ST. ANTHONY COLLEGE OF ROXAS CITY, INC.

SHS
SENIOR HIGH SCHOOL 2024

THE IMPACT OF CAFFEINE CONSUMPTION ON THE COGNITIVE

STATE AND HEALTH OF SENIOR HIGH SCHOOL STUDENTS
AT ST. ANTHONY COLLEGE OF ROXAS CITY, INC.

A Descriptive-Correlational Research Submitted to the Faculty of

St. Anthony College of Roxas City, Inc.

In Partial Fulfilment to the Requirements

for the Senior High School

DARRIENE KASSANDRA B. DURAN

KRIS TOMME O. BENITEZ
VON LORDRICK C. BEANIZA
HANNAH KIRSTEIN G. TUZON
ERICA KYLLE B. LUBERIO

2025

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APPROVAL SHEET

This is to certify that this research paper, “The Impact of Caffeine Consumption

on the Cognitive State and Health of Senior High School Students at St. Anthony

College of Roxas City, Inc.” was prepared and submitted by Darriene Kassandra B.

Duran, Kris Tomme O. Benitez, Von Lordrick C. Beaniza, Hannah Kirstein G. Tuzon,

and Erica Kylle B. Luberio, to fulfill part of the requirements for the Senior High School,

was successfully defended and approved on February 24, 2025.

____________________________________
LORREN ARCA BARERRA, LPT
Research Adviser

ORAL EXAMINATION COMMITTEE

_______________________________________
JENIFER B. ANDRADE, MAT
Member

_______________________________________
JEZZA MAE D. AGANA, MAED, CMHT
Member

_______________________________________
CARMEN B. ALABOT
Member

The research paper is hereby officially accepted as a partial fulfillment of the

requirement for the completion of the Research Subject in Senior High School.

___________________ _________________________________
DATE ELOISA MARIE A. ACIELO, LPT
SHS Principal

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ACKNOWLEDGEMENTS

The successful completion of this study was not solely achieved through the

efforts of the researchers alone. It was significantly influenced by the encouragement,

support, and guidance of numerous individuals. Therefore, the researchers would like

to take this opportunity to express their sincerest gratitude. This study would not have

been possible if not for the following:

First and foremost, we give our deepest gratitude to God for giving us

strength, wisdom, and perseverance throughout this research journey. Without His

guidance, none of this would be possible.

To Mr. Rowel Besana, our research teacher, for his continuous support and

guidance. His patience and encouragement have been invaluable to us.

To Ms. Lorren Arca Barrera, our research adviser, for her valuable insights

and dedication in helping us refine our study. Her support and expertise have been

instrumental in improving our research.

To Ms. Eloisa Marie Acielo, Principal of St. Anthony College of Roxas City,

Inc. Senior High School, for her support and for allowing us to conduct our research.

To Ms. Rubilyn Bulquerin Sumaylo, Dean of the College of Nursing, for

being one of our validators and serving as our grammarian for the research

questionnaire. Her expertise has greatly improved the quality of our work.

To Ms. Jessa Mae D. Agana and Laurence Alexander B. Duran, our

validators. Your time and effort in reviewing our research are truly appreciated. Your

contributions have helped improve the quality of our study.

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To our panelists, Ms. Jenifer Andrade, Ms. Jessa Mae Agana, and Mrs.

Carmen Alabot, thank you for your valuable feedback and guidance during our

defense. Your insights have helped us to improve our study.

We are also thankful to the students of St. Anthony College of Roxas City,

Inc. for taking the time to answer our questionnaire. Your participation was essential

to the success of this research.

Lastly, our deepest gratitude goes to our families for their unwavering

support, guidance, and financial assistance. Your love and encouragement have kept

us going through this journey.

With heartfelt appreciation, we thank each and every one of you.

The Researchers,

D. K. D.

K. T. B.

V. L. B.

H. K. T.

E. K. L.

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ABSTRACT

This study aims to determine the impact of caffeine consumption on the

cognitive state and health of senior high school students at St. Anthony College of

Roxas City, Inc. on A.Y. 2024-2025. This study used a descriptive-correlational

research design research design and utilized fifty (50) students from St. Anthony

College of Roxas City, Inc. A researcher-made questionnaire was used to gather the

following data. The results showed that female students outnumbered the male

students and there is a relatively even distribution of respondents across grade levels.

In terms of the level of caffeine consumption, respondents consume a moderately,

ranging 1-2 cups (up to 199mg) of coffee consumed. In terms of the impact of

caffeine consumption on the cognitive state and health, respondents showed positive

impact, with an overall mean score of 3.48 in terms of cognitive state and a moderate

impact with an overall mean score of 3.24 in terms of health. The results also suggest

that there is no significant difference on the level of caffeine consumption in terms

of sex and grade level. There is no significant difference on the impact of caffeine

consumption on the cognitive state in terms of sex and grade level. Similarly, there

is no significant difference on the impact of caffeine consumption on the health in

terms of sex, yet there is a significant difference on the impact of caffeine

consumption on the health in terms of grade level. Moreover, it was found that there

is a relationship between the level of the impact caffeine consumption and impact on

the cognitive state and health.

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TABLE OF CONTENTS

Title Page I

Approval Sheet II

Acknowledgement III

Abstract V

Table of Contents VI

List of Tables IX

List of Figures X

List of Appendices XI

CHAPTER I THE PROBLEM AND ITS BACKGROUND

Introduction 1

Background of the Study 2

Statement of the Problem 3

Hypotheses 4

Theoretical Framework 4

Conceptual Framework 6

Significance of the Study 6

Scope and Delimitation of the Study 7

Definition of Terms 8

CHAPTER II REVIEW OF RELATED LITERATURE

Foreign Studies and Literatures 9
Local Studies and Literatures 13
Synthesis 17

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CHAPTER III RESEARCH METHODOLOGY

Research Design 19
Population Frame and Sampling Technique 20
Research Instrument 21
Validity and Reliability 22
Data Gathering Procedure 23
Statistical Analysis of Data 24

CHAPTER IV PRESENTATION, INTERPRETATION, AND

ANALYSIS OF DATA

The Demographic Profile of the Respondents 26

The Level of Caffeine Consumption of the 28

Respondents

The Impact of Caffeine Consumption on the 30

Cognitive State and Health

The Level of Caffeine Consumption of the 34

Respondents when grouped according to
Sex and Grade Level

The Impact of Caffeine Consumption on the 37

Cognitive State and Health of the Respondents
when grouped according to Sex and Grade Level

Relationships between the Level of Caffeine 43

Consumption and its impact on the Cognitive
State and Health

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CHAPTER V SUMMARY, CONCLUSIONS, AND

RECOMMENDATIONS

Summary 47

Findings 48

Conclusion 51

Recommendations 53

References 55

Appendices 62

Curriculum Vitae 97

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LIST OF TABLES
Table No. Page

1 The Distribution of the Respondents 20

2 Response Category for the Level of Caffeine 21

Consumption

3 The Interpretation of Mean Scores 22

4 Frequency and Percentage on the Level of Student’s 27

Demographic Profile

5 The Level of Caffeine Consumption of the Respondents 28

6.1 The Impact of Caffeine Consumption on the 30

Cognitive State

6.2 The Impact of Caffeine Consumption on Health 32

7 T- test on the Level of Caffeine Consumption 35

of the Senior High School student when grouped
according to Sex and Grade Level

8.1 T- test on the Impact of Caffeine Consumption 37

on the Cognitive State of the Senior High School
students when grouped according to Sex and
Grade Level

8.2 T- test on the Impact of Caffeine Consumption 40

on the Health of the Senior High School students
when grouped according to Sex and Grade Level

9 Pearson r between the Level of Caffeine Consumption 43

and its Impact on the Cognitive State and Health

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LIST OF FIGURES

Figure No. Page

1 The Conceptual Framework of the Impact of 6

Caffeine Consumption on the Cognitive State
and Health of the Respondents

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LIST OF APPENDICES

Appendix Page

A Letter Request for Research Adviser 63

B Letter Request for Research Validator 64

C Letter Request for Research Validator 65

D Letter Request for Research Validator 66

E Letter Request for Study Conduct 67

F Letter Request for Statistician 68

G Letter Request for Respondents 69

H Research Questionnaire 70

I Reliability Coefficient 79

J Evidence of Survey Distribution 80

K Raw Data 81

L Statistical Analysis of Data 84

M Validation Form 96

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

In recent years, caffeine consumption has become an integral part of life for

most people, particularly among students who are under constant academic pressure.

As a widely recognized stimulant, caffeine is often used to boost alertness,

concentration, productivity and reduce drowsiness, which are all essential factors for

achieving success in academic or work settings, among others. With increasing

academic demands, students are now turning more to caffeine, popularly in the form

of coffee, tea, sodas, and energy drinks. This growing reliance towards these

beverages are tied to efforts in coping with the pressures of studying and long

academic hours. However, while caffeine’s effects on cognitive performance are well-

documented, its impact on overall health remains a topic of ongoing debate.

At St. Anthony College of Roxas City, Inc., Senior High School students are

no exception to this global trend. Many of them depend on caffeine in improving their

academic efficiency, especially during intense study sessions or exam periods.

Unfortunately, this newfound tradition is seen to pose serious risks. Research indicates

that while moderate caffeine consumption may enhance cognitive function, excessive

intake can also lead to negative side effects such as sleep disturbances, anxiety,

irritability, and even dependency. These side effects can offset the benefits caffeine

offers in the short term, ultimately affecting both students’ health and academic

performance. (Bindbuetel, 2017).

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Background of the Study

Caffeine, a naturally occurring stimulant, is one of the most widely consumed

psychoactive substances globally. Valued for its ability to stimulate the central

nervous system, it works by blocking adenosine receptors in the brain, which prevents

drowsiness and keeps the mind alert without inducing relaxation. (Evans, 2024)

Studies show that about 73% of teenagers in the U.S. regularly consume

caffeinated beverages like coffee, sodas, and energy drinks. It is often consumed by

teens for its perceived cognitive benefits, such as increased alertness, improved

memory, and enhanced focus. (Kubic, 2022)

In the Philippines, caffeine consumption among students mirrors this pattern.

At St. Anthony College of Roxas City, Senior High School students increasingly turn

to caffeine as a tool to manage academic pressures and extend their study hours.

However, the risks of overconsumption should not be ignored. Excessive caffeine

intake has been linked to negative health effects, such as disrupted sleep, heightened

anxiety, increased heart rate, and dependency—issues that can hinder cognitive

performance and academic achievement (Bindbuetel, 2017).

