CAFFEINE DEPENDENCY: STUDENTS’ VIEWS ON ITS EFFECTS

TOWARDS THEIR BEHAVIOR IN CLASS

A Research Presented

To the Faculty of Senior High School

Andres Bonifacio College

College Park, Dipolog City

In Partial Fulfillment

Of the Requirements in Practical Research

By:

Bongcawil, Alissa June D.

Buniel, Johanna Kristhel E.

Hussin, Farah C.

Langgam, Cesar Jr. C.

Mawile, Mariel P.

Pasang, Fernaz C.

Reluya, Alyssa Karylle Z.

Sy, Kierston Mave L.

STEM A

March 2020

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 CHAPTER 1

THE PROBLEM AND ITS SCOPE

This chapter discusses on the topic of the study, highlighting the

background of the study, statement of the problem, theoretical and

conceptual framework, and the significance of the study, scope and

delimitation, and definition of terms.

Background of the Study

The most available, legally accessible, socially acceptable, and

widely used psychoactive substance in the world is caffeine (Turton,

Piché, Battram 2016).

Caffeine is commonly found in tea, coffee, and cocoa plants.

Likewise, beverages such as soft drinks and energy drinks have caffeine

as a constituent and that way back 2737 B.C. era, brewed tea was first

created and the said data was validated from the historians. Next to that is

the discovery of coffee by an Ethiopian shepherd long years after,

however, it was originally intended for the goods he was raising.

Caffeinated soft drinks soon followed around 1800’s and remarkably

hooked huge population of consumers. In the present years, caffeinated

products are of a huge demand, overcoming 80% of the world’s

population daily (Petre, 2016).

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 Caffeine easily passes through the epithelial tissue which lines the

outer surfaces of the organs and blood vessels throughout the whole

body. From the first sip of the substance, it directly enters the

bloodstreams through the epithelial tissues of the gastrointestinal tract.

The half-life of caffeine is between 4-6 hours, therefore, it is expected that

the effects will last only for 6 hours on average.

A moderate intake of caffeine may enhance weight loss, cognitive

function and mental alertness. However, over indulgence may lead to

adverse effects. In a study conducted by Simone Cappelletti, Daria

Piacentino, Gabriele Sani and Mariarosaria Aromatario (2015), several

unwanted side effects of consuming more than 40 mg of caffeine per day

includes palpitation, anxiety, agitation, restlessness, sleeping problems

and tremors. The effects of caffeine can vary in each individual, due to

their genetic characteristics and lifestyle factors.

A study claimed that caffeine is consumed by 92% of students in

any form. The main source of caffeine is coffee for both male (120 mg/d)

and female (111 mg/d) consumers. Then, it was followed by energy drinks

wherein 53 mg of caffeine per day were consumed by the male students

and 30 mg of caffeine per day for female students (Mahoney, Giles,

Marriott, Judelson, Glickman, Geiselman, Lieberman, 2019).

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 In 1992, the World Health Organization has recognized caffeine as

dependence producing substance and a year later, number of studies

acknowledged the addictive potential of caffeine.

Although according to Mayo Clinic, a 400mg consumption of

caffeine a day is safe to healthy adults, which is roughly equivalent to 4

cups of brewed coffee, adolescents under 14 should avoid caffeine where

possible, and teenagers between 14 and 17 years of age should limit their

intake to 100 mg or less a day as advised by dietitians (Cousins,L., 2017).

A 100 mg of caffeine is equivalent to a small milky coffee and some dark

chocolates.

Currently, it is common among Senior High School students to rely

on caffeine to function properly in their daily activities, since they require a

certain amount of energy to be able to perform their tasks and comply

with the requirements needed.The researchers would like to know if these

students are aware of the effects of these beverages they are consuming.

Thus, this research study will be conducted in order to obtain more

knowledge and give more insight about the perceived effects of caffeine

to caffeine-dependent SHS students and how these effects will affect their

behavior in the class.

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Statement of the Problem

The researchers aim to know the perception of students towards

the perceived effects of caffeine dependency to their behaviour in class.

Specifically, it aims to answer the following questions:

1) What are the perception of students towards the following;

a. Factors contributing to their caffeine dependency?

b. Perceived effects of caffeine on their behavior?

2) How do their behavior affect their performance in class?

During:

a. Examinations

b. Discussions

c. Activities

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Theoretical Framework

This study is about the perception of students towards the factors

contributing to the intake of caffeinated beverages and the perceived

effects towards their behavior in class will anchor the Yerkes and

Dodson’s Arousal Theory of Motivation as a theoretical framework of the

study.

The arousal theory of motivation states that the main reason an

individual is motivated to take any action is to maintain one’s optimum

level of physiological arousal. It says that each individual has an arousal

level that suits them, if it falls below that, one may find stimulants to boost

them, because it is asserted that one’s arousal levels influence their

performance.

The students’ reasons for being motivated in doing an action are

the root as to why they become caffeine dependent. The focus of this

study is solely regarding to school related things. Overall, caffeine

dependent students consume caffeine to attain an optimal level of

psychological arousal, which has a significant effect to an individual’s

performance within physical, emotional, and intellectual aspects.

Maintaining this level is vital in the performance of one’s tasks. This

theory is applicable to our study since it is related to the perception of

caffeine dependent students towards their behavior in class and how their

behavior affect their performance in learning specifically during

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examinations, class discussions, and class activities. If consuming

caffeine will increased their arousal and can lead to better performance in

learning by keeping the student stay alert, awake, and attentive.

