coffee is a psychoactive substance due to being a
major source of caffeine. (Polónia, M. 2021). In adults, coffee is the most common
source of caffeine. This beverage also contains phenolic acids, the most notable of
which are acylquinic acid and hydroxycinnamic acid (Ugalde, Palencia, Gutierrez,
Ramirez & Saldaña, 2020) Every year, more than 500 billion cups of coffee are
consumed around the world (Brown, 2021). Coffee is the ultimate pick-me-up,
which is why it is so crucial for students who stay up late every night completing
homework, researching, and watching Netflix and YouTube videos without guilt
(Ciavatta, 2016).
Caffeine
Coffee contains caffeine, a stimulant substance that is proven to increase
activity in your brain and nervous system (Cherry, 2020). Caffeine has a distinct
effect on various people. Consider it like alcohol. Everyone's body type is different,
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and everyone metabolizes medicine drugs at a different pace. Caffeine is a
stimulant, and for the most part, the same essential criteria apply. Caffeine's
effectiveness is proportional to the amount consumed. Find out what works best for
you, but don't put it to the test when you need to be productive (McAdam, 2020).
Caffeine raises the amount of adrenaline in your blood. Adrenaline is the
"fight or flight" hormone in your body, and it helps you prepare for physical
performances. It aids fat cells in breaking down body fat and using it as training
fuel. Coffee has magnesium and potassium, which assist the human body in using
insulin, controlling blood sugar levels, and lowering your desire for sugary snacks
and treats (Warrior Coffee, 2020). Coffee is also high in vitamin B2, often known
as riboflavin, magnesium, and polyphenols, which are antioxidant-rich plant
micronutrients (Gooley, 2020). Caffeine also increases the production of serotonin,
a neurotransmitter that controls mood, irritability, and aggression (Jubbal, 2017). It
helps an individual stay focus and increase their mental alertness. According to
studies, coffee drinkers had a 25% lower overall risk of early death than non-coffee
drinkers. Coffee has been demonstrated to reduce the incidence of prostate cancer
in males by 20% and endometrial cancer in women by 25%. Caffeine may also help
to prevent the most prevalent type of skin cancer, basal cell carcinoma. By drinking
three to five cups of coffee every day, with or without caffeine, the risk of
Alzheimer's and dementia is reduced by roughly 70% (Warrior Coffee, 2020).
According to a Swedish study, older women who consumed more than one cup of
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coffee with caffeine each day reduced their risk of stroke by up to 25%. Men and
women who drink 4-5 cups of coffee per day have half the risk of developing mouth
and upper throat cancers (Radhakrishnan, 2018). It also decreases the risk of
Parkinson's disease by 25%. Coffee can lower your risk of having type 2 diabetes.
According to the National Institute of Mental Health, the age group with the most
depressive episodes is 18-25 years old. Coffee is a possible treatment for 18-year-
old and younger teen students struggling with a substantial level of stress at school
or even at home (Berthet, 2017). Two cups of coffee every day reduces the risk of
suicide by 50%. Caffeine activates the central nervous system and increases the
production of mood-enhancing neurotransmitters such as serotonin, dopamine, and
noradrenaline (Warrior Coffee, 2020).
Most people don't understand how sleep works, and they don't comprehend
how coffee influences alertness and sleepiness. The amount of "sleep signal"
chemicals in your brain and where you are in your circadian cycle determine how
sleepy you feel at any time. According to Palsdottir (2016), caffeine influences the
central nervous system. Caffeine exerts its effects by blocking adenosine receptors.
This fools your brain into thinking you've just awoken from a restful nap, giving
you a pleasant sense of alertness. In a variety of ways, Adenosine is a sleep
promoting chemical in the brain. Adenosine can bind to certain receptors on
neurons in your brain. It decreases the tendency of neurons to activate when it binds
to certain receptors. The activity of the neurons is slowed because of this. When it's
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time to sleep, adenosine builds up during the day and eventually makes you drowsy.
Following low (∼40 mg or ∼0.5 mg kg−1) to moderate (∼300 mg or 4 mg kg−1)
caffeine doses improve alertness, vigilance, attention, and reaction, leading to an
increase in mental clarity, and overall performance (McLellan, Caldwell &
Lieberman, 2016). Caffeine takes up to 9 hours to leave your system. That means
anything you drank in the afternoon will most likely still be in your bloodstream
when you go to bed. Caffeine before bed might make it challenging to get a good
night's sleep, which can aggravate your afternoon tiredness on subsequent days
(McCoy, 2018). The Division of Sleep Medicine at Harvard Medical School
suggests eliminating caffeine use four to six hours before bedtime to increase your
chances of sleeping soundly. The more coffee you consume regularly, the more
you'll need to drink to get the same buzz (Wadsworth, 2020). Sleep is essential for
brain growth, notably in learning and memory, as well as controlling emotions and
behaviour. Too much coffee use can promote sleep deprivation, which can damage
brain development in children and teenagers (Lewsley, 2021).
Although there are some advantages to coffee consumption, other studies
have shown that the detrimental effects outweigh the benefits. If you drink too
much coffee, it will start to lose its potency. As a result, excessive coffee use pushes
you to the next level. Coffee has adverse effects in addition to its health benefits
(Rahman, 2020). The number of adolescents who use caffeine is constantly
increasing. As juvenile age is vulnerable, it is reasonable to expect that they will