Given that academic excellence is a top priority, understanding the impact of

caffeine consumption on students' cognitive abilities and well-being is crucial. By

examining factors like the quantity and frequency of caffeine consumption, this

research wanted to provide valuable insights for students, educators, and parents. The

goal is to inform healthier practices and help develop more effective educational

strategies for managing academic demands.

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Statement of the Problem

Generally, this study aimed to determine the impact of caffeine consumption

on the cognitive state and health of the Senior High School students at St. Anthony

College of Roxas City, Inc.

Specifically, this study sought to answer the following questions:

1. What is the demographic profile of the Senior High School students at St.

Anthony College of Roxas City, Inc. in terms of:

a. Sex, and

b. Grade level

2. What is the level of caffeine consumption of the Senior High School students

at St. Anthony College of Roxas City, Inc.?

3. What is the impact of caffeine consumption on the Senior High School students

at St. Anthony College of Roxas City, Inc. in terms of:

a. Cognitive State, and

b. Health

4. Is there a significant difference on the level of caffeine consumption of the

Senior High School students at St. Anthony College of Roxas City, Inc. when

grouped according to their demographic profile?

5. Is there a significant difference on the impact of caffeine consumption on the

cognitive state and health of the Senior High School students at St. Anthony

College of Roxas City, Inc. when grouped according to their demographic

profile?

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6. Is there a significant relationship between the level of caffeine consumption of

the Senior High School students at St. Anthony College of Roxas City, Inc.

and its impact on their cognitive state and health?

Hypotheses

1. There is no significant difference on the level of caffeine consumption of the

Senior High School students at St. Anthony College of Roxas City, Inc. when

grouped according to their demographic profile.

2. There is no significant difference on the impact of caffeine consumption on the

cognitive state and health of the Senior High School students at St. Anthony

College of Roxas City, Inc. when grouped according to their demographic

profile.

3. There is no significant relationship between the level of caffeine consumption

of the Senior High School students at St. Anthony College of Roxas City, Inc.

and its impact on their cognitive state and health.

Theoretical Framework

This study is anchored on two theories: The Caffeine and Activation Theory

(2020) by Barry Smith and The Change Theory of Nursing by Kurt Lewin (2023).

The Caffeine and Activation Theory (2020) states that stimulation is

characterized by three dimensions: intensity, type, and individual differences. It

suggests that stimulation varies in intensity (from high to low), in type (either general

or emotional), and across individuals depending on factors such as anxiety or

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extraversion. In this study, the theory provides an understanding as to how caffeine,

as a stimulant, affects students' stimulation levels. By examining how caffeine affects

different dimensions of stimulation, the study sought to investigate the impact of

caffeine on the cognitive state and health of the senior high school students at St.

Anthony College of Roxas City.

The Change Theory of Nursing (2023) involves a three-stage model involving

the unfreezing, change, and refreezing processes. According to this theory, individuals

reject previous learning and replace it with new knowledge or behaviors. The

unfreezing stage focuses on identifying and overcoming counterproductive patterns,

the change stage involves adopting new, more productive thoughts or behaviors, and

the refreezing stage establishes these changes as the new standard practice. In this

study, the theory suggests that perceptions of caffeine can be altered to encourage

more mindful consumption. Initially, caffeine is often viewed as an effective tool to

combat drowsiness. However, by applying the unfreezing – change – refreezing

model, this perception can be modified to address some potential drawbacks, such as

its impact on sleep and alertness, particularly during class hours or late nights.

These theories aimed to form a solid foundation for understanding caffeine use

among Senior High School students. By looking at how caffeine stimulates the body

and using a model of change, this research aimed to provide a clear way to study

caffeine's effects on both cognitive performance and health while also offering a path

to changing their views and habits around stimulant use, ultimately leading to healthier

practices.

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Conceptual Framework

Independent Variable Independent Variable

Demographic Profile
Cognitive State
of the Respondents:

a. Sex, and

b. Grade Level

Caffeine
Consumption Health

Figure 1.
The Conceptual Framework of the Impact of Caffeine Consumption on the
Cognitive State and Health of the Respondents

Figure 1. shows the Independent Variables and Dependent Variables of this

study. It illustrates the possible relationship between the level of caffeine consumption

and how it affects the cognitive state and health of the Senior High School students at

St Anthony College of Roxas City, Inc.

Significance of the Study

The results of this study sought to benefit the following:

Students. This study would provide students with valuable insights into how

caffeine affects their cognitive abilities and health, helping them make informed

decisions about their consumption habits. Understanding the impact of caffeine may

guide students in balancing their study routines with healthy lifestyle choices.

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Teachers. Teachers would benefit by gaining a deeper understanding of how

caffeine use might influence student behavior, attention, and performance in class.

With this knowledge, educators can better support the student by advising them on

healthier alternatives for maintaining focus and energy.

School Administrators. The study would assist school administrators in

designing programs or policies that promote healthy caffeine habits among students.

Parents. Parents would gain valuable insights into how their children's

caffeine consumption may be affecting their health and cognitive state. This research

will enable parents to make more informed decisions on how to guide their children

in maintaining a healthy lifestyle while pursuing their studies.

Future Researchers. Future researchers would find this study useful as a

foundation for further investigation into the long-term effects of caffeine consumption

on health and cognitive state. This may inspire other studies to explore potential

interventions or preventative measures to reduce negative impacts on students.

Scope and Delimitations of the Study

This study aimed to investigate the impact of caffeine consumption on the

cognitive state and health of the Senior High School students in St. Anthony College

of Roxas City, Inc. in the A.Y. 2024 - 2025. This study was conducted at St. Anthony

College of Roxas City, Inc. with a total of 50 participants from Grade 12 and Grade

11, which were selected with the criterion that the student must drink at least one (1)

cup of coffee a day. This study only focused on coffee beverages and excluded other

forms of caffeinated beverages.

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Definition of Terms
For the purpose of clarity and a better understanding of this study, the

following terms were defined both conceptually and operationally.

Caffeine. Caffeine is a naturally occurring central nervous system stimulant

belonging to the methyl xanthine class and is widely recognized as the most utilized

psychoactive stimulant worldwide. (Evans, 2024)

In this study, it refers to the substance found in caffeinated beverages such as

coffee, typically consumed for combating fatigue and drowsiness.

Cognitive State. Cognitive state refers to the mental process of an individual

who is thinking, perceiving, remembering, and/or reasoning. (Williams et al., 2023)

In this study, it refers to measures such as alertness, focus, memory recall etc.

This is measured through the use of a questionnaire to see how it may be affected after

caffeine consumption.

Health. It is dynamic based on “one's ability to adapt and to self-manage” to

maintain and restore one's sense of integrity, equilibrium and sense of well-being.

(Huber et al., 2017)

In this study, it refers to the participants' ability to manage stress, maintain

emotional balance, and perform daily tasks effectively. This is measured through the

use of a questionnaire to see how it may be affected after caffeine consumption.

Senior High School Students. Senior High School (SHS) refers to Grades 11

and 12, the last two years of the K to 12 Basic Education Program. (DepED, 2016)

In this study, it refers to the qualified grade 11 and grade 12 participants that

are directly involved in this study.

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CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter is a discussion of the literatures and the result of other related

studies to which the present study is related or has some similarities. This gave the

researchers enough background in understanding the study.

Foreign Studies and Literatures

Impact of Caffeine Consumption on the Cognitive State

Caffeine has been known for keeping people awake and focused, but when it

comes to memory and learning, the effects aren’t so simple. Some studies say

caffeine helps with quick thinking and staying alert, especially when someone is

tired, but it doesn’t necessarily improve long-term memory. Basically, it’s great for

reaction time and staying sharp in the moment, but it’s not a magic fix for deep

learning (Nehlig, 2017).

Research on brain activity shows that coffee actually changes how different

parts of the brain connect and work together. This leads to better efficiency,

especially with tasks that require attention, problem-solving, and working memory.

So, while caffeine doesn’t necessarily make people smarter, it does help the brain

work more smoothly (Kim et al., 2021).

The reason caffeine has such an effect on the brain is because it blocks

adenosine, the chemical that makes people feel sleepy. This is why coffee makes you

feel more awake. But beyond that, studies suggest that regular caffeine intake might

help protect the brain from age-related decline and stress. Some experiments on mice

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even showed that caffeine helps brain cells use energy more efficiently, which could

explain why it’s linked to better mental performance (Lopes et al., 2021).

Caffeine’s effects also depend on how much you consume. Higher doses

activate areas of the brain linked to attention and decision-making, but too much can

cause side effects like anxiety or jitteriness. This means there’s a limit to how much

caffeine is actually helpful—drinking too much can do more harm than good (Zhang

et al., 2018).

Many students rely on caffeine to stay focused, especially when cramming

for exams. Research shows that caffeine intake is particularly high among female

students and smokers. While caffeine can help with concentration, it also messes with

sleep. Since getting enough sleep is super important for memory and learning, this

raises questions about how much caffeine students should really be drinking. Some

experts even suggest that students should be more aware of how caffeine affects their

sleep and overall health (Riera-Sampol et al., 2017).

The benefits of caffeine seem to be most noticeable when someone is

exhausted. Studies have found that caffeine helps the most when people are mentally

drained, but for those who are already well-rested, it doesn’t make much of a

difference. This suggests that caffeine is great for an extra boost, but it won’t

necessarily improve focus if someone is already feeling awake and alert (Rusch et

al., 2020).

For studying, caffeine seems to help with short-term memory and focus,

especially if taken right before studying. But when it comes to long-term learning,

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the effects aren’t as clear. While caffeine can give a temporary brain boost, actually

learning something well still requires focus and effort (Bortolotti et al., 2021).

One study also found that the timing of caffeine consumption matters.

College students who drank coffee in the morning did better on memory tests

compared to those who drank decaf, but the same effect wasn’t seen in the afternoon.

This suggests that caffeine is most helpful during times of low energy (Keny, 2021).

Beyond coffee, energy drinks are becoming a bigger concern. Reports say

that drinking too many of them can lead to anxiety, trouble focusing, and even serious

health problems like seizures. Some schools have even noticed an increase in students

dealing with high heart rates and anxiety because of the high caffeine content in

energy drinks (The Wall Street Journal, 2023).

Finally, research on university students shows that caffeine helps with focus

and alertness, but there’s also a downside—dependency. Some students experience

withdrawal symptoms if they skip their usual coffee, and regular caffeine use can

lead to tolerance, meaning they need more to feel the same effects. Studies also show

that too much caffeine is linked to poor sleep, which can hurt academic performance.