According to Icek Ajzen, the Theory of Planned Behavior (TPB) is

used to understand an individual’s intention to perform a certain action or

behavior. Thus, it can be determined by the behavioral intentions which

refer to the attitude towards behavior, subjective norms and perceived

behavioral control. The researchers’ study anchored this theory due to the

fact that the students engage to caffeine consumption which usually leads

to caffeine dependency, due to their own intentions and ability control that

has a significant correlation towards their performance. Students expect

an outcome by consuming caffeine, thus, giving them a strong justification

on consuming caffeine on a regular basis. Participants do have a high

level of expectancy towards caffeine and greatly believe that it could do

something to them.

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Conceptual Framework

Conceptual framework maps out the variables used in the study.

Student’s Perception

Contributing Factors and

Perceived Effects

Behavior in class during:

Class Examinations Class Discussions Class Activities

A description on the perception of students towards

the effects of caffeine dependency on the behavior
of students in class.
Figure 1.

Shown in the figure is the study paradigm of the procedural

steps on how the researchers will gather data regarding Caffeine

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 Dependency: Students’ views on its effects towards their behavior in

class. The participants of the study will be asked about their

perception regarding on the contributing factors and perceived

effects of caffeine. In addition to that, they will also be asked how

these effects affect their behavior during class discussions,

examinations and activities. With that, the researchers will be able

to know about the perception of students towards the effects of

caffeine dependency on the behavior of students in class.

Significance of the Study

This study will provide information about the perception of caffeine

dependent students towards the effects and contributing factors of

caffeinated beverages on their behavior in class, such as discussion,

examinations, and activities. This study aims to benefit the following:

Caffeine dependent students - who consume high amount of

caffeinated beverages will be guided in regulating their caffeine

consumption, thus, it can be a source of information regarding how their

behavior would affect their performance in learning.

Students - who are not frequent caffeine consumers will gain additional

knowledge regarding the effects of caffeine containing beverages.

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Teachers - who consume caffeinated beverages will acquire insights as

to how caffeine would affect their well-being.

Institution - will know about the current situation of students who engage

in caffeine consumption, thus, they will be given an idea on how to

address the existing problem.

Society - it can increase awareness on the health effects of being a

caffeine dependent person.

Future researchers - could use this as a reference for further studies that

pertains to caffeine related concerns.

Scope and Delimitations of the Study

The focus of the study is to know the perception of caffeine

dependent students on the perceived effects and contributing factors of

their intake of caffeinated beverages towards their behavior in class.

Likewise, the researchers would also like to know how their behavior

affects their performance in class. The study will be conducted in Andres

Bonifacio College, College Park, Dipolog City.

The researchers will only cover the caffeinated beverages which

only limits to coffee, tea, and soft drinks since these are the most

commonly consumed caffeinated beverages in local, national, and

international areas. The caffeine consumption within these beverages will

10
be measured through a pilot survey. The pilot survey will only be given

among the STEM and ABM Senior High School students who will agree to

fill the questionnaires.

The chosen participants based on the result of the given survey

and who qualify on the set criteria will be included in the study. The

researchers chose Senior High School students due to the fact that most

of its population is inclined to caffeinated beverages.

Definition of Terms

Operational

Activities- it refers to the performance tasks given (e.g. role plays,

speech choirs) that is related to the lesson.

Agitation - it refers to the irritability, unfocused, excessive talking and

movement, difficulty sitting still, angry outbursts wherein the student is

under the influence of caffeine.

Alertness - it refers to the mental alertness (e.g. attention, awareness) of

a student during class while the student is under the influence of caffeine.

Anxiety - it refers to the jitters or nervousness, where a student feels an

unknown fear of something due to prior intake of caffeine.

Behavior - it refers to how a student acts only during a class, where

he/she has a prior intake of caffeine.

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Discussion- it refers to the teacher-student interaction during a lesson,

specifically, oral recitations.

Examinations - it refers to the quizzes that the teacher conducts after the

discussion of a topic.

Palpitations - this refers to the sudden increase of heart rate during class

due to prior consumption of caffeine.

Restlessness - this refers to the state of a student where he/she has the

urge to have something to do during class hours due to prior intake of

caffeine.

Sleeping problems - this refers to the disturbed sleeping schedule of a

student due to intake of caffeine.

Tremors - this refers to when a person is shaking uncontrollably due to

prior intake of caffeine.

Wakefulness - it refers to the activeness of a student during class hours

wherein the student has a prior intake of caffeine.

Conceptual

Caffeine - is a chemical substance found in coffee, tea, and cocoa, which

affects ypur brain and body and makes you more active.

(Collinsdictionary, n. d.)

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Coffee - a dark brown, slightly bitter drink that is usually served hot, esp.

in the morning and at the end of meals, a cup of this drink, or the beans

from which this drink is made (Cambridgedictionary, n. d.).

Soft drinks - any of a class of nonalcoholic beverages, usually but not

necessarily carbonated, normally containing a natural or artificial

sweetening agent, edible acids, natural or artificial flavors, and sometimes

juice (Britannica, n. d.).

Tea - is a drink made by adding hot water to tea leaves or tea bags. Many

people add milk to the drink and some add sugar (Collinsdictionary, n. d.).

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the studies related to the research entitled

‘Caffeine Dependency: Students’ Views on Its Effects towards Their

Behavior in Class’.

Caffeine

Coffee, tea, and chocolate are natural known sources of caffeine.

Products are being added with synthetic caffeine to enhance their

stimulant properties. It is also used as additives to the production of a

variety of both foods and non-food. This is said to raise arousal, alertness,

energy and elevation. Caffeine general consumption and its successive

effects on behavior and physiology has been consistently examined and

reviewed by health and regulatory authorities. Caffeine consumption

basically starts during childhood stage through the foods they are fond to

eat such as chocolates, soda and chocolate milk. Soda consumption has

been increasing over time as children reach adolescence, moreover,

starting to consume beverages with greater caffeine content such as

coffee and energy drinks (Temple, Bernard, Lipshultz, Czachor, Westphal

& Mestre, 2017).