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differently perceive reason and react to caffeine use than adults and be more prone
to unwanted physiological and psychological consequences of its consumption
(Milovanovic, Jakovljevic, Scekic & Djordjevic, 2016). Temporary increases in
heart rate and blood pressure are among the more prevalent impacts on the body.
There is more acid secretion in the stomach and a faster transit time in the digestive
tract (Joy, 2017). People who consume stimulants such as coffee and energy drinks
experience anxiety or unease due to the stimulant's excessive dopamine levels in
the brain. In the general population, negative effects of caffeine are usually
observed in relation to excessive intake. Teenagers who consume excessive levels
of caffeine, which can be equivalent to 80 cups of coffee, have died because of
caffeine overdoses (Radhakrishnan, 2018). Caffeine overdose causes adverse
effects such as tachycardia, hypertension, nausea, vomiting and gastritis. It is also
known to be associated with irritability, insomnia, depression, and anxiety as well
as seizure and stroke in some cases. Especially, in adolescents, caffeine accelerates
aggression, reduces sleeping hours, and increases the daytime sleepiness and
administration of painkillers for headache. (Mi, Chang, Hae, Hyo, A, Ha, & Seung,
2016). The combination of energy swings and disrupted sleep could make your life
more challenging in general, especially if you're consuming too much caffeine
(Wadsworth, 2020). Caffeine is also a diuretic, meaning it causes the body to lose
water (Joy, 2017). Even though caffeine does not excite the same parts of the brain
as amphetamines or cocaine, the World Health Organization (WHO) defines
caffeine withdrawal as a psychiatric illness (Lewsley, 2021).

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Consumption
The coffee consumption rate was significantly higher in males (50.8%) than
in females (32.8%). 80% of the world’s population consume caffeinated beverages
regularly (Morin, 2021). According to Medical News Today, teenagers are the
fastest-growing generation of caffeine consumers. Studies suggest that 83.2% of
teens drink caffeine daily, and at least 96% consume caffeine occasionally (Ali,
Sawlani & Stockmal, 2018). 13 to 18-year-olds have the biggest consumption of
coffee daily (Lewsley, 2021). 73% of children consume caffeine regularly
(Radhakrishnan, 2018). It increased from 23% in 2014 and 31% in 2016 (Lewsley,
2021). Three to five cups of coffee can be good to one's health (Rahman, 2020).
Over the last decade, Food Regulation Authorities have concluded that
coffee/caffeine consumption is not harmful if consumed at levels of 200 mg in one
sitting (around 2½ cups of coffee) or 400 mg daily (around 5 cups of coffee).
(Nehlig, 2016).
Effects to Students
Coffee, tea, soda, and energy drinks are the primary sources of caffeine in
students. Caffeinated beverages have been a common commodity on college
campuses for many years. It is widely adopted by students and teachers (Howell,
2020). Faris et al. (2017) examined the occurrence of caffeinated energy drink
consumption and its association with sleep quality in college students. The study
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revealed that 41% of students were consuming energy drinks regularly. Many
students enjoy drinking coffee while studying (Wadsworth, 2020). According to
the National Coffee Drinking Journal, 40% of college students drink coffee every
day. Their ages range from 18 to 24 (Rahman, 2020). Coffee is the most pleasing
way to get through those early morning classes and get your day started on the right
foot. When finals week arrives and everyone is up all-night studying, coffee will
become your best buddy. It can be challenging to stay focused when trying to get
work done somewhere quiet on campus. When you need a boost of motivation to
get the job done, coffee is the way to go. Going to the library can be tedious and
time-consuming, the best stimulant will be switching up the environment by doing
homework at a charming café. If you don't have time to nap between classes,
caffeine is a quick and easy way to boost your energy (Ciavatta, 2016). According
to Devi, Abilash & Basalingappa, the consumption of caffeine among students was
mainly to keep them alert to combat heavy working hours (2018). Coffee boosts
alertness, which allows you to study for longer periods of time (Gooley, 2020). It
is useful for more than just studying. It also improves logical reasoning and
attentiveness when studying (Rahman, 2020). Four cups or less can provide the
necessary mental benefits, and they can be effective in class to help you retain
information (Jones, 2017). In another study, the findings reveal that consuming
caffeinated coffee results in significantly higher memory performance on an
explicit cued–recall task in the early morning, but not in the late afternoon
(Sherman, Buckley, Baena & Ryan, 2016). It was also reported that most students’
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coffee intakes were mainly in the morning (68.4%), while 18.4% had a higher
intake in the afternoon and 13.2% in the evening. Only 31.6% of coffee consumers
were able to identify situations in which they were more likely to drink coffee:
during breaks (49%) and before exams (37%), which may be related to strategies
consistent with the effects of caffeine as a stimulant of the central nervous system,
increasing concentration and combating fatigue and somnolence (Penafort, Pereira,
Carneiro & Carioca et al, 2016). A further study concluded that the caffeine in
coffee stimulates the body both physically and mentally when one is tired.
According to the results, participants who took coffee as their stimulant, got the
second highest average. The caffeine in coffee acts as a mild stimulant to the central
nervous system (Lapac, Dela Cruz & Regalado, 2018).
Brown, et al. (2021) conducted a survey to 5,000 students around the world.
The survey aims to determine how many students regularly consume caffeine, why
they enjoy caffeinated beverages, and how those beverages aid them in their
academic endeavors. Caffeine induces a fight or flight response in our brain,
making us more alert, energized, and pumped. It can improve one's reasoning and
attention speed, which can help with academic success. It also improves memory
consolidation and has a good effect on memory. It also has negative effects, such
as acid reflux, increases your blood pressure, it can mess up our sleep cycle, and is
associated with slower calcium absorption and metabolism. Overall, 96% of
students drink caffeinated beverages regularly. Caffeine's negative and positive