This all goes to show that while caffeine can be useful, drinking too much can

backfire (Lin et al., 2023).

Impact of Caffeine Consumption on Health

Caffeine might be great for staying awake, but it also comes with some health

risks. Studies show that about 34.3% of people who drink caffeine-containing

beverages like coffee and energy drinks experience side effects such as heart

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palpitations, insomnia, headaches, tremors, restlessness, nausea, and even vomiting.

On top of that, regular caffeine intake can lead to dependency, making it harder to

function without it (Bawazeer et al., 2022).

Some research has looked at whether drinking coffee affects blood pressure

in young adults. One study tested this idea using statistical analysis and found no

significant link between coffee consumption and blood pressure changes. This means

that, at least for young adults, drinking coffee doesn’t seem to directly affect their

blood pressure levels (Bistara et al., 2018).

While moderate caffeine intake is generally safe, excessive consumption can

have serious effects. Research suggests that too much caffeine can cause irregular

heart rhythms and, in extreme cases, even seizures. Unfiltered coffee, in particular,

has been linked to higher levels of homocysteine, a compound that may contribute to

heart attacks, increased blood fat, and high cholesterol. This highlights the

importance of monitoring caffeine intake, especially for people who consume large

amounts regularly (Wardani et al., 2022).

Interestingly, caffeine might also have some benefits when it comes to stress.

A study on rats found that both short-term and long-term caffeine consumption

helped reduce cognitive issues caused by stress. The researchers noticed that caffeine

improved memory and lowered anxiety-like behavior in stressful situations. The

study also suggested that caffeine may have neuroprotective properties, meaning it

could help protect the brain from stress-related damage (Cakir et al., 2017).

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Another major concern with caffeine is withdrawal. People who regularly

drink coffee or energy drinks often build up a tolerance, meaning they need more

caffeine to feel the same effects over time. When they suddenly stop consuming

caffeine, they can experience withdrawal symptoms like headaches, irritability, and

trouble focusing. This is why caffeine dependency can be a real issue, and managing

intake is important to avoid negative side effects (Van De Walle, 2019).

Local Studies and Literatures

Impact of Caffeine Consumption on the Cognitive State

A study conducted in Kiblawan, Davao del Sur, aimed to determine how

caffeine consumption affects short-term memory recall in young adults. Researchers

divided 40 participants into experimental and control groups. The results showed a

slight improvement in short-term memory recall among those who consumed

caffeine, though the effect was minimal, indicating that caffeine’s impact on memory

might be limited (Sarno, 2023).

Similarly, research on students from Centro Escolar University taking

General Zoology examined the relationship between coffee intake and memory

retention. Findings indicated that moderate coffee consumption helped students

retain and consolidate information better during exams and cognitive tasks. However,

the study also warned against excessive caffeine intake, which could negatively

affect both cognitive performance and overall health (Rosales et al., 2023).

Another study explored how coffee consumption influenced the study habits

of higher education students at Cavite State University Imus Campus. Many students

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reported drinking coffee daily, believing it enhanced their cognitive functions, energy

levels, productivity, and mood. However, the study also highlighted concerns about

caffeine dependency and withdrawal symptoms, emphasizing the need for

moderation (Viado, 2023).

Research on medical technology students at Centro Escolar University-

Makati focused on how caffeine intake influenced academic habits. The study found

that caffeine played a crucial role in students' routines, particularly during exam

periods and high-stress situations. It helped them stay awake, concentrate, and

manage workloads more effectively. However, drawbacks such as disrupted sleep

patterns and the potential risk of dependency were also noted (Zamudio et al., 2022).

Another study examined caffeine intake and its correlation to concentration

skills among senior high school students at Ina ng Buhay Catholic School.

Researchers selected 20 students from Grades 11 and 12 and conducted interviews

via Zoom. Using a questionnaire, they assessed how daily caffeine intake influenced

memory recall and focus. Findings suggested that caffeine had a noticeable effect on

students' concentration levels, contributing to a deeper understanding of how caffeine

impacts academic performance (Sun, 2021).

In terms of health risks, a study published in the SSRN Electronic Journal

looked into the consumption of caffeinated energy drinks among students. Surveying

241 students from the Polytechnic College of Botolan, the research analyzed why

students consumed energy drinks and whether they were aware of potential health

risks. The findings revealed that while many students used energy drinks to stay alert,

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most were unaware of the possible negative health effects (Orge, 2019).

Additionally, research conducted at De La Salle Health Sciences Institute

explored the impact of caffeinated coffee on the study habits of Grade 12 STEM

students. The study concluded that while coffee consumption helped students remain

focused and motivated, it also moderately affected their sleep patterns. Many students

expressed interest in seeking healthier alternatives to coffee to support their academic

performance more sustainably (Lapac et al., 2017).

Impact of Caffeine Consumption on Health

Numerous research has explored how caffeine affects our health, especially

concerning mood, sleep, and overall well-being. For instance, a study examined how

coffee consumption influenced the psychological health of undergraduate students

during online learning. The findings suggested that moderate caffeine intake

improved mood, reduced stress levels, and increased energy, helping students

manage the challenges of remote education. However, excessive consumption was

linked to heightened anxiety and restlessness, highlighting the importance of

balanced caffeine use (Bajar et al., 2022).

Similarly, research investigated the effects of caffeinated and decaffeinated

coffee on mood, sleep, and health-related quality of life among 49 healthy

participants. The results indicated that caffeinated coffee significantly impacted sleep

quality, increased anxiety, and affected stress-related aspects of health-related quality

of life. In contrast, decaffeinated coffee showed no notable effects. The study

concluded that individuals with stress-responsive conditions might benefit from

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limiting high doses of caffeine (Distelberg et al., 2017).

Another study focused on the relationship between caffeine consumption and

self-assessed stress, anxiety, and depression in secondary school children. The

research found that higher caffeine intake was associated with increased stress and

anxiety levels among students. These findings suggest that young individuals may be

particularly sensitive to the psychological effects of caffeine, emphasizing the need

for moderation in this age group (Richards & Smith, 2015).

Additionally, a study examined the association between coffee and caffeine

intake and symptoms of psychological disorders among adults. The study found that

individuals who consumed coffee weekly or more had a significantly lower

likelihood of experiencing symptoms of depression and anxiety compared to those

who did not consume coffee. However, no significant relationship was found

between overall caffeine intake and symptoms of psychological distress. These

results suggest that moderate coffee consumption might be linked to reduced

symptoms of certain psychological disorders (Nouri-Majd et al., 2022).

Furthermore, research investigated the impact of caffeine consumption on

sleep quality and daytime functioning in adults. The study revealed that higher

caffeine intake, particularly in the late afternoon and evening, was associated with

poorer sleep quality and increased daytime sleepiness. These findings highlight the

importance of monitoring caffeine consumption timing to promote better sleep and

daytime performance (Drake et al., 2013).

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Synthesis

While caffeine can enhance alertness, working memory, and reaction times,

especially when individuals are fatigued, its effects on long-term memory and deep

learning remain unclear. Studies suggest that caffeine's benefits are most pronounced

when individuals are mentally exhausted and need a boost in attention or working

memory, as seen in studies by Rusch et al. (2020) and Sherman et al. (2019). However,

excessive caffeine intake can lead to diminishing returns and potential negative

consequences such as anxiety, overstimulation, and disrupted sleep patterns, as

highlighted by studies like Zhang et al. (2018) and Riera-Sampol et al. (2017).

Several studies have explored the mechanisms behind caffeine's effects. Kim

et al. (2021) found that coffee consumption reorganizes brain networks, leading to

more efficient communication between brain regions, which may explain the

improved cognitive performance observed in tasks involving executive functions.

Lopes et al. (2021) focused on caffeine's neurobiological interactions with adenosine

receptors, suggesting that caffeine's neuroprotective effects may be due to its ability

to optimize brain energy usage and reduce oxidative stress rather than directly

improving cognitive functions like learning and memory.

The research also highlights the importance of considering individual habits

and tolerance levels when evaluating caffeine's effects on cognitive function. Studies

by Van De Walle et al. (2019) and Lin et al. (2023) suggest that regular caffeine intake

can lead to tolerance, requiring larger doses to achieve the same effects, and that

dependency on caffeine could lead to negative consequences if not managed carefully.

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While moderate caffeine intake may improve mood and reduce stress,

excessive consumption can lead to palpitations, insomnia, headaches, tremors,

restlessness, nausea, and vomiting, as reported by Bawazeer and Alsobahi (2022).

Furthermore, studies by Wardani et al. (2022) and Bistara & Kartini (2018) highlight

the potential risks associated with excessive caffeine intake, including irregular heart

rhythm, seizures, and increased blood fat and cholesterol.

Overall, caffeine can be a valuable tool for enhancing cognitive function,

particularly in situations of fatigue or when alertness is required. However, it is

important to moderate caffeine intake to avoid potential negative consequences for

both cognitive performance and health. Further research is needed to fully understand

the mechanisms by which caffeine affects the brain and to determine the optimal dose

and timing of caffeine consumption for different individuals and situations.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, place of conduct, population frame,

sampling technique, research instrument, validity and reliability of the instrument,

data gathering procedures, and the statistical tools that were used to analyze and

interpret the data gathered in this study.

Research Design

This study has employed a Descriptive-Correlational Research Design.

According to Bhat (2020), a descriptive correlational research design is a type of

research design that aims to explain the relationship between two or more variables

without making any claims about cause and effect. It aims to answer the what, when,

where, and how questions regarding the research problem, rather than the why

questions. It includes collecting and analyzing data on at least two variables to see if

there is a link between them.

This approach was specifically chosen due to its suitability in examining the

relationship between caffeine intake, cognitive function, and health without the need

to manipulate any variables. By utilizing this design, the researchers were able to

systematically analyze how caffeine consumption correlates with cognitive state and

well-being among students. Additionally, it has greatly assisted in identifying the

strength and direction of this relationship, whether positive or negative, thereby

providing valuable insights into the potential effects of caffeine on student health and

cognitive state.

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Population Frame and Sampling Technique

This research study was conducted at St. Anthony College of Roxas City, Inc.

during the academic year 2024-2025.

The respondents of this study were from Grade 11 and 12 Senior High School

students who are studying at St. Anthony College of Roxas City, Inc. They comprise

of one hundred and seventy-five (175) students in total.