As a whole, the society, especially the young individuals is greatly

influenced by the caffeine consumption. The predominance in consuming

caffeine-containing beverages end up being generously high with

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Nescafé, chocolate and soda being the most of the time devoured guilty

parties (Tannous & Al Kalash, 2014).

Due to chemical properties and action of caffeine stimulant causes

psychological effects depending on the individual’s state and

concentration of caffeine. At higher doses, caffeine greatly affects the

central nervous system.

Children who are highly susceptible to caffeine intake should limit

their intake. A 150-250 mg of caffeine can cause danger on one’s mental

state. A 100 mg of caffeine leads to symptoms such as dizziness,

insomnia, anxiety, agitation, restlessness, and headaches (Physiological

effects of caffeine, 2016).

Reasons for Caffeine Use

The principal reason, wherein 79% of the students have voted, is to

feel awake while 68% of the students consume caffeine because they

enjoy the taste and 39% of the students opt for the social aspects of

consumption. The improve concentration got 31% of the vote, 27% for the

increased physical energy, 18% to improve the need and lastly, 9% of the

students chose to alleviate stress (Mahoney et al., 2019).

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Soft drinks

Soft drink is a nonalcoholic beverage and is not necessarily

carbonated. Sweetening agent, edible acids, artificial and natural flavors

and juices added to this type of beverage. The commencing of the term

soft drink was designated to distinguish the stated drink from both hard

and distilled liquor (Pietka & Korab, 2019).

Caffeine are less likely to be found in soft drinks compared to other

caffeinated beverages, thus having less stimulant effect to the cognitive

functions of humans. In addition, caffeine contributes to the taste of

sodas, giving the beverage a bitter taste which complements the

sweetness of the drink. According to Food Standards Australian and New

Zealand, 14.5 mg per a hundred ml is the maximum amount of caffeine

that is allowed to put in a soft drink (The Facts about Caffeine and Soft

Drinks, 2015).

Coffee

Coffee is made from an infusion of ground, roasted coffee beans

and is recognized for its savory smell and flavor. Coffee rose to popularity

due to its caffeine content and it is said to be one of the most consumed

beverages worldwide. As a matter of fact, it contains various kinds of

chemicals, including carbohydrate, lipids, nitrogenous compounds,

vitamins, minerals, alkaloids and phenolic compounds coffee a complex

chemical mixture (Jane V. Higdon & Balz Frei (2006)). Coffee is often

16
used by people in order to increase mental alertness and mitigate mental

and physical fatigue. In addition, caffeine stimulates the central nervous

system, heart, and muscles.

Tea

Leaves from an Asian evergreen known as Camellia sinensis are

what make true tea. There are specific teas that contain caffeine such as

black, white, green, and oolong. Herbal teas do not contain any caffeine

and is not made from Camellia sinensis (Bessette, 2010). A cup of six-

ounce of black tea contains about 50mg of caffeine which is less than half

of the amount in a standard size cup of brewed coffee. Green tea contains

roughly 20-30 mg of caffeine while oolong tea with the same size of cup

has contains more or less 30-40mg of caffeine. The tea which has

smallest of amount of caffeine among all “true teas” is the white tea which

has 15-20mg per cup. Teas that are decaffeinated are not naturally

caffeine-free because the content of caffeine is removed through the use

of a specialized process. A natural CO 2 high pressure extraction process

employs the highly effective element, carbon dioxide, in removing caffeine

without tampering with the color, flavor, quality, and other beneficial

components. However, it is important to know that not all of the caffeine

content can be fully removed decaffeinated teas, typically, about 2-4mg

per cup remains (Caffeine in Tea, 2010).

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Effects of Caffeine on Sleep

As recommended, a student needs at least 8-9 hours of sleep in

order to function properly in day time. Using caffeine to mask sleep

deprivation can create an unwelcome cycle. Sleep loss disturbs their

daytime alertness and performance. Our body uses sleep to remove all

the waste that our brain produced considering that when we are awake,

our brain is super active with learning, thinking and controlling our body.

Sleep deprivation can increase the risk of heart disease, high blood

pressure, stroke and diabetes. Getting quality sleep will improve student’s

mental, emotional, and physical performance. It improves the immune

system, balances hormones, and boosts metabolism and brain function.

It was found out that consumption of caffeine has an overall

negative correlation with GPA. Participants who consumed 500 mg or

more caffeine per day, showed a moderately negative correlation (r=-0.4,

p= 0.14) and those who consumed more than 600 mg showed a strong

negative correlation (r= -0.8, p=0.017) (Pattison, S., Rusin, R., Bai, Y.,

2016).

Upon ingesting a low dose of caffeine (100 mg.) 60 minutes prior to

the start of a class, one can perceive the effects of caffeine on their

behavior in class which is also beneficial to learning, specifically their

increase in concentration, anxiety, elevated mood, energized, alert, and

aroused (Peeling, P., Dawson, B., 2007).

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Effects of Caffeine on Alertness

Caffeine, a substance that can boost one’s performance by

increasing wakefulness and alertness. It also improves their memory

retention or memory based works. It even improves ones reaction time to

a stimulus. Caffeine’s strong effects aims towards the negative effects of it

on a persons’ performance, like not being able to sleep on the usual time

or being an insomniac which leads to sleep deprivation, and if one

suddenly stops consuming caffeine, one may experience some common

caffeine withdrawals (Temple, J., Bernard, C., Lipshultz, S., Westphal, J.,

Mestre, M., 2017).