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effects manifest themselves differently in various persons. Our bodies, after all, are
one-of-a-kind. As a result, just because someone has had some of these adverse
effects does not guarantee everyone will (Brown, 2021).
Synthesis
Coffee is a caffeinated liquid refreshment that has long been a common
commodity in universities throughout the years. It contains caffeine, a stimulant
substance that is proven to increase activity in your brain and nervous system.
Caffeine has a distinct effect on various people. Consider it like alcohol. Everyone's
body type is different, and everyone metabolizes medicine drugs at a different pace.
80% of the world’s population consume caffeinated beverages regularly (Morin,
2021). According to Medical News Today, teenagers are the fastest-growing
generation of caffeine consumers.
Caffeine is often consumed just after waking up to increase alertness and
fight sleep inertia (reduced motor dexterity and a subjective feeling of grogginess
immediately following an abrupt awakening) which may interfere with the ability
to perform mental or physical tasks. Moderate consumption is also strictly advised
for one to attain the benefits of it such as the following: moderate caffeine
consumption’s analgesic effect, delay of hepatic fibrosis, rick reduction of dying
from liver cirrhosis, risk reduction of Alzheimer's disease, Parkinson’s disease, and
other cancers. Caffeine helps our bodies to release adrenaline, a hormone that is
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released when we are in danger. Caffeine also deceives our minds into believing
we aren't fatigued for a few hours, allowing our bodies to do more work. In contrast,
there are concerns that excessive intakes increase the risks of dehydration, anxiety,
headache, sleep disturbances, and mouth and upper throat cancers.
Caffeine exerts its effects by blocking adenosine receptors. This fools your
brain into thinking you've just awoken from a restful nap, giving you a pleasant
sense of alertness. Caffeine takes up to 9 hours to leave your system. That means
anything you drank in the afternoon will most likely still be in your bloodstream
when you go to bed.
The number of adolescents who use caffeine is constantly increasing. As
juvenile age is vulnerable, it is reasonable to expect that they will differently
perceive reason and react to caffeine use than adults and be more prone to unwanted
physiological and psychological consequences of its consumption. Caffeine
intoxication can also occur if you drink too much caffeine. Caffeine intoxication
can be dangerous. In the long run, too much caffeine can cause a slew of other
medical and mental issues.
Caffeinated beverages have been a common commodity on college
campuses for many years. Coffee boosts alertness, which allows you to study for
longer periods of time (Gooley, 2020). Coffee drinking in college students has
proven to affect exam scores. It also improves logical reasoning and attentiveness
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when studying (Rahman, 2020). In a 2007 study published in the Nutrition Journal,
51% of 496 college students frequently consumed coffee to help them with test
preparation.
Caffeine's negative and positive effects manifest themselves differently in
various persons. Our bodies, after all, are one-of-a-kind. As a result, just because
someone has had some of these adverse effects does not guarantee everyone will.
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CHAPTER 3
METHODOLOGY
In this chapter, the researchers will discuss the research design, the research
locale, the sampling and the respondents, the research instruments, the research
procedure, the data analysis, and the potential ethical issues.
3.1 Research Design
In order to validate the influence of coffee consumption on students’
academic performance, the researchers used a quantitative approach in this study.
According to Babbie & Earl et al. (2011), a quantitative research method
emphasizes on unbiased measurement, statistical, mathematical, and numerical
analysis of data collected through polls, questionnaires, surveys or manipulating
pre-existing statistical data using computational techniques. It is a method that
stresses on gathering numerical data and generalizing it across groups of people or
to explain a particular phenomenon (Daniel, 2010). Through this approach, the
study employed a correlational research design, a method that examines the
relationship and differences between the groups of respondents who intervene on
the two variables of the study. Leedy and Ormrod (2001) stated that it is crucial to
observe the degree to which a researcher discovers statistical correlation between
two characteristics depending on some extent of how well those characteristics have
been calculated. Data was gathered through questionnaires that measured the
characteristics of a sample or an entire population (Creswell, 2012).

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3.2 Research Locale
The researchers collected their research data from selected senior high
school students that drink coffee, who are currently residing in Bacoor, Cavite.
Bacoor, Cavite was chosen as the research locale because most of the researchers
are currently residing in or are near the area. The city is about fifteen (15) kilometers
southwest of Manila, on the south-eastern side of Manila Bay, in the northwest
corner of the province, with a 52.4-square-kilometer area. Las Piñas City and
Muntinlupa City in Metro Manila are to the east, Dasmariñas is to the south, Kawit
and Imus are to the west, and Bacoor Bay, an inlet of Manila Bay, is to the north.
The Zapote River separates Bacoor from Las Piñas, whereas the Bacoor River
separates Imus from Kawit. Because of its strategic location, the city is one of the
most important places and was previously one of Cavite's fastest developing
municipalities, alongside Imus and Dasmariñas. Bacoor has a population of five
hundred twenty thousand, two hundred sixteen (520,216) people, making it the
province's second most populous community after Dasmariñas, according to the
National Statistics Office's 2010 population census. In 1997 and 2000, it also had
the highest average household income in Cavite.
3.3 Sampling and Participants
The researchers used a purposive sampling technique in the process of
selecting the respondents for this study. A purposive sample is a non-probability
sample that is selected based on characteristics of a population and the objective

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of the study. This type of sampling can be very useful in situations when you need
to reach a targeted sample quickly, and where sampling for proportionality is not
the main concern (Crossman, 2020). That said, the researchers acquired fifty (50)
senior high school student respondents from the province of Bacoor, Cavite.
3.4 Research Instrument
In securing the data and information gathered to ensure the study's validity
and reliability, the researchers used a questionnaire as their research instrument.
The researchers relied on past researches in developing their questionnaire. A
questionnaire is a document that contains several questions and other types of items
designed to solicit information about a specific topic (Archarya, 2010). It is a
widely used instrument for gathering survey information, providing structured,
often numerical data, being administered without the researcher's presence, and
constantly being relatively simple to analyse (Cohen, Manion & Morrison, 2018).
The purpose of the questionnaire was to measure the respondents' answers
regarding their perceptions of coffee that drive consumption and identify harmful
side effects related to their caffeine use. The researchers analysed the results to
determine the students' intake of coffee, the usual time that they drink coffee, and
its association with their grade point average (GPA).