Table 1. The Distribution of Respondents

SHS Sections Population

11 – SLM 31
11 – SCL 31
11 – SJJ 28
12 – SVP 42
12 – SAP 43
Total 175

SHS Sections No. of Coffee Drinkers Sample Size Percentage

11 – SLM 10 9 17.54%
11 – SCL 8 7 14.04%
11 – SJJ 9 8 15.79%
12 – SVP 18 16 31.58%
12 – SAP 12 11 21.05%
Total 57 50 100%

From an initial population of one hundred and seventy-five (175) Senior High

School students, a total of fifty-seven (57) individuals were selected using a purposive

sampling, following a criterion where students must consume at least one (1) cup of

coffee per day. To determine the fifty (50) total sample size, Slovin’s Formula was

applied. Additionally, a stratified random sampling technique using proportional

allocation formula of Slovin’s was used to determine the sample from each section.

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Research Instrument

The data necessary for this study was collected through a researcher-made

survey questionnaire. It was organized into three (3) main sections.

Part I. The Demographic Profile. This section constitutes the demographic data

of the respondents, which includes sex and grade level.

Part II. The Level of Caffeine Consumption. This section constitutes the caffeine

intake of the respondents in terms of the number of cups that are typically consumed

in a day. It is composed of one (1) question, with three (3) sets of options for the

respondents to choose as their answer. The three (3) options were as follows: 1-2 cups

(approximately 240 - 480 ml), 3-4 cups (approximately 720 - 960 ml), and 5 cups or

more (approximately 1200 ml and above).

Table 2. Response Category for the Level of Caffeine Consumption

Daily Caffeine
Frequency Interpretation Meaning
Intake

5 cups or more = Very High Level of Indicates a very high

Always
400 mg or more Caffeine Consumption level of dependency.

3 - 4 cups = High Level of Suggests regular intake

Often
200 - 399 mg Caffeine Consumption above moderate levels.

1 - 2 cups = Moderate Level of Reflects moderate

Regularly
Up to 199 mg Caffeine Consumption caffeine consumption.

Lastly, Part III. The Impact of Caffeine Consumption on the Cognitive State

and Health. This section constitutes of a total of 30 questions for each variable

regarding the possible effects of caffeine in terms of cognitive state and health,

whether positive or negative. A 5-point Likert Scale, ranging from Strongly Agree to

Strongly Disagree, was utilized as the options for each question.

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Table 3. The Interpretation of Mean Scores

Score Scale Response Category Verbal Interpretation

Very high level of agreement

5 4.21 – 5.00 Strongly Agree
towards the statement

High level of agreement

4 3.41 – 4.20 Agree
towards the statement
Moderate level of agreement
3 2.61 – 3.40 Neutral
towards the statement
Low level of agreement
2 1.81 – 2.60 Disagree
towards the statement
Very low level of agreement
1 1.00 – 1.80 Strongly Disagree
towards the statement

For each item, the highest possible score is 5 while the lowest possible score is 1.

Validity and Reliability

The data for this study were gathered using a survey questionnaire designed

by the researchers in collaboration with their research adviser. After the questionnaire

was developed, it was sent to a panel of experts for content validation. The trusted

validators included Jezza Mae D. Agana, Dr. Rubilyn B. Sumaylo, and Laurence

Alexander Duran, all of whom are highly knowledgeable in the relevant field. They

provided invaluable feedback, including comments, suggestions, and

recommendations, which were carefully reviewed and incorporated before the

questionnaire underwent pilot testing. The pilot testing was conducted on December

18, 2024, followed by a reliability test. A total of thirty (30) Senior High School

students from St. Anthony College of Roxas City, Inc., who were not involved in the

actual study, served as respondents for the pilot test. The results were then collected,

organized, and analyzed to calculate the reliability coefficient, which was found to be

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0.861, indicating that the questionnaire had very good reliability.

According to Tavakol and Dennick (2011), a Cronbach' Alpha value of 0.8

or higher suggests a very good level of reliability. However, values exceeding 0.95

could imply that the questions are too similar, potentially leading to redundancy,

which may not be ideal for ensuring the quality and diversity of the responses. After

this validation and reliability testing process, the final version of the questionnaire was

deemed ready for the main study.

Data Gathering Procedures

The data was gathered using a researcher-made survey questionnaire. The

survey questionnaire consisted of a series of statements designed to determine the

respondent’s demographic profile, caffeine intake, and level of impact on the cognitive

state and health. Prior to conduct, a formal letter was provided by the researchers and

sent to the Senior High School Principal, Ms. Eloisa Marie A. Acielo, in request for

permission to administer the survey questionnaires to the Senior High School students

of St. Anthony College of Roxas City, Inc. Once the letter was approved and signed,

the questionnaire was then individually distributed to the selected Grade 11 and 12

students of St. Anthony College of Roxas City, Inc., along with a letter of consent

attached at the front of the questionnaires. This letter stated that all the participants

involved in this study were selected randomly and their participation will remain

anonymous, ensuring that all data gathered will be managed confidentially and solely

for research purposes.

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Statistical Analysis of Data

The data gathered from the survey questionnaires were tabulated and

computed on SPSS (Statistical Package for the Social Sciences). The statistical tools

that were used to compute the data were as follows:

Mean. It is also known as the arithmetic average, is a measure of central

tendency that represents the typical value in a dataset.

It was used to determine the impact of caffeine consumption on the cognitive

state and health of the respondents, the level of caffeine consumption of the

respondents in terms of age and sex, and the impact of caffeine consumption in terms

of age and sex.

Standard Deviation. A measure of the dispersion or spread of data points

from the mean. A high standard deviation indicates more variability, while a low

standard deviation means data points are closer to the mean.

It was used to determine the level of caffeine consumption of the respondents

in terms of age and sex, and the impact of caffeine consumption on the cognitive state

and health in terms of age and sex.

Frequency Count. It refers to the number of times a specific value, category,

or event appears in a dataset.

It was used to determine the demographic profile and the level of caffeine

consumption of the respondents.

Percentage. It is a way of expressing a proportion out of 100. It represents

how a part of a whole compares to the total in a standardized format, making it

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easier to interpret and compare values across different datasets.

It was used to determine the demographic profile and the level of caffeine

consumption of the respondents.

T–test for Independent. A statistical test used to compare the means of two

independent groups to determine if there is a significant difference between them.

It was used to determine the significant differences of the level of caffeine

consumption of the respondents in terms of age and sex, as well as the impact of

caffeine consumption on the cognitive state and health of the respondents in terms of

age and sex.

Pearson – r. A measure of the strength and direction of a linear relationship

between two continuous variables.

It was used to determine the relationship of caffeine consumption in terms of

health and cognitive state.

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CHAPTER IV
PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

This chapter includes the results and discussions of the data gathered in

connection with the specific objectives outlined in this investigation.

This chapter is systemically organized into two major sections: (1) Descriptive

Data Analysis, and (2) Inferential Data Analysis.

Part One, Descriptive Data Analysis, presents the descriptive data on the level

of caffeine consumption and its impact on the cognitive state and health of the Senior

High School students at St. Anthony College of Roxas City, Inc.

Part Two, Inferential Data Analysis, presents the inferential data on the

difference between the level of caffeine consumption of the Senior High School

students at St. Anthony College of Roxas City, Inc. when grouped according to sex

and grade level; impact of caffeine consumption on the cognitive state and health when

grouped according sex and grade level; and the relationship between the level of

caffeine consumption and its impact on the cognitive state and health of the Senior

High School students at St. Anthony College of Roxas City, Inc.

The Demographic Profile of the Respondents

The data in Table 3 presents the demographic profile of students at St. Anthony

College of Roxas City, Inc. Results indicate that, in terms of sex, there were 15 Senior

High School students (30%) that were male, while there were 35 students (70%) that

were female. In terms of grade level, there were 24 senior high school students (48%)

that were in Grade 11, and there were 26 students (52%) that were in Grade 12.

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Table 4. Frequency and Percentage on the Level of Student’s Demographic Profile

Student's Demographic Profile f %

Sex
Male 15 30

Female 35 70

Total 50.00 100.00

Grade Level
Grade 11 24 48

Grade 12 26 52
Total 50.00 100.00

The data in Table 4 reveals that female students significantly outnumber male

students, comprising the majority of the senior high school population. Additionally,

the distribution of students across grade levels is relatively balanced, with a slightly

higher percentage of students enrolled in Grade 12. These findings suggest a higher

representation of female students in the senior high school department and an almost

equal progression of students across the two grade levels.

The result supports the study conducted by Tabaosares and Castillo (2023) at

Mindanao Mission Academy, which examined the demographic profile of Grade 12

students and found that female students significantly outnumbered male students in

the senior high school population. This observation reflects a broader trend in

Philippine education, where female students tend to have higher enrollment rates due

to factors such as greater engagement in academic pursuits and societal shifts

emphasizing female education, which, in turn, may lead to increased female

representation in higher education and various professional fields.

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The result also affirms the study of Garcia et al. (2021) on retention and

progression in Senior High School. This supports the findings which portrays a

relatively balanced distribution of students across grade levels. The result highlights

that effective curricular implementation and institutional support mechanisms

contribute to ensuring that students’ transition smoothly from Grade 11 to Grade 12,

ultimately fostering higher completion rates and academic success.

The Level of Caffeine Consumption of the Respondents

The data in Table 5 presents the level of caffeine consumption among senior

high school students at St. Anthony College of Roxas City, Inc. The data reveals

distinct patterns in caffeine intake based on grade level and gender, providing insights

into the prevalence and variability of consumption among these students.

Table 5. Level of Caffeine Consumption of the Respondents

Caffeine Consumptions
Variables
1 – 2 Cups 3 – 4 Cups 5 Cups or more

Grade 11 15 7 2
Female 9 5 2
Male 6 2 0

Grade 12 22 3 1
Female 16 3 0

Male 6 0 1

Total 37 10 3

The results in Table 3 implies that the majority of the respondents consume

caffeine in moderate amounts, consuming 1-2 cups per day. This indicates that most

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students have a controlled caffeine intake, while only a small portion of students who

consume 5 cups or more, suggesting that excessive caffeine consumption is

uncommon. When comparing grade levels, Grade 12 students tend to consume less

caffeine than Grade 11 students, as 84.6% of Grade 12 respondents drink only 1-2 cups

daily, compared to 62.5% in Grade 11. This could suggest that older students are more

conscious of their caffeine intake or have different routines that require less

dependence on caffeinated beverages.

In terms of gender differences, female respondents generally consume more

caffeine than male respondents, particularly in the 3-4 cups and 5 cups or more

categories. This implies that female students may rely more on caffeine, possibly due

to academic demands or other lifestyle factors. Meanwhile, male respondents are less

likely to consume higher amounts of caffeine across both grade levels. Furthermore,

the data shows that very few students engage in excessive caffeine consumption, which

may reflect an awareness of the health risks associated with high caffeine intake or

limited access to caffeinated products.