The measure of ingestion of these caffeinated beverages promptly

and especially increments during the upsetting time of examinations,

hence, permitting students to keep a huge mental condition of alertness.

This comes in college students getting unknowingly dependent to these

safe beverages. Consequently, there is a critical need to create a valuable

mindfulness program showing college students the way to devour these

caffeinated products tolerably to avoid future wellbeing issues (Tannous &

Al Kalash, 2014).

Effects of Caffeine on Anxiety

Caffeine consumption may be associated with anxiety, stress, and

depression in secondary school children, though the effect on stress

19
disappeared after additional dietary, demographic, and lifestyle variance

was controlled for statistically, according to the presented results of the

current study. There was a noticeable difference in the effects between

males and females. However, there were no observations regarding the

association of anxiety in caffeine consumption towards the females, as

opposed to the males. Furthermore, depression due to caffeine occurred

in both sexes, however, it was observed to be lower in males than it was

in females.

Coffee may have been responsible for the effects observed in relation to

total caffeine intake as implied by initial analyses of individual caffeine

sources, however, further investigations suggested this not to have been

the case, and that it is likely attributable to caffeine consumption in

general to any particular source. Very high caffeine intake (>1000 mg/w)

to be a risk factor associated with anxiety and depression as identified by

the study but some effects were detected at lower doses. Thus, these

findings may be a concern to public health and school policy, and must be

considered an important area for further investigation (Richards & Smith,

2015).

Effects of Caffeine on Agitation

Caffeine triggers the secretion of a hormone called adrenaline

which is usually addressed as a fight response due to its reaction in the

course of threat. When caffeine stimulates the brain and body into this

20
hyper-aroused state, emotions overrun behavior. The most apparent

emotional effects brought by caffeine are irritability and anxiety. The study

implied that large dosage of caffeine causes an increase of blood

pressure, heart stimulation, creates rapid shallow breathing by which

deprives the brain of oxygen which essential to maintain a peaceful

mental and emotional state, and to be rational as well. (Bradberry, 2012)

Effects of Caffeine on Palpitation

The caffeine in coffee acts as a psychoactive substance and is

very well known as a source for enhancing our cognitive functions. Due to

the effects of caffeine on improving the brain and pulse, it has been

thought that it may lead to arrhythmia. This view of the society commonly

originates from their personal experiences; nonetheless, this view

reached the medical community, including 80% of U.S. doctors

prescribing restraint or decrease in caffeine consumption for patients with

palpitation or archived arrhythmias. Broad research over the previous

decade proposes that numerous generally held convictions with respect to

caffeine may not be proof based. The study conducted a precise survey of

distributed reports in able to know the connections between coffee, tea

and EDs and rhythm disorder (Aleksandr Voskoboinik, Jonathan M

Kalman and Peter M. Kistler, 2018).

21
Summary/Conclusion

Therefore, the related studies and literature are relevant to the

recent study for it is connected to the study of the researchers entitled,

“Caffeine Dependency: Students’ Views on its Effects towards their

Behavior in Class” for it provides further information and supports the fact

that students rely on caffeine due to academic purposes. The caffeine

consumption increases mostly in the course of stress which results to

dependency. It also proves that caffeine can affect psychological and

behavioral functions of a student both positively and negatively. These

behaviors directly affects the performance of the students as well as in

school.

In summary, having a moderate dose of caffeine showed positive

effects, whereas, having high dose of caffeine on a daily basis showed

negative effects.

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 CHAPTER 3

RESEARCH METHODOLOGY

The chapter of this paper contains the research design,

participants of the study, research locale, sampling method, instruments

that will be used, data collection, data analysis, ethical considerations and

limitations of the study.

Research Design

This paper employs the phenomenological study; it is an

approach to qualitative research that focuses on the commonality of a

lived experience within a particular group. The fundamental goal of the

approach is to arrive at a description of the nature of the particular

phenomenon (Creswell, 2013). The researchers opt to know the views of

caffeine dependent students based on their lived experiences towards

caffeine consumption and its effects to their behavior in class.

Participants of the study

The participants of this study will be selected using the criteria set by

the researchers in order to determine the respondents who consume

caffeinated beverages. The criteria in selecting the respondents are as

follows : (1.) The student must have a daily intake of more than 100-700

mg of caffeinated beverages and must consume caffeine prior to school

23
hours, both morning and noon or either both, (2.)must be a STEM and

ABM Grade 11 and 12 students from Andres Bonifacio College who are

officially enrolled in Second Semester of SY:2019-2020,and (3.) must be

willing to participate and give their permission to be part of the study by an

informed consent to participate. The reason for choosing those students is

brought by the fact that these students are very rich in information that

would help the researchers attain theoretical saturation. They are well-

fitted to answer the questions of the study. Thus, the researchers want to

know the perception of caffeine dependent students towards their

behavior in class in terms of examination, discussions, and activities

through the chosen participants.

The researchers will only choose 10 respondents because with this

number of participants it would be easy for the researchers to transcribe

their answer and it can provide an adequate amount of data that is able to

answer the researchers’ questions since students who intake caffeinated

beverages have different behavior in class.

The researchers will choose Senior High School department of

Andres Bonifacio College for it is the most accurate place to conduct the

study. Andres Bonifacio College is located in College Park, Quezon,

Avenue, Miputak, Dipolog City. This study uses one-on-one interview with

the respondents. The researchers will ensure that the location of the

interview would be quiet and comfortable for the participants so that they

can disclose the information freely. The interview will be conducted in the

24
4th floor Physics Laboratory room inside the new building of Andres

Bonifacio College.