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3.5 Research Procedure
The researchers strictly followed proper procedures in conducting their
research. The following shows the procedure that the researchers executed to obtain
data.
1. The researchers gathered questions from previous studies to formulate a
survey questionnaire that would aim to answer the study’s research
questions.
2. The survey was brought to a statistician and proof-reader for inspection and
validation.
3. After the approval and validation, the survey sheets were evaluated through
a pilot testing. Once successful, the researchers began to distribute their
survey sheets to the respondents.
4. The researchers determined their respondents by utilizing purposive
sampling. In this sampling, all members of selection are especially
knowledgeable about or experienced with a phenomenon or interest
(Cresswell & Plano Clark, 2011). The respondents who were chosen were
divided into two groups: (a) coffee drinkers (b) non-coffee drinkers.
5. Respondents who were chosen were asked first of their availability and
consent. A consent form was given out to the respondents to verify their
participation.
6. Upon the return of the research instrument, the researchers started to analyse
and interpret the data gathered.

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7. The researchers utilized descriptive statistics (mean, median, mode, and
standard deviation) to analyse the data, t-test to know if the grade point
average (GPA) of the two (2) groups has a significant difference, and
Spearman’s Rank Difference Correlation to identify if the consumption
level and the grade point average (GPA) of the coffee drinkers are
correlated.
8. The interpretation and analysis of the gathered data were all calculated using
the SPSS program (Statistical Package for the Social Sciences), which is a
statistical software platform developed by the IBM (International Business
Machines Corporation).
3.6 Data Analysis
After gathering the data, a thorough analysis was conducted from the
statements of the fifty (50) senior high school students, who are from the city of
Bacoor in Cavite, on how coffee affects the academic performance of senior high
school students.
Survey. The quantitative part of this research features fair estimation,
mathematical, and numerical analysis of data accumulated by surveys. The
collection of quantitative information allows researchers to conduct simple to
extremely sophisticated statistical analyses that aggregate the data. (Coghlan &
Brydon-Miller, 2014).
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Using purposive sampling technique, the selected fifty (50) senior high
school students answered the survey regarding how coffee consumption impacts
students’ academic performance.
Content Analysis. For the content analysis, different related literature
papers were gathered such as previous studies from the past ten years up to studies
of the present. Statements from the gathered kinds of literature were used and
analysed to distinguish patterns from previous pieces of literature that may be
relevant to the current study.
3.7 Potential Ethical Issues
In pursuing the study, the researchers discovered several ethical issues that
might affect the persons involved in conducting the study. The potential ethical
issues are taken into consideration to avoid any disturbances and to guarantee the
privacy of the respondents and the privacy of the researchers.
Privacy and Confidentiality. Maintaining respondents' confidentiality is
an accountability of the researchers. It is our ethical responsibility to protect our
respondents from harm by altering any personal, identifying information provided
by them from the data. The respondent’s information will never be a threat to them,
and they should only be visible to the researchers and should be used for academic
purposes only.
Voluntary Participation. The researchers aimed to have a quota of fifty
(50) respondents and those respondents were asked to sign a consent form as a sign
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of voluntarily participating in the study. No Senior High School student, or
prospective respondent, was forced and demanded to answer the questionnaires and
participate in the study. The researchers will respect the decision of the respondents
who will decline.
Informed Consent Form. An informed consent form provides respondents
with background information about the study, allowing them to make an informed
decision regarding whether or not to participate. A consent form was created to
guarantee that the survey respondents have clearly indicated that they are willing
and interested in participating in the survey. Since some of the respondents are still
underage, a parental consent form was given to validate their participation.

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CHAPTER 4
RESULTS AND DISCUSSION
In this chapter, the researchers will discuss the answers to the statement of
the problem and the significant findings of the research.
The researchers analyzed the data obtained from the total number of their
respondents (50), who are all senior high school students in Bacoor, Cavite. The
respondents are divided into two groups: (a) coffee drinkers and (b) non-coffee
drinkers. The data had been interpreted according to the average answer to each
question. Numerical data are presented through tables and graphs, while non-
numerical data are only presented with graphs, since it does not need statistical
analysis.
Data Gathered by the Researchers
Figure 1. Bar Graph depiction of respondents categorized as either coffee drinkers or non-coffee
drinkers
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Figure 1 depicts those twenty-five (25) respondents answered “No” and
twenty-five (25) respondents answered “Yes'' when asked if they consumed coffee.
This happened because the researchers divided its respondents into two groups
according to the following classifications: (a) coffee drinkers and (b) non-coffee
drinkers. In totality, fifty percent (50%) of the respondents are coffee drinkers and
the other fifty percent (50%) is composed of non-coffee drinkers, resulting in an
equal number of respondents in each category.
Figure 2. Bar Graph depiction of the Respondents’ responses categorized by their Current Age
Figure 2 shows the four age categories of the respondents. Since the
researchers’ respondents are current senior high school students, their age is divided
into four categories (4) as follows: sixteen (16), seventeen (17), eighteen (18), and
nineteen (19). It appears that two (2) of the respondents are 16 years old, twelve
(12) respondents are 17 years old, twenty-seven (27) respondents are 18 years old,
and that nine (9) respondents are 19 years old. Fourteen out of fifty 1450 of this
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study’s respondents are currently minors (16-17 years old), whereas thirty-six out
of fifty respondents are 3650 of legal age (18-19 years old). This concludes that
twenty-eight (28%) of the study are minors and that the remaining seventy-two
(72%) are of age.
Figure 3. Bar Graph depiction of the Respondents’ responses categorized by their Gender
Figure 3 illustrates that the number of female respondents is higher than that
of the number of male respondents as there are thirty-five (35) female respondents,
while there are fifteen (15) respondents that are male. In consequence, females are
the most common gender among the study’s conducted online survey questionnaire
as they make up seventy percent (70%) of the total respondent, whereas males
compose the remaining twenty percent (20%).