Overall, the findings suggest that most students maintain a moderate level of

caffeine consumption, with Grade 12 students and male respondents showing lower

intake compared to their Grade 11 and female counterparts.

The result supports the findings of Rippe (2024), states that moderate caffeine

consumption may offer some benefits, excessive intake, such as more than 400 mg per

day, is associated with an increased risk of cardiovascular disease, anxiety, depression

and sleep disorders.

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The Impact of Caffeine Consumption on the Respondents

The succeeding tables present the data on the impact of caffeine consumption

on the cognitive state and health of the Senior High School students at St. Anthony

College of Roxas City, Inc.

Cognitive State

The data in Table 6.1 reflects the impact of caffeine consumption on cognitive

state of Senior High School students at St. Anthony College of Roxas City, Inc.

Table 6.1 The Impact of Caffeine Consumption on the Cognitive State

STATEMENTS MEAN DESCRIPTION

When I drink coffee, I…
1. can stay awake for longer than usual, especially
3.8667 Agree
during late hours.
2. can perform tasks more efficiently and
3.7333 Agree
experience a boost in productivity.
3. experience improved reaction time. 3.7333 Agree
4. feel alert, more focused and able to concentrate
3.7000 Agree
better during study time.
5. feel more mentally energized. 3.7000 Agree
6. experience improvements in my mood and
3.7000 Agree
emotional well-being.
7. tend to perform poorly on quizzes and exams. 3.6000 Agree
8. feel much more motivated to complete tasks. 3.6000 Agree

9. feel that my critical thinking skills is enhanced. 3.4667 Agree

10. participate more actively during class. 3.4000 Neutral

11. feel that my problem-solving skills is enhanced. 3.3000 Neutral
12. am able to multitask efficiently without feeling
3.3000 Neutral
overwhelmed.
13. experience difficulty with recalling information
2.8333 Neutral
or certain details.
14. feel disorganized and scattered in my thoughts. 2.8333 Neutral
15. find it harder to work on tasks for longer
2.8333 Neutral
periods.
Overall Mean 3.4800 Agree

Note: Interpretation is based on the following scale: 4.21 – 5.00 (Strongly Agree), 3.41 – 4.20
(Agree), 2.61 – 3.40 (Neutral), 1.81 – 2.60 (Disagree), and 1.00 – 1.80 (Strongly Agree).

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The table above implies that caffeine consumption has a generally positive

impact on the respondents' cognitive state, as reflected by the overall mean of 3.48,

which falls under the "Agree" category. The data suggests that students perceive

caffeine as beneficial in enhancing various aspects of their mental performance.

Specifically, the highest-rated statements indicate that caffeine helps respondents stay

awake longer (Mean = 3.87), improves their ability to react quickly (Mean = 3.73),

and boosts productivity (Mean = 3.73). Respondents also agree that caffeine

consumption makes them feel more mentally energized (Mean= 3.70) and enhances

their critical thinking skills (Mean = 3.47).

However, there are neutral responses regarding negative cognitive effects. For

example, difficulty recalling information (Mean = 2.83), feeling disorganized (Mean

= 2.83), and struggling with prolonged tasks (Mean = 2.83) suggest that caffeine does

not consistently impair cognitive function. Additionally, respondents expressed a

neutral stance on their ability to multitask without feeling overwhelmed (Mean = 3.30)

and participate more actively in class (Mean = 3.40), implying that while caffeine has

positive effects, it does not universally enhance all cognitive abilities.

Overall, the findings suggest that caffeine consumption positively influences

cognitive performance by improving focus, motivation, and mental energy, while its

negative cognitive impacts are less pronounced or inconsistently experienced.

The results support the study of Smith (2022) which highlights how caffeine

enhances cognitive performance, particularly in areas of alertness, sustained attention,

and reaction time. It supports the findings that students feel more alert and mentally

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energized after consuming caffeine.

This result also affirms the study of McLellan et.al (2016) which discusses

caffeine's ability to improve focus and productivity but also warns against potential

cognitive impairments like memory recall difficulties finding reflected in your study’s

neutral responses about information retention.

Health

The data in Table 6.2 presents the impact of caffeine consumption on the health

of the Senior High School students at St. Anthony College of Roxas City, Inc.

Table 6.2. The Impact of Caffeine Consumption on the Health

STATEMENTS MEAN DESCRIPTION

When I drink coffee, I…
1. feel restless. 3.7667 Agree
2. experience increased heart rate. 3.5667 Agree
3. experience digestive issues. 3.5000 Agree
4. feel the urge to urinate more often. 3.3333 Neutral
5. feel irritable. 3.2000 Neutral
6. experience fatigue. 3.1333 Neutral
7. experience headaches or migraines. 2.9667 Neutral
8. experience increased stress levels. 2.8333 Neutral
9. experience dehydration. 2.8333 Neutral
10. feel anxious. 2.8000 Neutral
11. experience tremors. 2.7667 Neutral
12. experience disturbances in my sleep
2.7333 Neutral
schedule.
13. feel dependent on it or experience
2.7000 Neutral
withdrawal symptoms without it.
14. experience a drop in my weight. 2.6333 Neutral
15. experience heartburn. 2.5667 Disagree
Overall Mean 3.2400 Neutral

Note: Interpretation is based on the following scale: 4.21 – 5.00 (Strongly Agree), 3.41 – 4.20
(Agree), 2.61 – 3.40 (Neutral), 1.81 – 2.60 (Disagree), and 1.00 – 1.80 (Strongly Agree).

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The table above implies that caffeine consumption has shown mixed effects on

the respondents' health, with an overall mean of 3.24 ("Neutral"). Therefore, it is

suggesting that students perceive some health-related impacts from caffeine intake.

The data presented indicates that certain physical symptoms are more commonly

experienced by the respondents, particularly restlessness (Mean = 3.77), increased

heart rate or palpitations (Mean = 3.57), and digestive issues (Mean = 3.50), which are

agreed upon by the respondents. These findings suggest that caffeine may cause

physical discomfort and may heighten certain physiological responses in some

individuals.

Most responses fall within the "Neutral" category, implying that many

respondents experience mild or inconsistent health effects. Symptoms such as anxiety

(Mean = 2.80), fatigue (Mean = 3.13), frequent urination (Mean = 3.33), and

dehydration (Mean = 2.83) are not consistently reported, suggesting individual

variability in how caffeine affects health. Interestingly, respondents disagreed with the

statement that caffeine causes heartburn (Mean = 2.57), indicating that this negative

effect is not widely experienced.

The neutral responses regarding sleep disturbances (mean = 2.73) and

withdrawal symptoms (Mean = 2.70) suggest that most respondents do not perceive

caffeine dependency or major disruptions in their sleep cycles, although some

variability may exist. Additionally, the lack of significant weight loss (Mean = 2.63)

suggests that caffeine consumption does not strongly affect body weight among the

respondents.

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Overall, the table implies that while caffeine consumption leads to some

noticeable physical effects, such as restlessness and increased heart rate, many other

potential health impacts are not as consistently experienced by the respondents. This

suggests that moderate caffeine consumption may have mild health consequences,

with more severe symptoms occurring less frequently or affecting only specific

individuals.

The result supports that study of Campbell (2023), which states the benefits

and risks of caffeine consumption. The moderate caffeine intake (up to three cups

daily) was linked to better metabolic health and reduced risk of cardiovascular disease

among men and women, while excessive consumption (more than four cups daily)

shows an increased risk of the likelihood of stroke (by 37%), anxiety, and digestive

disturbances. The findings highlight the dual nature of caffeine—offering health

benefits when consumed moderately but causing adverse effects at higher levels.

The Level of Caffeine Consumption of the Respondents

when grouped according to Sex and Grade Level

The data in Table 7 presents the difference on the level of caffeine consumption

of the Senior High School students when grouped according to sex and grade level.

The analysis revealed there is no significant difference in the level of caffeine

consumption of the Senior High School students when grouped according to both sex

and grade level. The no significant difference is reflected based on the following

results: in terms of sex (t (48) = 0.97, p = 0.337), and in terms of grade level (t (48) =

1.62, p = 0.101).

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Table 7. T- test on the Level of Caffeine Consumption of the Senior High School student when grouped
according to Sex and Grade Level.

Group Test Mean SD t df Sig

Male 3.44 0.58 0.97 48 .337

Sex
Female 3.28 0.53

Grade 11 3.46 0.65 1.62 48 .101

Grade
Level Grade 12 3.21 0.40

* p<0.05 significant @ 5% alpha level

ns p>0.05 not significant @ 5% alpha level

Sex

The data in Table 7 shows no significant difference in the level of caffeine

consumption among senior high school students when grouped according to sex. This

implies that caffeine consumption patterns are relatively consistent across male and

female students, suggesting that gender does not play a significant role in influencing

their intake levels. Factors such as lifestyle, academic demands, and social habits may

have a more pronounced impact on caffeine consumption than sex.

The result supports the study of Zantinge et al. (2021) reported no significant

differences in caffeine intake between male and female adolescents, suggesting that

gender may not significantly influence the amount of caffeine consumed. This finding

implies that factors other than gender, such as environmental influences, peer

behaviors, academic stress, or availability of caffeinated products, might play a more

substantial role in shaping caffeine consumption patterns among adolescents. The

study underscores the importance of looking beyond biological or physiological

differences between males and females and focusing on shared lifestyle habits or

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cultural norms that may contribute to their caffeine intake. Additionally, the consistent

levels of caffeine consumption across genders highlight the need for universal

awareness programs about the potential risks and benefits of caffeine, rather than

targeting specific genders.

Therefore, the null hypothesis which states that there is no significant

difference on the level of caffeine consumption of the senior high school student when

grouped according to sex at St. Anthony College of Roxas City, Inc. is accepted.

Grade Level

The data in Table 7 shows no significant difference in the level of caffeine

consumption among senior high school students when grouped according to grade

level. This implies that regardless of whether they are in Grade 11 or Grade 12, they

are likely to consume caffeine in similar amounts. This could reflect shared habits or

coping mechanisms for stress and fatigue, which may not vary significantly with grade

level. Further exploration into other factors, such as study habits or extracurricular

activities, could provide more insight into why caffeine consumption remains constant

across grade levels.