Sampling Method

The researchers will use a mixed-method sampling. First, a criterion

sampling method is a type of sampling which uses certain criteria in

selecting the respondents. The criteria set by the researchers in choosing

the respondents are as follows: the student must have a daily intake of

more than 100-700 mg of caffeinated beverages and must consume

caffeine prior to school hours, both morning and noon or either both, must

be a STEM and ABM Grade 11 and 12 students from Andres Bonifacio

College who are officially enrolled in Second Semester of SY:2019-

2020,and must be willing to participate and give their permission to be

part of the study by an informed consent to participate. The researchers

will purposively randomized select the respondents which means that all

the 5 participants from Grade 11 and 5 participants from Grade 12

students will be the informants that will be interviewed in the study.

Verification of Research Instrument

In choosing the sample participants, a pilot survey will be

conducted using a questionnaire. The questionnaire that will be used are

verified and validated to measure if an individual is addicted or dependent

25
to caffeine. We will be consulting a professional on this field to help the

researchers make an accurate instrument for the data gathering.

Prior to the data collection or the actual interview, the researcher

will develop a rapport and trust along with the participants through

prolonged engagement. Researchers will take time to talk to them and

build a good relationship. It is essential so that informants would be

comfortable in giving information at the course of the interview. There will

be an adequate number of sample participants to achieve a theoretical

saturation. The researchers will also ensure that the informants are rich in

information by setting criteria in determining the subjects which are the

caffeine dependent students, so that such saturation will be achieved

surely. Each of the participants will be given an opportunity to refuse and

renounce to be part of the study in order to be certain that the data

collected will be extracted from the informants that are willing to disclose

the data freely and without hesitance. Likewise, there will be a debriefing

session, thus, the researchers will consult experts and skilled researchers

to discuss with our study wherein researchers will be very open to

objective criticism and will eventually consider better suggestions to

further enhance the research paper. After the collection of data,

researchers will let the informants read their transcript to check whether

the words match to the intended notion. Furthermore, results will be

compared to the past research related to the study.

Transferability

26
 The provision of adequate description of the study will be ensured

by the researchers to give the readers a better understanding and

enables them to compare and assess if it could also be applicable to their

situation within their locale. If this study or phenomena emerged in their

environment, they could replicate the researchers’ study to check its

validity. In addition, the researchers will ensure transparency of the

research study. From the outset, essential information such as the

number of participants, restrictions and criteria in choosing the

participants, the data collection methods employed and the time space of

data collection. Furthermore, the results will be explained thoroughly

within the context of the participants’ particular characteristics.

Confirmability

The perceptions and preferences of the research participants will

be the basis of the results of the research study. The primary data of the

study will be taken from the sources through an interview. The

researchers will be objective enough to avoid biases. The researchers will

provide clear demonstration of results that will link to conclusion.

Furthermore, a documentation of procedure will be done for checking and

rechecking the data throughout the study. The researchers’

27
predisposition, beliefs, and assumptions will be reported as well in the

study.

Dependability

The research design will be stated clearly and processes will be

reported with precision and accuracy in order to give way for other

researcher/researchers to repeat the study. With that, the used research

design will serve as a proto-type model. Likewise, researchers will give a

highlight on stating how the data is being collected in the study. It should

be noted that, the researcher is responsible for describing the changes

that occur in the setting and how these changes affected the way the

research approached the study.

Instruments Used

The researchers will use a semi-structured interview. This interview

will allow the informants to elaborate relevant information given that all

questions are open-ended. According to Cousin (2009), this will allow the

researchers to develop an in depth accounts of experiences as well as the

perceptions of individuals. The data that will be extracted from the

participants will be accurately documented through a voice recorder. After

the interview, the transcriptions and analysis of data will follow.

Furthermore, the data will be ruined and will remain confidential.

28
Data Collection

For the purpose of this research, the researchers will use a one on

one interview in collecting the data from the respondents. One on one

interviews are personal and semi-structured which aims to identify the

feelings, emotions and opinions of the respondent through the questions

that will be asked. The main advantage of one on one interview is that

they involve personal and direct contact between the interviewer and the

interviewees.

The process that will be observed for the data collection process

will be as follows:

First step: 20 students from each section of the strands STEM and

ABM, both in Grade 11 and Grade 12 will be given a questionnaire

regarding their intake of caffeinated beverages in a day in order for the

researchers to determine who among the students are caffeine

dependent.

Second step: 5 students from Grade 11 and 5 students from Grade 12

that are identified as caffeine dependent will be the chosen

respondents.

Third step: The researchers will ask permission from the principal of

the institution via letter of permission (Appendix A) humbly asking if it

would be acceptable to conduct an interview with the chosen students

29
of the Senior High School department in the Physics Laboratory after

class hours or in the students’ free time.

Fourth step: In due respect to the respondents that will be chosen,

consent letters (Appendix C) and briefing letters (Appendix B) will be

sent to each of the chosen students to ensure the permission of the

respondents to be interviewed. The content of the letter will be the

place the interview will be held (Physics Laboratory) and the time.

Fifth step: The respondents will be called to go to the Physics

Laboratory on the 4th floor of the new building one by one on their

spare time on different hours to avoid wasting the time of other

respondents and to ensure quietness and privacy due to the possibility

that the respondent may find the interview sensitive.

Sixth step: The interview will be conducted by one researcher in the

Physics laboratory and will begin recording the data as soon as the

interview begins.

Seventh step: After the interview, the researchers will then express

their gratitude to the respondents for their participation in the interview.

The researchers will then begin the analyzing and the

transcription of the data collected from the interview, and after

doing so, the researcher will dispose of the recordings from the

30
 interview in respect to the respondents’ privacy and to ensure the

anonymity of the interviewee.