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Figure 4. Bar Graph depiction of the Respondents’ responses categorized by their Current
Grade level
Figure 4 shows that the number of respondents that are Grade 12 students
is higher than the number of respondents that are Grade 11 students for only eight
(8) students are currently in Grade 11, whereas forty-two (42) students are currently
in Grade 12. Thus, sixteen percent (16%) make up the minority respondent group
of the study in this regard, students currently in the 11th grade level. Whereas a vast
eighty-four (84%) compose of the majority respondent group, students currently in
the 12th grade level.

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Figure 5. Bar Graph depiction of the Respondents’ responses categorized by their latest Grade
Point Average (GPA)
Figure 5. As seen in the figure above, the category with the most recipients
is that of a GPA of ninety-five (95) as it is composed of twenty-two percent (22%)
of the study’s respondents. The respondents of the following categories: a GPA of
ninety-four (94), ninety-six (96), and ninety-seven (97) are each composed of
fourteen percent (14%), which implies that the number of respondents who received
the aforementioned GPAs are of equal amount. Respondents that have received a
GPA of eighty-six (86), ninety-one (91), ninety-two (92), and ninety-eight (98) are,
also, of equal footing as four percent (4%) respectively make up those categories.
Additionally, the category with the least participants and are, also, equal are the
recipients of a GPA of eighty-one (81), eighty-five (85), and ninety-nine (99) as a
respective two percent (2%) compose those three categories. As for the remaining
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categories, eight percent (8%) of the respondents obtained a GPA of eighty-nine
(89) and six percent (6%) obtained a GPA of ninety-three (93).
Statistical Analysis of the Numerical Data
Table 1. Descriptive Statistics of the numerical demographic data
Table 1 presents the descriptive analysis of the numerical data, which are as
follows: the current age of the respondents and their latest grade point average
(GPA). It shows that the mean of the age is seventeen point eighty-six (17.86),
median is eighteen (18), mode is eighteen (18), and the standard deviation is
naught/zero point seven five six (0.756). The mean of all the students’ grade point
average (GPA) is ninety-three point seventy-six (93.76), the median is ninety-five
(95), the mode is ninety-five (95), and, lastly, the standard deviation is three point
sixty-eight (3.68).
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Statement of the Problem #1
How does coffee intake relate to the grade point average (GPA) of selected
senior high school students in Bacoor, Cavite?
Figure 6. Bar Graph depiction of Grade Point Average Mean by Coffee Consumption Level
Figure 6. The consumption levels and the grade point average (GPA) of the
coffee drinkers respondents are the two (2) prerequisite data to fulfil the study’s
first statement of the problem. The x-axis illustrates the consumption level, which
can be low (5 mg to 200 mg per day), moderate (201 mg to 500 mg per day), high
(501 mg to 750 mg per day), and very high (>750 mg per day). The y-axis illustrates
the mean of the grade point average (GPA). The mean of Low-level coffee drinkers
is ninety-three point eighty-six (93.86), Moderate level coffee drinkers have a mean
of ninety-four point twenty-seven (94.27), High level coffee drinkers have a mean
of eighty-nine (89), and the mean of coffee drinkers with a Very High level of intake
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is ninety-four (94).
Table 2. Spearman's Rank Difference Correlation table depicting the correlation between Grade
Point Average (GPA) and Coffee Consumption of classified Coffee Drinker respondents
Table 2 shows the Spearman’s Rank Difference Correlation table, which
was utilized by the researchers to identify the potential correlation, or lack thereof,
between senior high school students’ grade point average (GPA) and the coffee
consumption levels of respondents classified as coffee drinkers. The significance
has presented a result of naught point eight six nine (.869) or naught point eight
seven (.87) when rounded-up. The result obtained was then interpreted by the
researchers that the grade point average (GPA) and coffee consumption level has a
very strong relationship, thus, there is a strong correlation between the two
variables.
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How does the GPA mean of coffee drinkers differ from the GPA mean of
non-coffee drinkers?
Figure 7. Bar Graph depiction of the Respondents’ responses categorized by their latest Grade
Point Average (GPA)
Figure 5. As seen in the figure above, the category with the most recipients
is that of a GPA of ninety-five (95) as it is composed of twenty-two percent (22%)
of the study’s respondents. The respondents of the following categories: a GPA of
ninety-four (94), ninety-six (96), and ninety-seven (97) are each composed of
fourteen percent (14%), which implies that the number of respondents who received
the aforementioned GPAs are of equal amount. Respondents that have received a
GPA of eighty-six (86), ninety-one (91), ninety-two (92), and ninety-eight (98) are,
also, of equal footing as four percent (4%) respectively make up those categories.
Additionally, the category with the least participants and are, also, equal are the
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recipients of a GPA of eighty-one (81), eighty-five (85), and ninety-nine (99) as a
respective two percent (2%) compose those three categories. As for the remaining
categories, eight percent (8%) of the respondents obtained a GPA of eighty-nine
(89) and six percent (6%) obtained a GPA of ninety-three (93).
Table 3. Depiction of the conducted T Test in determining the Differences of Coffee Drinkers and
Non-Coffee Drinkers in terms of their Latest Semestral Grade Point Average (GPA)
The researchers were able to determine the significant difference between
the grade point average (GPA) of the two classified groups, which are composed of
coffee drinker respondents and non-coffee drinker respondents, by utilizing a two-
tailed independent sample T Test. The researchers implemented the usage of a T
Test because the overall number of respondents in each group is less than thirty
(30). Additionally, the researchers opted to use the two-tailed independent sample
T Test as a consequence of the vast differences between the two classified groups.
Table 3 exhibits that the result of the p value is greater than naught point
zero five (0.05) (p>0.05). Thus, when interpreted by the researchers, the outcome
conveys that the grade point average (GPA) of both classifications, coffee drinker
respondents and non-coffee drinker respondents, have no significant difference.