The result affirms the study of Iso (2023), found that seniors in high school

consume more caffeine weekly compared to freshmen in college. This finding suggests

that caffeine consumption increases as students progress through their educational

journey, potentially due to growing academic pressures, extracurricular activities, and

social interactions that may promote caffeine use. Seniors in high school, who are

likely preparing for college entrance exams or managing heavier workloads, may turn

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to caffeine as a coping mechanism to stay alert and focused.

Therefore, the null hypothesis which states that there is no significant

difference on the level of caffeine consumption of the senior high school student when

grouped according to grade level at St. Anthony College of Roxas City, Inc is accepted.

The Impact of Caffeine Consumption on the Cognitive State and Health

of the Respondents when grouped according to Sex and Grade Level

The data in Table 8.1 and 8.2 presents the difference on the impact of caffeine

consumption on the cognitive state and health of the Senior High School students when

grouped according to sex and grade level.

Cognitive State

The analysis revealed that there is no significant difference in the impact of

caffeine consumption on cognitive state of the Senior High School students when

grouped according to sex and grade level. The no significant difference is reflected

based on the following results, in terms of sex (t (48) = 1.97, p = 0.500) and in terms

of grade level (t (48) = 0.56, p = 0.576).

Table 8.1 T- test on the Impact of Caffeine Consumption on the Cognitive State of the Senior High
School Students when grouped according to Sex and Grade Level

Group Test Mean SD t df Sig

Male 3.67 0.46 1.97 48 .500

Sex
Female 3.36 0.53

Grade 11 3.50 0.57 0.56 48 .576

Grade Level
Grade 12 3.41 0.49
* p<0.05 significant @ 5% alpha level
ns p>0.05 not significant @ 5% alpha level

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Sex

The data on Table 8.1 shows no significant difference in the impact of caffeine

consumption on cognitive state of the Senior High School students when grouped

according to sex.

This implies that sex does not play a substantial role in determining how

caffeine consumption affects cognitive performance. Both male and female students

are likely to experience similar cognitive impacts from the consumption of caffeine,

suggesting that other factors, such as the amount of caffeine consumed, study habits,

or lifestyle choices, may have a more significant influence on cognitive outcomes than

the sex of an individual. With this, further research is encouraged to explore any

additional variables that might be of value to the contribution regarding the findings

of this study undertaken.

The result supports the study of Gelder et al. (2017) in which he found that

coffee consumption was inversely associated with cognitive decline in elderly

European men, but not in women. These findings suggest that while caffeine

consumption patterns may be similar across genders, the impact of caffeine on

cognitive function could vary between males and females.

Therefore, the null hypothesis which states that there is no significant

difference in the impact of caffeine consumption on cognitive state of the Senior High

School students when grouped according to sex at St. Anthony College of Roxas City,

Inc. is accepted.

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Grade Level

The data on Table 8.1 shows no significant difference in the impact of caffeine

consumption on the cognitive state of senior high school students when grouped

according to grade level.

This implies that academic and lifestyle factors influencing caffeine intake may

be consistent across all grade levels. It suggests that students, regardless of their year

level, might face similar demands or routines that encourage caffeine consumption,

such as study habits, extracurricular activities, or sleep patterns. Additionally, this

finding could indicate that caffeine is equally accessible to students across all grade

levels and is used in similar ways to cope with academic pressures or enhance focus

and alertness. Further research could explore whether factors such as individual study

habits, stress levels, or social influences contribute to these patterns. Moreover, these

results highlight the need for awareness campaigns to promote healthy caffeine

consumption habits among students, ensuring that they use caffeine safely and

effectively without over-reliance or adverse effects.

The result supports the study of Temple (2019), which examines the prevalence

of caffeine consumption among children and adolescents, highlighting that caffeine is

a widely used psychoactive substance that is legal, easily obtainable, and socially

acceptable. The study discusses how caffeine-containing beverages are now regularly

consumed by children, with some products specifically marketed to those as young as

four years old. This study provides valuable insights into the patterns and implications

of caffeine use in children, supporting the discussion on the accessibility and intake

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of caffeine among students across different grade levels.

Therefore, the null hypothesis which states that there is no significant

difference in the impact of caffeine consumption on cognitive state of the senior high

school students when grouped according to grade level at St. Anthony College of

Roxas City, Inc. is hereby accepted.

Health

The analysis revealed that in terms of sex, there is no significant difference in

the impact of caffeine consumption on the health of the Senior High School students

while in terms of grade level, there is a significant difference in the impact of caffeine

consumption on the health of the Senior High School students.

The no significant difference in terms of sex is reflected based on the following

results, in terms of sex (t (48) = 0.60, p = 0.953). The significant difference in terms

of grade level is reflected based on the following results, in terms of grade level (t (48)

= 2.09, p = 0.042).

Table 8.2 T- test on the Impact of Caffeine Consumption on the Health of the Senior High School
students when grouped according to Sex and Grade Level

Group Test Mean SD t df Sig

Male 3.21 0.92 0.60 48 .953

Sex
Female 3.20 0.65

Grade 11 3.42 0.85 2.09 48 .042

Grade Level
Grade 12 3.00 0.56

* p<0.05 significant @ 5% alpha level

ns p>0.05 not significant @ 5% alpha level

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Sex

The data in Table 8.2 shows that there is no significant difference in the impact

of caffeine consumption on the health of the Senior High School students when

grouped according to sex.

This implies that the health effects of caffeine consumption are relatively

uniform between male and female students. Factors such as metabolism, caffeine

tolerance, and lifestyle behaviors related to caffeine intake may not vary significantly

by gender in this group. This finding suggests that interventions aimed at promoting

healthy caffeine consumption can be designed without the need for gender-specific

modifications, as both male and female students experience similar health impacts

from caffeine intake.

The result supports the study of Frary et. Al (2015), which explores dietary and

beverage consumption patterns in children and adolescents, including the effects of

caffeine. While it focuses on broader dietary habits, it provides a foundation for

understanding caffeine consumption behaviors and their impacts across different

demographics.

Therefore, the null hypothesis which states that there is no significant

difference in the impact of caffeine consumption on the health of senior high school

students when grouped according to sex at St. Anthony College of Roxas City, Inc. is

accepted.

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Grade Level

The data in Table 14 shows a significant difference in the impact of caffeine

consumption on the health of senior high school students when grouped according to

grade level. This implies that the effects of caffeine on health may vary depending on

the students' grade level, potentially due to differences in their academic

responsibilities, stress levels, or caffeine consumption habits. Higher grade levels

might experience greater health impacts as they face increased academic pressures,

leading to higher caffeine intake. This finding highlights the need for targeted

awareness campaigns and interventions to promote healthier caffeine consumption

practices among students, particularly those in higher grade levels, to mitigate

potential adverse health effects.

The result affirms the study of Bernstein et al. (2022) which states the

importance of monitoring caffeine consumption in adolescents due to its association

with adverse health behaviors and mood disturbances. The study suggests that

increased caffeine intake during adolescence may contribute to a cycle of poor health

behaviors, stress management issues, and mood disruptions. This has implications for

health education programs and the need for interventions to guide healthy caffeine

consumption habits among young individuals.

Therefore, the null hypothesis which states that there is no significant

difference in the impact of caffeine consumption on the health of senior high school

students when grouped according to grade level at St. Anthony College of Roxas City,

Inc. is rejected.

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Relationships between the Level of Caffeine Consumption

and its impact on the Cognitive State and Health

The data on Table 9 shows the result of the Pearson r on the relationship

between the level of caffeine consumption and its impact on the cognitive state and

health. As can be seen from the data in the table, a positive correlation and a significant

relationship existed between the level of caffeine consumption and its impact on the

cognitive state and health. This can be seen in the following: in terms of cognitive

state, r = 0.802*, p = 0.00 < 0.05; and in terms of health, r = 0.904*, p = 0.00 < 0.05.

Table 9. Pearson r between Level of Caffeine Consumption and its impact on Cognitive State
and Health

Group r Sig.

Caffeine Consumption and Cognitive State .802* 0.00

Caffeine Consumption and Health .904* 0.00

* p<0.05 significant @ 5% alpha level

ns p>0.05 not significant @ 5% alpha level

Caffeine Consumption and Cognitive State

The relationship between the level of caffeine consumption and its impact on

cognitive health reveals a positive correlation and significant relationship, as

evidenced by the data shown in Table 9. This implies that higher levels of caffeine

intake are associated with greater effects on cognitive health, which could include both

beneficial and adverse outcomes depending on the amount consumed. For instance,

moderate caffeine consumption may enhance alertness, concentration, and cognitive

performance by stimulating the central nervous system. However, excessive caffeine

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intake could lead to negative consequences, such as increased anxiety, impaired sleep

quality, and diminished cognitive functioning due to over-stimulation or withdrawal.

This finding underscores the importance of maintaining an optimal level of

caffeine consumption to maximize its cognitive benefits while minimizing potential

health risks. Moreover, it highlights the need for awareness and education regarding

safe caffeine consumption practices, particularly among adolescents who may be more

vulnerable to its effects. Encouraging moderation and informed choices can help ease

the negative impacts of excessive caffeine consumption on cognitive health.

The result affirms the study of van Vliet (2020), states the relationship between

caffeine intake and cognitive decline among elderly individuals. It was found that

moderate caffeine consumption was associated with a lower risk of cognitive decline,

while both low and high levels of caffeine intake did not show significant protective

effects. These findings suggest a non-linear relationship between caffeine

consumption and cognitive health, highlighting the importance of moderate intake for

potential cognitive benefits. This study supports the observed positive correlation

between caffeine consumption levels and cognitive health impacts, emphasizing that

the amount of caffeine consumed plays a crucial role in determining its effects on

cognitive function.

Therefore, the null hypothesis which states that there is no significant

relationship between the level of caffeine consumption and its impact on the cognitive

state of senior high school student at St. Anthony College of Roxas City, Inc. is

rejected.

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Caffeine Consumption and Health

The relationship between the level of caffeine consumption and its impact on

health indicates a clear positive correlation, as reflected in Table 9. A significant

relationship indicates that as caffeine consumption increases, its impact on health

becomes more pronounced. This implies that higher levels of caffeine intake are

associated with greater health effects, which could manifest as both positive and

negative outcomes depending on the individual's consumption habits, tolerance, and

overall health status.

For example, moderate caffeine consumption may contribute to improved

alertness and focus, while excessive intake could lead to negative effects such as

disrupted sleep patterns, increased heart rate, or heightened anxiety. These findings

underscore the importance of monitoring caffeine intake to avoid potential adverse

health consequences, particularly among adolescents who are still developing and may

be more susceptible to the effects of caffeine. Additionally, the significant relationship

suggests the need for awareness programs to educate students on the benefits and risks

associated with various levels of caffeine consumption.