Data Analysis:

The thematic content analysis approach will be used to analyze the

interview data. According to Karisson and Sarantakos (1998), this

analysis method is composed of five steps, namely: transcription,

checking and editing, analysis interpretation, generalization and

validation.

Step 1: Transcription

The researchers will transcribe the tape recorded data onto written

forms. The researchers will also interpret the audio, and read the

transcription to know what the gathered data is all about.

Step 2: Checking and Editing

The data will be divided into smaller related and meaningful units.

The researchers will adjust the collected data manually by repeated

reading and observations of the recorded audio and will proceed to the

assistance of computer.

Step 3: Analysis and Interpretation

The researchers will use the audio recorded data to interpret the

themes. The junior researchers’ understanding will be used in transcribing

the recorded data into written forms on the themes that will be presented.
31
Step 4: Generalization

The differences and similarities, between the different interviews

will be identified, allowing typologies to develop.

Step 5: Validation

The researchers will go back to from step one to four to check the

transcripts again. The data collected will undergo data cleansing to

ensure its validity. The central theme will then be obtained.

Ethical Considerations

In order to obtain the acceptance of the participants that will

participate in our research study, a letter of consent will be given. It will be

intended to give assurance to the participants that it is voluntary for them

to participate and that they can withdraw if they choose to. Aside from

that, the participants will be informed of the nature of the study and

procedures that will be conducted so that they will be fully aware of the

possible risks. The researchers will assure the participants that any

information regarding their profile will be kept anonymous. The

researchers will consider the time that will be appropriate to conduct the

interviews of the participants. The participants will not be forced to answer

any questions or share experiences that will make them feel

uncomfortable. Moreover, the participants will not be harmed during the

research that will be conducted.

32
Limitations of the Study

The study will only focus on the students’ views on the effects of

caffeine dependency towards their behavior in class. The method that will

be used by the researchers is phenomenology as they only aim to know

the perception and views of caffeine dependent students. Due to the short

amount of time given, the researchers will only include 10 participants

coming from Grade 11 and Grade 12 ABM and STEM students from one

institution only which is the Andres Bonifacio College for a reason that

students from these strands are faced with loaded and heavier

specialized subjects. Thus, it would be difficult for the researchers to

transcribe the data gathered if there will be many participants involved

considering that a limited time is given to conduct the study.

The researchers will set criteria in choosing the participants to

determine who among them have the qualifications of being a caffeine

dependent person. The study will not be generalized due to the small

sample size that will be used, thus, the perception gathered will only be

based on the own experiences of the chosen participants. The interview

that will be conducted is an open-ended. In addition to that, semi-

structured interview will be used by the researchers since each participant

have different views on the effects of caffeine towards their behavior in

class.

33
 This study is limited for it is difficult to distinguish significant

relationships from the data that will be gathered due to the small sample

size and the researchers can't close a legitimate research result.

34
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Khan, M.S., Nisar, N., Naqvi, Syed A.H., Naqvi, A., (2017).Caffeine
Consumtion and Academic Performance Among Medical Students
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s_of_Dow_University_of_Health_Science_DUHS_Karachi_Pakista
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Khan, N. (2019).Caffeinated beverages and energy drink

pattern,awareness and health side effects among Omami
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among-omani-university-students-11223.html

Mahoney, C., Giles, G., Marriott, B., et al., (2019).Intake of caffeine from all
sources and reasons for use by college students. Clinical
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Owens, J., Mindell, J., Baylor, A., (2014). Effects of energy drink and
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Effects of Energy Drinks on Children, Adolescents, and Young
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38
 Appendix A. Letter to the Principal

Republic of the Philippines

Region IX, Zamboangadel Norte
Andres Bonifacio College
College Park, Dipolog City

ANGIE V. ATENTA
(Date)
School Principal
Senior High School Department
Andres Bonifacio College
College Park, Dipolog City

Madame:

We, the grade 11 students of Andres Bonifacio College are

presently conducting a study entitled “Caffeine Dependency:

Students’ Views on Its Effects towards Their Behavior in Class”.

The focus of this study is to know the perception of caffeine

dependent students on the perceived effects and contributing

factors of their intake of caffeinated beverages towards their

behavior in class.

We would like to ask for your consent if you don’t mind to

please allow us to conduct an interview among Grade 11 and

Grade 12 STEM and ABM students of Andres Bonifacio College.

The interview would last only about a few minutes and would be

39
set at a time convenient to the students’ schedule. All data

gathered would be keep and would be used only as reference to

this study.

Your positive response is highly anticipated. Thank you.

Very truly yours,

Bongcawil, Alissa June D.

Buniel, Johanna Kristhel E.

Hussin, Farah C.

Langgam, Cesar Jr. C.

Mawile, Mariel P.

Pasang, Fernaz C.

Reluya, Alyssa Karylle Z.

Sy, KierstonMave L.

Noted by:

CHRISTIE ANGEL B. ALENSUB

Research Teacher

Approved by:

ANGIE V. ATENTA

Principal

40
Appendix B. Letter to the Respondents

Republic of the Philippines

Region IX, Zamboangadel Norte
Andres Bonifacio College
College Park, Dipolog City

To the respondents:
The researchers of this study are the grade 11
students of Andres Bonifacio College who presently conducts a
study entitled “Caffeine Dependency: Students’ Views on Its
Effects towards Their Behavior in Class”. The focus of this study is
to know the perception of caffeine dependent students on the
perceived effects and contributing factors of their intake of
caffeinated beverages towards their behavior in class. By this,
students who consume high amount of caffeinated beverages will
be guided in regulating their caffeine consumption, thus, it can be a
source of information regarding how their behavior would affect
their performance in learning.