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How does coffee consumption affect the grade point average (GPA) of
selected senior high school students in Bacoor, Cavite, based on their perceptions
in terms of academic grading and general schooling?
Figure 8. Bar graph depiction of Coffee Drinkers’ Self-Assessment on The Impact of Coffee, as a
factor, on the Academic Grading results they have received in the First Semester of S.Y. 2021-2022
Figure 11 is the compilation of coffee drinkers’ response when asked if
consuming coffee has played a role in the academic results they have procured in
the past semester—Semester 1 of the S.Y. 2021-2022. As demonstrated in the bar
graph, twenty (20) or eighty percent (80%) of the coffee drinker respondents have
expressed that, in terms of academic grading in the past semester, they are of the
opinion that coffee consumption has been an important factor that played a role in
helping obtain their past semestral academic results and achievements. However,
five (5) or twenty percent (20%) of the coffee drinker respondents reject the notion
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that consuming coffee has influenced the academic results and achievements they
have received in the past semester.
Figure 9. Bar graph depiction of Coffee Drinkers’ Self-Assessment on The Impact of Coffee, as a
factor, on their General Schooling
Figure 12 shows that, when asked to self-assess the influence of coffee in
terms of their general schooling, sixteen (16) or sixty-four percent (64%) of the
coffee drinking respondents replied that coffee was a focal point in the betterment
of their overall academic life. Be that as it may, nine (9) or the remaining thirty-six
percent (36%) of the respondents has deduced that coffee played no role in
enhancing the state of their general schooling.
Discussion
The purpose of this study is to assess the difference in Senior High School
students’ grade point average (GPA) between the classified groups— coffee
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drinkers and non-coffee drinkers. A total of fifty (50) respondents participated in
the study and these respondents were divided into two (2) groups, with each group
respectively containing twenty-five (25) respondents. The groups were classified
according to their responses in the online survey questionnaire that the researchers’
have provided, with the first group being that of coffee drinker respondents and the
second group being composed of the non-coffee drinker respondents. All
respondents in this study are students in Senior High School and are current
residents of Bacoor, Cavite.
The results from the present study indicated that there were no significant
differences found in the grade point average (GPA) between, both, coffee drinking
students and non-coffee drinking students according to T-test. On spearman’s
correlation analysis, coffee consumption showed a very strong relationship with the
GPA of the coffee consumption group, therefore resulting therefore resulting to null
hypothesis being rejected. The researchers’ study demonstrated that there is a
relationship between a Senior High School student’s GPA and coffee consumption.
Several studies also support that coffee has served as an influential factor on the
academic performance of students.
Coffee Consumption
The effects of coffee consumption on the semestral Grade Point Average
(GPA) among senior high school students are not equally significant.
Age. Since all respondents are current Senior High School students, the age
ranges from sixteen (16) years old to nineteen (19) years old. The tallied outcome
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of data has established that the majority of respondents are currently of legal age,
eighteen (18) years old.
Sex. When comparing coffee consumption levels between both genders, the
calculated statistics indicate that female respondents consumed more coffee than
that of male respondents. Notwithstanding, other studies state that males drink more
coffee than females. According to a study conducted by Demura et al. (2013), the
coffee consumption rate in men was about fifty percent (50%) higher compared to
around thirty-two (32%) of women.
Grade Level. In accordance with the conducted study’s outcome, it can be
deduced that grade twelve (12) students are heavier consumers of coffee in
comparison to the study’s current grade eleven (11) student respondents. The
researchers have anticipated this aftermath as students may develop dependence on
caffeine in hopes of advancing one’s performance over the years (Olsen, 2013).
Grade Point Average (GPA). The results indicated that the coffee
consumer and the non-coffee consumer group were nearly equal in terms of grade
point average (GPA) mean. Based on a previous study, researchers have discovered
that caffeine does not increase mental awareness for the reason that it is likely more
dependent upon sleepiness and concentration. However, caffeine’s ability to enable
people to remain awake for a longer period of time and its promotion of motor skills
enhancement, certainly proves that caffeine can be valuable to students and in an
academic environment (Treanor, 2014).

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Coffee Consumption Level. The results indicate that most of the
respondents are moderate consumers of coffee. As per the findings of previous
research studies from over the last decade, American Food Regulation Authorities
have concluded that consumption of coffee and other caffeinated beverages does
not pose any harm to drinkers if consumed at levels of 200 mg in one sitting (around
2 ½ cups of coffee) or 400 mg daily (around 5 cups of coffee) (Nehlig, 2016).
Frequency of Coffee Intake. According to the overall results and statistical
analysis of the online questionnaire, most of the study's coffee drinker respondents
opt to consume one (1) to two (2) cups of coffee a day as this was the response of
fourteen (14) respondents or fifty-six percent (56%) of the total number of coffee
drinkers.
Reasons for Drinking Coffee. Each respondent had varying motives
behind consuming coffee. According to the study’s data, coffee drinker
respondents’ most common reason for coffee consumption was because they
wanted “to stay awake” as nineteen (19) or seventy-six percent (76%) has indicated
so.
Academic Grading Factor. The examined compilation of the coffee
drinkers’ self-assessment signifies that drinking coffee has been an influential
factor to the academic results that the coffee drinkers respondents have obtained
during the past semester. Twenty out of twenty-five 2025 or eighty percent (80%)
from the total number of the study’s coffee consuming respondents concurred with
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the notion that consuming coffee has been advantageous in terms of their academic
grading.
General Schooling Factor. Results have stated that in regards to general
schooling, coffee has aided coffee consuming respondents in their overall academic
life. Sixteen out of twenty-five 1625 or sixty-four percent (64%) of the total number
of coffee drinker respondents have agreed upon the notion that consuming coffee
alleviated the current state of their general schooling.
Satisfaction. In terms of the overall personal satisfaction of coffee intaking
respondents, six respondents (6) or, the first, twenty-four percent (24%) rated their
satisfaction as a seven out of ten 710, on the same while, another six (6) or, the
second, twenty-four percent (24%) assessed their satisfaction as an eight out of ten
810. Thus, those with the most common level of personal satisfaction make up the
forty-eight percent (48%) of all respondents. Additionally, respondents who
responded with an assessment above five (5) make up eighty-four percent of the
overall number of coffee drinkers.