The result affirms the study of Palatini et al. (2024), investigated the effects of

consuming over 400 mg of caffeine daily on cardiovascular health. The researchers

found that individuals with chronic high caffeine intake exhibited a higher

susceptibility to cardiovascular diseases, suggesting a significant relationship between

elevated caffeine consumption and adverse health outcomes. These findings align with

the observed positive correlation between caffeine consumption levels and health

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impacts, emphasizing the importance of moderating caffeine intake to maintain

optimal health.

Therefore, the null hypothesis which states that there is no significant

relationship between the level of caffeine consumption and its impact on health of

senior high school student at St. Anthony College of Roxas City, Inc. is rejected.

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CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the study, conclusions drawn, and the

recommendations made as an outgrowth of this study.

Summary

This study aimed to determine the impact of caffeine consumption on the

cognitive state and health of senior high school students at St. Anthony College of

Roxas City, Inc. conducted at St. Anthony College of Roxas City, Inc.

The study involved 50 senior high school students who consumed at least one

cup of coffee daily. Upon choosing the respondents for this study, a purposive

sampling was utilized to determine the population and stratified random sampling

was utilized to determine the participants from each section and grade level. Relevant

literature and studies supporting the research were presented, citing authors and

research with similar findings. Data for this study were gathered using a researcher-

made questionnaire, developed with the guidance of the adviser and validated by a

panel of experts. The questionnaire was pilot tested with 30 students who were not

part of the final study, ensuring its reliability before administration.

Before conducting the study, permission was sought through a formal letter.

Responses were collected, organized, analyzed, and interpreted using statistical tools.

The results were then discussed and supported by related studies. Finally, the

summary, conclusions, and recommendations of this study were presented.

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Findings

1. The results for the demographic profile of the respondents in terms of sex and

grade level are as shown. In terms of sex, 15 senior high school students are

male, while 35 students are female. In terms of grade level, 24 senior high

school students are in Grade 11, and 26 students are in Grade 12. This reveals

that female students significantly outnumber male students, comprising the

majority of the senior high school population. Additionally, the distribution of

students across grade levels is relatively balanced, with a slightly higher

percentage of students enrolled in Grade 12.

2. The results for the level of caffeine consumption of the respondents are as

follows. The majority of the respondents consume caffeine in moderate

amounts, consuming 1-2 cups per day. When comparing grade levels, Grade

12 students tend to consume less caffeine than Grade 11 students, as 84.6% of

Grade 12 respondents drink only 1-2 cups daily, compared to 62.5% in Grade

11. In terms of gender differences, female respondents generally consume more

caffeine than male respondents, particularly in the 3-4 cups and 5 cups or more

categories. Meanwhile, male respondents are less likely to consume higher

amounts of caffeine across both grade levels. Furthermore, the data shows that

very few students engage in excessive caffeine intake.

3. The results for the impact of caffeine consumption on the cognitive state and

health are as follows. In terms of cognitive state, there is a positive impact to

the respondents, as reflected by the overall mean of 3.48, which falls under the

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"Agree" category. Specifically, the highest-rated statements indicate that

caffeine helps respondents stay awake longer (Mean = 3.87), improves their

ability to react quickly (Mean = 3.73), and boosts productivity (Mean = 3.73).

Respondents also agree that caffeine consumption makes them feel more

mentally energized (Mean= 3.70) and enhances their critical thinking skills

(Mean = 3.47). In terms of health, there is a moderate impact, which suggests

mixed effects on the respondents’ health. With an overall mean of 3.24 which

falls under "Neutral" category, it may be perceived that students experience

some health-related impacts from caffeine intake. The data indicates that

certain physical symptoms are more commonly experienced, particularly

restlessness (Mean = 3.77), increased heart rate or palpitations (Mean = 3.57),

and digestive issues (Mean = 3.50), which are agreed upon by the respondents.

4. The results for the significant difference on the level of caffeine consumption

of the respondents when grouped according to their demographic profile are as

shown. In terms of sex, the results show no significant difference in the level

of caffeine consumption among senior high school students when grouped

according to sex, having a computed p-value of 0.337, which is higher than the

.05 level of significant of the test. In terms of grade level, the results show no

significant difference in the level of caffeine consumption among senior high

school students when grouped according to grade level, having a computed p-

value of 0.101, which is higher than the .05 level of significant of the test.

Therefore, the null hypothesis is hereby accepted.

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5. The results for the significant difference on the impact of caffeine consumption

on the cognitive state and health of the respondents when grouped according to

their demographic profile are as shown. In terms of cognitive state and sex, the

results show no significant difference in the impact of caffeine consumption

among senior high school students when grouped according to sex, having a

computed p-value of 0.500, which is higher than the .05 level of significant of

the test. In terms of cognitive state and grade level, the results show no

significant difference in the impact of caffeine consumption among senior high

school students when grouped according to grade level, having a computed p-

value of 0.576, which is higher than the .05 level of significant of the test. In

terms of health and sex, the results show no significant difference in the impact

of caffeine consumption among senior high school students when grouped

according to sex, having a computed p-value of 0.953, which is higher than the

.05 level of significant of the test. Therefore, the null hypothesis is hereby

accepted. In terms of health and grade level, the results show a significant

difference in the impact of caffeine consumption among senior high school

students when grouped according to grade level, having a computed p-value of

0.042, which is less than the .05 level of significant of the test. Therefore, the

null hypothesis is hereby rejected.

6. The results for the significant relationship between the level of caffeine

consumption and its impact on the cognitive state and health are as shown. In

terms of the relationship between the level of caffeine consumption and its

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impact on the cognitive state, a positive correlation and a significant

relationship was found, with a Pearson r Spearman Correlation value of 0.802

and a computed p-value of 0.00, which is less than the .05 level of significant

of the test. In terms of the relationship between the level of caffeine

consumption and its impact on the health, a positive correlation and a

significant relationship was found, with a Pearson r Spearman Correlation

value of 0.904 and a computed p-value of 0.00, which is less than the .05 level

of significant of the test. Therefore, the null hypothesis is hereby rejected.

Conclusions

Based on the findings of the study, the following conclusions were drawn

regarding the demographic profile, caffeine consumption levels, and the impact of

caffeine intake on the cognitive state and health of Senior High School students.

1. The demographic data reveals that female students significantly outnumber

male students, and the distribution of students across Grade 11 and Grade 12 is

relatively balanced.

2. The majority of respondents consume caffeine moderately, with approximately

1-2 cups of coffee per day. It was also shown that female students generally

consume more caffeine than male students and that Grade 11 students also tend

to consume slightly higher amounts of caffeine compared to Grade 12 students.

Additionally, excessive caffeine consumption of approximately 5 or more cups

has been found to be rare among the respondents.

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3. In terms of the impact of caffeine consumption on the cognitive state, it is

generally perceived as beneficial, with students agreeing that it enhances their

alertness, reaction time, productivity, and critical thinking skills. However, in

terms of impact of caffeine consumption on the health, the effects of caffeine

are more varied, with some respondents reporting physical symptoms such as

restlessness, increased heart rate, and digestive issues.

4. There is no significant difference in the level of caffeine consumption when

students are grouped according to sex or grade level, leading to the acceptance

of the null hypothesis.

5. There are no significant differences found in the cognitive effects of caffeine

when grouped by sex or grade level, as well as in the health effects when

grouped by sex. However, a significant difference was found in the health

impact of caffeine when grouped according to grade level, leading to the

rejection of the null hypothesis in this case.

6. A strong positive correlation was found between the level of caffeine

consumption and its impact on both cognitive state and health, with statistically

significant results. This suggests that as caffeine consumption increases, both

its cognitive benefit and potential health effects become stronger and more

pronounced.

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Recommendations

The following recommendations were made in the light of the conclusions

drawn from the results of the study:

1. The researchers recommend for the future succeeding studies with the focus

regarding to the topic of caffeine consumption and its perceived effects on the

human body to include other demographic data and variables aside from the

ones already undertaken in this study, such as the age, health history and

sensitivity of the respondents. This would allow for a much more

comprehensive and inclusive analysis of how caffeine consumption affects

individuals across different age groups, providing deeper insights into

variations in tolerance, consumption patterns, and health impacts.

2. The researchers recommend for the students that consume more than the

recommended amount of caffeine per day, especially the female and grade 11

students, to become more mindful and responsible of their consumptions as

prolonged excessive caffeine intake may pose risks such as dependency,

cardiovascular diseases and decreased sleep quality and mental efficiency.

3. The researchers recommend the act of raising awareness with regards to the

potential impact which caffeine consumption may have on the human body,

whether it be a positive or negative impact. To be informed gives people the

chance to improve and change habits that may seem insignificant to our day to

day life but actually holds a tremendous value to how we function every day,

therefore, having knowledge and drive to change is key to a successful living.

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4. The researchers recommend for students to explore potential alternatives to

caffeine, whether it be a counterpart beverage which offers the same benefits

but without the side effects or physical or mental activities that stimulate an

individual’s brain activity. This proposed intervention may help individuals

that incorporate caffeine in their daily life to divert from unhealthy habits and

find healthier and more sustainable practices.

5. The researchers recommend future researchers to conduct studies to dive

deeper into the inner workings of the chemical compound, caffeine. Exploring

into its composition, function and uses may provide us with better ways to

maximize its benefits to improve already perceived receptors such as mental

efficiency while minimizing its side effects. With this, caffeine may be

consumed by individuals responsibly while basking in its benefits.

6. The researchers recommend future researchers to use this study as a reference

to expand their knowledge in formulating future research studies related to

caffeine consumption and how it may impact various aspects.

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Nehlig, A. (2020). "Is Caffeine a Cognitive Enhancer?" Journal of Alzheimer's Disease,

20(s1), S85–S94.

Nehlig, A. (2022). Effects of Coffee on the Gastro-Intestinal Tract: a Narrative Review

and Literature Update. Nutrients, 14(2), 399.

Orge, N. B. (2019). Health Risks of Drinking Caffeinated Energy Drink Among

Students. SSRN Electronic Journal.

https://www.document/skillsa/idhidhiefwewf

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institutional support.Philippine Educational Research Journal, 15(4), 45–

60.Retrieved from https://philjournal.edu

Riera-Sampol, A., Rodas, L., Martínez, S., Moir, H. J., & Tauler, P. (2022). Caffeine

Intake among Undergraduate Students: Sex Differences, Sources,

Motivations, and Associations with Smoking Status and Self-Reported Sleep

Quality. Nutrients, 14(8), 1661.