In line with this, the researchers humbly ask for your

permission to be one of our participants in our interview. Interviews
will be done at room 401 of the High School Building in Andres
Bonifacio College. Rest assured that all data gathered will be kept
and will be used as reference only for our study.

Respectfully yours,

The Researchers

41
 Appendix C. Informed Consent Form for Participants

You are being invited to participate in a study that is conducted by

grade 11 STEM A students from Andres Bonifacio College for research

purposes. The study is entitled “Caffeine Dependency: Students’ Views

On Its Effects Towards Their Behavior in Class”. The researcher wants to

know the perception of caffeine dependent students on the perceived

effects and contributing factors of their intake of caffeinated beverages

towards their behavior in class. By this, students who consume high

amount of caffeinated beverages will be guided in regulating their caffeine

consumption, thus, it can be a source of information regarding how their

behavior would affect their performance in learning. In addition, this can

serve as awareness on the health effects of being a caffeine dependent

person.

If you chose to take part of our study you will be asked questions

for our interview. The interview would last only about a few minutes and

would be set at a time and place convenient to your schedule.

Your participation is completely voluntary. If you decided not to

continue the interview you are free to withdraw from the research study at

any time and you may stop answering questions that makes you feel

uncomfortable. Rest assured that any information will be kept confidential;

42
information will be used as research reference and will be viewed by the

researchers only.

Thank you for your participation!

CONSENT

I have read the information above regarding to this research study,

and give my consent to participate in this study.

Participant’s Name & Signature Date

43
Appendix D. Pre-Survey Questionnaire

Name: Gender:

Answer accurately according to your lived experiences.

1. Do you consume caffeinated drinks? (e.g. coffee, tea, and soft drinks)
Yes
No
2. How often do you drink caffeinated beverages a day?
Once a day Thrice a day
Twice a day More, state the specific number ___

3. What time of the day do you usually consume caffeinated beverages? You can
check many as you can as long as it is accurate.
In the morning before class
In the noontime before class
In the afternoon
In the evening
Others (specify) _________

4. What type of caffeinated beverages do you consume a day? You can check as
many as you can as long as it is accurate.
Coffee
Tea
Soft drinks

If you answered at least one of the given caffeinated drinks, proceed answering
the questions below.

5. If you answered coffee, kindly check what type of coffee do you drink a day?
Instant coffee Cappuccino
Iced coffee Espresso
Brewed coffee Latte or mocha
Frappuccino Others (specify) _________

44
 If so, how many of the type of coffee checked above do you take a day?
Item No. 1 Item No.2 Item No. 3
For cups: _________ _________ _________
For cans: _________ _________ _________
For bottles: _________ _________ _________
Others (specify _________ _________ _________
with number)
6. If you answered tea, kindly check what type of tea do you drink a day?
Green tea
Lipton tea
Iced tea
Milk tea
Ready-to-drink bottle

If so, how many of the type of tea checked above do you take a day?
Item No. 1 Item No.2 Item No. 3
For cups: _________ _________ _________
For cans: _________ _________ _________
For bottles: _________ _________ _________
Others (specify _________ _________ _________

7. If you answered soft drinks, kindly check what type of soft drinks do you drink a
day?
Coke
Royal
Mountain dew
Pepsi

If so, how many of the type of soft drinks checked above do you take a day?
Item No. 1 Item No.2 Item No. 3
For glass: _________ _________ _________
For cans: _________ _________ _________
For mismo bottles: _________ _________ _________
Others (specify _________ _________ _________
with number)

8. Please check the statement that best describes you:

I think I should lower my caffeine consumption.
I think I should increase my caffeine consumption.
I think that my level of caffeine consumption is about right for me.

45
Appendix E. Interview Questions

1. What caffeinated beverages do you drink daily?

2. Why do you drink caffeinated beverages daily

Do you drink caffeinated beverages to:

 Alleviate stress
 Enjoy the taste
 To help with focus and concentration
 Increase physical energy
 To be more productive
 To feel more awake
 Others, if not stated above.
3. What are the effects that you have observed after drinking caffeinated
beverages?

For example:
 Rapid and irregular beating of the heart
 Easily excited or irritated
 You feel more active
 Continuous fast repetitive movement (such as tapping foot)
 You feel less sleepy
4. How does these behaviors affects your performance in class during:

Examinations:
 Does it help you remember what you have studied? How?
 Does it help you focus more in answering your test questions? How?

Class Discussions:

 Are you more focused in class discussions? How?

 Do you participate more in class discussions? How?
 Do you feel more awake in class discussions? How?

Class Activities:

 Do you feel more energetic during class activities? How?

 Do you cooperate more during class activities? How?
 Do you feel anxious during class activities? How?

46
CURRICULUM VITAE

Personal Details

Name: Alyssa Karylle Z. Reluya

Nickname: Yang
Address: Brrgy. Motibot, Sindangan, Zamboanga del Norte
Birthday: November 19,2002
Age: 17
Birthplace: Dipolog City
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Nemesio G. Reluya
Mother’s Maiden Name: Teresita R. Zozobrado
Background Information: I love reading books, and listening to music, however,
my ears were quite accustomed into pop, country and r&b.
Educational Background:

Name of Year Finished Attainment Address

School
Barangay Poblacion,
Sindangan Pilot SindanganZamboanga
Demonstration 2014-2015 Salutatorian del Norte
School

Barangay
Dapaon,
Sindangan 2015-2018 Honor SindanganZamboanga
National High del Norte
School
Barangay
Sindangan Dapaon,
National High 2018-2019 With High Honor SindanganZamboanga
School del Norte

Andres Bonifacio Present College Park, Dipolog

College City

47
Personal Details
Name: Kierston L. Sy
Nickname: Ton Ton
Address: 117 Quezon Avenue, Miputak, Dipolog City
Birthday: January 22, 2002
Age: 18
Birthplace: Dipolog City
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Norwin Sy
Mother’s Maiden Name: Zoe V. Lim
Background Information: I love to sleep and the sight of beaches. I also like to
read a book or a novel and playing computer games.