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CHAPTER 5
CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researchers will discuss the summary, limitations of the
study, conclusions, and recommendations of the research study.
This chapter presents the summary, limitations, and conclusions derived
from the results of the study. This chapter will also include the recommendations
for the senior high school students who are coffee drinkers and non-coffee drinkers
Summary
Coffee is a caffeinated liquid refreshment that has long been a common
commodity in universities, worldwide, throughout the years. It contains a stimulant
substance called “caffeine” that is proven to increase activity in one’s brain and
nervous system. In fact, coffee is the most consumed beverage in the world.
Additionally, products and businesses related to coffee are one of the most
renowned and traded products in the world, from store-bought canned coffee to
ground coffee beans. Like any regular drug, it causes side-effects on the human
brain that makes it addictive.
According to Medical News Today, teenagers are the fastest-growing
generation of caffeine consumers. Senior High school students are a population of
interest because their consumption patterns may be associated with changes in their
environment living in an online setting. The senior year of high school is a time of
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increased focus, stress, and motivation, which all may contribute to caffeine intake.
Students tend to increase levels of caffeine consumption when experiencing busy
schedules and assignments, stress, and lack of sleep. Additionally, students may
also increase caffeine consumption by simply socializing with friends over a cup of
coffee or as a coping mechanism for their personal reason(s). That being said, there
are many reasons as to why senior high school students consume coffee, but
excessive consumption over time may have negative implications such as insomnia,
nervousness and restlessness, stomach upset, nausea and vomiting, increased heart
and breathing rate, and other side effects. Consuming large amounts of coffee might
also cause headache, anxiety, agitation, ringing in the ears, and irregular heartbeats.
Not to mention, drinking unfiltered coffee can increase total cholesterol, low-
density lipoprotein (LDL), and levels of another type of blood fat called
triglycerides. This might increase the risk of developing heart disease. Using coffee
filters helps to reduce these effects on cholesterol. (RxList, 2021).
The objectives of this study was (1) to determine if there is a significant
relationship between the coffee consumption level and the semestral grade point
average (GPA) of selected senior high school students; (2) to determine if there is
a significant difference between the academic performance of the two (2) groups,
the coffee drinkers and non-coffee drinkers; (3) to determine if demographic data—
gender and age— and one’s reasons behind consuming coffee affect the semestral
grade point average (GPA) of selected senior high school students. An online
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survey questionnaire was made to obtain and compile data from randomly selected
respondents. The respondents of the study are 50 senior high school students from
the province of Bacoor, Cavite. The data gathered were analysed statistically with
the help of the research statistician.
Additionally, the respondents of the study are senior high school students
that are currently residing in Bacoor, Cavite. As part of the data gathering process,
the researchers conducted a survey which was distributed through the means of a
Google Forms link, wherein respondents were asked to answer questions that are
now considered as research data. The researchers have reached the total number of
respondents (50) which was divided into two groups based on their classifications:
(a) Coffee Drinkers and (b) Non-coffee Drinkers.
Objective #1
To determine if there is a significant relationship between the coffee
consumption level and the grade point average (GPA) of selected senior high
school students.
In accordance with the gathered and interpreted data through an online
survey, results have shown that there is a very strong relationship between the
coffee consumption level and the grade point average (GPA) of respondents
classified as coffee drinkers. Through the utilization of a Spearman’s Rank

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Difference Correlation test, the significance has presented a result of naught point
eight six nine (.869) or naught point eight seven (.87) when rounded-up. The result
obtained was then interpreted by the researchers that the GPA and coffee
consumption level has a very strong relationship, thus, there is a strong correlation
between the two variables.
Objective #2
To determine if there is a significant difference between the GPA mean of
the two (2) groups, the coffee drinkers and non-coffee drinkers.
By using a two-tailed independent sample T Test, the researchers were able
to exercise their theory as to whether or not there is a significant difference between
the grade point average (GPA) of the two (2) groups, the coffee drinkers and non-
coffee drinkers. When the t value is greater than point zero five (.05), the results
will show no significant difference. Results showed that the t value of the grade
point average (GPA) of the two (2) groups is naught point three zero five (.305) or
naught point three one (.31) when rounded-up, which means that there is no
significant difference between the grade point average (GPA) of the coffee drinkers
and the grade point average (GPA) of the non-coffee drinkers.

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Objective #3
To determine if coffee consumption affects the grade point average (GPA)
of selected senior high school students, based on their perceptions in terms of
academic grading and general schooling.
Based on the gathered and interpreted data through the conducted online
survey questionnaire, the coffee consumption influences the state of their academic
grading and general schooling. The respondents who agreed that drinking coffee
influenced their academic grading is sixty percent (60%) higher than the
respondents who did not agree that drinking coffee influenced their academic
grading. The respondents who agreed that drinking coffee influenced their general
schooling is twenty-eight percent (28%) higher than the respondents who did not
agree that drinking coffee influenced general schooling.
Limitations of the Study
Due to the nature of the study’s research questions and objectives, this
research was based on largely qualitative research methods. While the data of the
study were rigorously conducted and validated, the results are limited by the case
study sample size— that of being only fifty (50) respondents. As a result, the
fundamental data identified by the research are based and heavily influenced by
pre-existing data that have long existed in the industry. However, it is possible that
additional data not identified in this research may further develop over time as
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changes are made within the coffee industry from the components of their products
to how and where the coffee beans benign used are grown.
Additionally, the research lacks a past or more current data which can serve as a
basis of comparison to the data attained. The first semester grade point average
(GPA) for the S.Y. 2021-2022 of our respondents is not enough data to prove the
validity of our claim as the study lacks a basis for comparison, which could either
be the respondents’ second semestral grade point average (GPA) from the past year
or the second semestral grade point average (GPA) for this school year— which is
still currently on-going. Furthermore, current Grade 11 respondents would not be
able to submit their second semester grade point average (GPA) from the past
school year as an important prerequisite for our study are students that are in Senior
High School— those, strictly, in Grade 11 and Grade 12.
Conclusion
In conclusion, the researchers, with the support of the data obtained,
interpreted, and organized from the online survey questionnaire, can corroborate
that consuming coffee has an impact on the grade point average (GPA) of students
that do consume coffee. In accordance with the data acquired and interpreted, the
coffee consumption level and the grade point average (GPA) of classified coffee
drinker respondents have a very strong relationship.

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Recommendations
This study suggests that senior high school students should adopt a healthy
lifestyle and use caffeine, especially those in the form of coffee, in moderation. A
moderate amount of coffee is generally defined as four (4) to five (5) cups of coffee,
or an average of 400 mg of caffeine a day according to Medical News Today. In
addition, students should know the possible side effects in coffee consumption that
may cause health complications in the future. It is also recommended that students
should get adequate sleep. Based on a previous study, longer sleep duration, better
quality of sleep, and greater sleep consistency are strongly associated with better
academic performance in school (Okano, Kaczmarzyk, Dave, Gabrieli &
Grossman, 2019). In contrast to above mentioned, poor sleep quality and
inconsistent sleep schedules were found to be significantly associated with poorer
academic performance (Zeek et al., 2015). Further, the researchers suggest that
students should acquire effective and implement better time management skills as
several studies have identified perceived control of time to have a positive impact
on student learning and outcomes.

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Ali, S. (2018). Students rely on coffee to survive the day. Devils’ Advocate.
https://hcdevilsadvocate.com/features/2018/10/03/students-rely-on-coffee-
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De La Salle University - Dasmariñas 1

SENIOR HIGH SCHOOL

THE EFFECT OF CONSUMING COFFEE ON THE GRADE POINT

AVERAGE (GPA) OF SELECTED SENIOR HIGH SCHOOL STUDENTS

A Research Study Presented to the Faculty of

the Senior High School Department

De La Salle University - Dasmariñas

City of Dasmariñas, Cavite

In Partial Fulfillment of the Requirements for Practical Research 2

SANTIAGO, JIZA CAMILLE

TEODORO, JANN CARLO

In today’s society, students have become dependent on caffeine in hopes of

study is to directly assess the possible relationships between coffee consumption

Cavite. Students were surveyed to determine their socio-demographic

characteristics, coffee consumption, perceptions regarding coffee consumption on

consumer groups. However, on spearman’s correlation analysis, coffee

general schooling, coffee consumption has an influential factor in their academic

environment. Overall, these findings provide quantitative and objective evidence

that coffee consumption is significantly associated with academic performance.

Keywords: coffee consumption, senior high school students, academic

performance, grade point average (GPA), caffeine

Background of the Study………………………………………………………4

Statement of the Problem………………………………………………………7

Objective of the Study………………………………………………….………8

Scope and Limitations……………………………………………………….…8

Significance of the Study……………………….…...…………………………9

REVIEW OF RELATED LITERATURE………………………………….……12

Sampling and Participants………………………………………………….…24

Potential Ethical Issues…………………………………………………….…27

RESULTS AND DISCUSSION…………………………………………………23

Demographic Details of Respondents……....………………………………...23

Statement of the Problem………………………...…………………………...37

T Testing the GPA of the Two Groups……………………………………….47

CONCLUSIONS AND RECOMMENDATIONS………………………………52

Limitations of the Study……………………………………………………….56

1.1 Background of the Study

often talked about for its negative effect on human health.

The coffee industry was noticed to be growing up. Plenty of business

Gaining academic excellence is what everybody wishes for. Achieving

these dreams requires a big commitment to studying. Consuming coffee while

more energy and improves reaction time. Caffeine's effectiveness is proportional to

the amount consumed.

Senior High school students are a population of interest because their

consumption patterns may be associated with changes in their environment living

increase caffeine consumption when experiencing busy schedules and assignments,

simply socializing with friends over a cup of coffee.

insomnia, nervousness and restlessness, stomach upset, nausea and vomiting,

filters helps to reduce these effects on cholesterol. (RxList, 2021).

Although caffeine has certain drawbacks, there are numerous advantages to

mouth and upper throat cancers. (Radhakrishnan, 2018)

Most students prefer to procrastinate, which requires a long-term memory.

coffee while studying.

having type 2 diabetes, Alzheimer’s, Dementia, Parkinson’s Disease, heart diseases

system. Overall, coffee can help you live longer.

1.2 Conceptual Framework

This study considered the following: 1) determining the amount of coffee

senior high school students.

Independent Variable Dependent Variable

COFFEE GRADE POINT

Figure 1. Conceptual Framework

The paradigm shows the relationship of the independent variable (coffee

consumption), and the dependent variable (grade point average (GPA)).