Educational Background:

Name of Year Finished Attainment Address

School

UCCP 2007-2009 Honor

Barangay
Dipolog Pilot Dapaon,
Demonstration 2009-2015 Honor SindanganZamboanga
School del Norte

Andres Bonifacio 2015-2019 Honor College Park, Dipolog

College City

Andres Bonifacio Present College Park, Dipolog

College City

48
Personal Details
Name: Farah C. Hussin
Nickname: Ding
Address: IgotTurno, Dipolog City
Birthday: March 15, 2003
Age: 16
Birthplace: Dammam
Religion: Islam
Civil Status: Single
Father’s Name: Ibrahim P. Hussin
Mother’s Maiden Name: Marites J. Cordova
Background Information: I like reading books and writing.

Educational Background:

Name of Year Finished Attainment Address

School

Andres Bonifacio 2007-2009 Honor College Park,

College Dipolog City

Andres Bonifacio 2009-2015 Honor College Park,

College Dipolog City

Andres Bonifacio 2015-2019 Honor College Park,

College Dipolog City

Andres Bonifacio Present College Park,

College Dipolog City

49
Personal Details
Name: Fernaz C. Pasang
Nickname: Fern
Address: PurokMadasigon - Budias, Sicayab, Dipolog City
Birthday: December 4, 2002
Age: 17
Birthplace: Dipolog City
Religion: Islam
Civil Status: Single
Father’s Name: Nurshariff A. Pasang
Mother’s Maiden Name: Alma S. Cedeño
Background Information: I like to read wattpad stories. I also developed a huge
interest in photography.

Educational Background:

Name of Year Finished Attainment Address

School
Philippine Abha,
International 2011-2014 Saudi Arabia
School
IBDAA Assir Khamis
International 2014-2017 Honor Mushayt, Saudi
School Arabia
Philippine Advance Abha,
Tutorial School 2017-2018 Saudi Arabia

Sicayab National Honor Sicayab,

High School 2018-2019 Dipolog City

Andres Bonifacio Present College Park,

College Dipolog City

50
Personal Details
Name: Mariel P. Mawile
Nickname: Mai Mai
Address: 137-c Magsaysay Street, Miputak, Dipolog City
Birthday: February 24, 2002
Age: 18
Birthplace: Dipolog City
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Edwin S. Mawile
Mother’s Maiden Name: Glenda C. Palanas
Background Information: I love moon, stars, and sunset. I can play volleyball,
badminton, and basketball. I like searching in Google about skincare and
medicine content. I can watch a video of pricking of pimple. I am an adventure
person , also I like obstacle games.

Educational Background:

Name of Year Finished Attainment Address

School

Miputak West 2009-2015 Honor

Elementary School

Andres Bonifacio 2015-2019 Honor College Park,

College Dipolog City

Andres Bonifacio Present College Park,

College Dipolog City

51
Personal Details
Name: Alissa June D. Bongcawil
Nickname: Liss, Alissa/Bongcs
Address: Lagtang, Sicayab, Dapitan City
Birthday: June 24, 2002
Age: 17
Birthplace: Dr. Jose Rizal Memorial Hospital
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Allan Q. Bongcawil
Mother’s Maiden Name: Almira B. De Los Santos
Background Information: I love to play volleyball and collecting tiny stuffs.

Educational Background:

Name of Year Finished Attainment Address

School

Piñan Central 2007-2009 Honor PiñanZamboanga

Elementary School del Norte

Piñan Central 2009-2015 Honor PiñanZamboanga

Elementary del Norte
School

Andres Bonifacio 2015-2019 With Honor College Park,

College Dipolog City

Andres Bonifacio Present College Park,

College Dipolog City

52
 Personal Details
Name: Johanna Kristhel E. Buniel
Nickname:Jo
Address: Purok Garcia, Baybay, Liloy, Zamboanga Del Norte
Birthday: November 30, 2002
Age: 17
Birthplace: Cebu City
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Michael Joey B. Buniel
Mother’s Maiden Name: Kristine Grace P. Esperanza
Background Information: I like to read wattpad stories. I love to stroll, listen to
music and sleep.

Educational Background:

Name of Year Finished Attainment Address

School

Saint Vincent’s 2007-2009 Honor

College

Baybay Central 2009-2015 Honor LiloyZamboanga del

School Norte

Liloy National High 2015-2019 With Honor LiloyZamboanga del

School Norte

Andres Bonifacio Present College Park,

College Dipolog City

53
Personal Details

Name: Cesar C. Langgam Jr.

Nickname: Jr
Address: Purok Rose, Labakid, RoxasZamboanga Del Norte
Birthday:May 6, 2000
Age: 19
Birthplace: Roxas
Religion: Roman Catholic
Civil Status: Single
Father’s Name: Cesar R. Langgam
Mother’s Maiden Name: Araceli G. Corpus
Background Information: I like to eat, cook, playing mobile games, outdoor
games, volleyball and soccer. I love to plant some medicinal plants and I love to
travel somewhere.

Educational Background:

Name of Year Finished Attainment Address

School

Dohinob Central 2009-2015 With Honor Dohinob, Roxas,

School Zamboanga del
Norte

Dohinob National 2015-2019 With Honor Dohinob, Roxas,

High School Zamboanga del
Norte

Andres Bonifacio Present College Park,

College Dipolog City

54
55