Rippe, J. M. (2024). Caffeine and health: A review of the literature. Journal of Clinical

Nutrition, 79(6), 1200-1207. https://doi.org/10.1093/ajcn/79.6.1200

Rusch, S., et al. (2020). The effects of caffeine on memory performance in individuals

with high levels of mental fatigue. Journal of Cognitive Enhancement, 4(2),

Ryle, D., Beatriz, N., Mangahas, M. A., Camille, K., & Tan, A. S. (2022). The factors

that influence coffee consumption among Grade 12 students of De La Salle

Medical and Health Sciences Institute Special Health Sciences Senior High

School. GreenPrints. https://greenprints.dlshsi.edu.ph/grade_12/450/?utm_s

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Sherman, S. M., Buckley, T. P., Baena, E., & Ryan, L. (2019). Caffeine Enhances

Memory Performance in Young Adults during Their Non-optimal Time of

Day. Frontiers in Psychology, 7(1764). Spectroscopy Study. Frontiers in

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of caffeine intake in academic habit of selected medical technology students

of centro escolar university-makati]. Herdin.ph; Hugo-

AlvarDeLeonZamudio.https://www.herdin.ph/index.php/component/healthre

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Zantinge, S. M., van Gelder, B. M., van Puijenbroek, E. P., & Egberts, A. C. (2021).

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adolescents. Nutrients, 13(6), 2084. https://doi.org/10.3390/nu13062084

Zhang, B., Liu, Y., Wang, X., Deng, Y., & Zheng, X. (2020). Cognition and Brain

Activation in Response to Various Doses of Caffeine.

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APPENDICES

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SENIOR HIGH SCHOOL 2025

APPENDIX A
LETTER REQUEST FOR RESEARCH ADVISER

September 3, 2024

LORREN ARCA BARRERA, LPT

Faculty

Dear Ma'am,

We, the Grade 12 students from St. Vincent De Paul, are currently conducting a
research project entitled, "The Impact of Caffeine Consumption on the Cognitive State and
Health of Senior High School Students at St. Anthony College Of Roxas City, Inc.” as a
requirement on our subject, Practical Research 2.
In light of this, we kindly ask for your assistance and expertise as our research
adviser. We are looking forward to your kind and immediate response regarding this matter.
Thank you!

Sincerely yours,

DARRIENE KASSANDRA DURAN

KRIS TOMME BENITEZ
VON LORDRICK BEANIZA
HANNAH KIRSTEIN TUZON
ERICA KYLLE LUBERIO
Researchers

Noted by:

LORREN ARCA BARRERA, LPT

Research Adviser

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APPENDIX B
LETTER REQUEST FOR VALIDATOR

October 30, 2024

JEZZA MAE D. AGANA, MAED, CMHT

Guidance Counselor

Dear Ma'am,
We, the Grade 12 students from St. Vincent De Paul, are currently conducting a
research project entitled, "The Impact of Caffeine Consumption on the Cognitive State and
Health of Senior High School Students at St. Anthony College Of Roxas City, Inc.” as a
requirement on our subject, Practical Research 2.
In light of this, we kindly request your valuable time to validate our researcher-made
questionnaire. We welcome any feedback or suggestions to help make our thesis successful.
Your response and support are greatly appreciated.

Sincerely yours,

DARRIENE KASSANDRA DURAN

KRIS TOMME BENITEZ
VON LORDRICK BEANIZA
HANNAH KIRSTEIN TUZON
ERICA KYLLE LUBERIO
Researchers

Noted by:

LORREN ARCA BARRERA, LPT

Research Adviser

Approved by:

JEZZA MAE D. AGANA, MAED, CMHT

Validator

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APPENDIX C
LETTER REQUEST FOR VALIDATOR

October 30, 2024

DR. RUBILYN B. SUMAYLO, RN, MSN, LPT

Dean

Dear Ma'am,
We, the Grade 12 students from St. Vincent De Paul, are currently conducting a
research project entitled, "The Impact of Caffeine Consumption on the Cognitive State and
Health of Senior High School Students at St. Anthony College Of Roxas City, Inc.” as a
requirement on our subject, Practical Research 2.
In light of this, we kindly request your valuable time to validate our researcher-made
questionnaire. We welcome any feedback or suggestions to help make our thesis successful.
Your response and support are greatly appreciated.

Sincerely yours,

DARRIENE KASSANDRA DURAN

KRIS TOMME BENITEZ
VON LORDRICK BEANIZA
HANNAH KIRSTEIN TUZON
ERICA KYLLE LUBERIO
Researchers

Noted by:

LORREN ARCA BARRERA, LPT

Research Adviser

Approved by:

DR. RUBILYN B. SUMAYLO, RN, MSN, LPT

Validator

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SENIOR HIGH SCHOOL 2025

APPENDIX D
LETTER REQUEST FOR VALIDATOR

October 30, 2024

LAURENCE ALEXANDER B. DURAN, RN

Staff Nurse

Dear Ma'am,
We, the Grade 12 students from St. Vincent De Paul, are currently conducting a
research project entitled, "The Impact of Caffeine Consumption on the Cognitive State and
Health of Senior High School Students at St. Anthony College Of Roxas City, Inc.” as a
requirement on our subject, Practical Research 2.
In light of this, we kindly request your valuable time to validate our researcher-made
questionnaire. We welcome any feedback or suggestions to help make our thesis successful.
Your response and support are greatly appreciated.

Sincerely yours,

DARRIENE KASSANDRA DURAN

KRIS TOMME BENITEZ
VON LORDRICK BEANIZA
HANNAH KIRSTEIN TUZON
ERICA KYLLE LUBERIO
Researchers

Noted by:

LORREN ARCA BARRERA, LPT

Research Adviser

Approved by:

LAURENCE ALEXANDER B. DURAN, RN

Validator

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APPENDIX E
LETTER REQUEST FOR STUDY CONDUCT

December 15, 2024

ELOISA MARIE A. ACIELO, LPT

Acting SHS Principal

Dear Ma'am,
We, the Grade 12 students from St. Vincent De Paul, are currently conducting a
research project entitled, "The Impact of Caffeine Consumption on the Cognitive State and
Health of Senior High School Students at St. Anthony College Of Roxas City, Inc.” as a
requirement on our subject, Practical Research 2.
In this regard, we would like to earnestly request permission to conduct our
researcher-made questionnaire to the Senior High School Students of St. Anthony College
of Roxas City, Inc. Rest assured that the data which will be gathered will be kept
confidential. Hoping for your approval and kind consideration regarding this matter.

Sincerely yours,

DARRIENE KASSANDRA DURAN

KRIS TOMME BENITEZ
VON LORDRICK BEANIZA
HANNAH KIRSTEIN TUZON
ERICA KYLLE LUBERIO
Researchers

Noted by:

LORREN ARCA BARRERA, LPT

Research Adviser

Approved by:

ELOISA MARIE A. ACIELO, LPT

Acting SHS Principal

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APPENDIX F
LETTER REQUEST FOR STATISTICIAN

January 22, 2025

ENGR. DR. NIEL PETE VINCENT D. CLORES, LPT, MAT, EdD

Statistician

Dear Ma'am,
We, the Grade 12 students from St. Vincent De Paul, are currently conducting a
research project entitled, "The Impact of Caffeine Consumption on the Cognitive State and
Health of Senior High School Students at St. Anthony College Of Roxas City, Inc.” as a
requirement on our subject, Practical Research 2.
In this regard, we would like to earnestly seek your guidance and expertise as a
statistician. We believe that with your help, the data gathered in our research will be
analyzed and interpreted accurately. We are looking forward to your favorable response.
Thank you and more power!

Sincerely yours,

DARRIENE KASSANDRA DURAN

KRIS TOMME BENITEZ
VON LORDRICK BEANIZA
HANNAH KIRSTEIN TUZON
ERICA KYLLE LUBERIO
Researchers

Noted by:

LORREN ARCA BARRERA, LPT

Research Adviser

Approved by:

ENGR. DR. NIEL PETE VINCENT D. CLORES, LPT, MAT, EdD

Statistician

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APPENDIX G
LETTER REQUEST FOR RESPONDENTS

Dear Respondents,

We, the researchers from St. Anthony College of Roxas City Inc., Grade 12 St.

Vincent de Paul, would like to request your permission and ask for your valuable time and

effort to administer a short survey designed to gather information about the following topic;

THE IMPACT OF CAFFEINE CONSUMPTION ON THE COGNITIVE STATE

AND HEALTH OF SENIOR HIGH SCHOOL STUDENTS AT ST. ANTHONY

COLLEGE OF ROXAS CITY, INC., as a tool to collect the necessary information

required for this research project.

We guarantee that we will maintain your anonymity and keep your responses

strictly confidential. Only those directly involved with this research will have access to the

data. We will take all reasonable steps to protect your identity. You may skip any question

that you would prefer not to answer. Thank you for your cooperation.

Yours Truly,

VON LORDRICK BEANIZA

KRIS TOMME BENITEZ

DARRIENE KASSANDRA DURAN

ERICA KYLLE LUBERIO

HANNAH KIRSTEIN TUZON

Researchers

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APPENDIX H
RESEARCH QUESTIONNAIRE

PART I. DEMOGRAPHIC PROFILE

The following statements have been designed to help us determine your personal
information such as your name, sex, and grade level.
DIRECTION: Please indicate your answer by checking (✓) the appropriate box and
placing the required data on each line provided. Your answers will be kept confidential and
will not affect your status as a student at this institution.

Name (Optional): ________________________________________________________

Sex Grade Level

Male Grade 11

Female Grade 12

PART II. LEVEL OF CAFFEINE CONSUMPTION

The following statements have been designed to help us determine your level of
caffeine consumption.
DIRECTION: Please indicate your answer by checking (✓) the appropriate box and
placing the required data on each line provided. Your answers will be kept confidential and
will not affect your status as a student at this institution.

5 Cups or
INDICATORS 1 – 2 Cups 3 – 4 Cups
more
(240 ml - 480 ml) (960 ml - 720 ml)
(1,200 ml and
above)

How many times do

you drink coffee in a
day?

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PART III. THE IMPACT OF CAFFEINE ON THE COGNITIVE STATE AND HEALTH
The following statements have been designed to help us determine the perceived
impact of caffeine consumption on the cognitive state and health.
DIRECTION: Please indicate your answer by checking (✓) the appropriate box and placing
the required data on each line provided. Your answers will be kept confidential and will not
affect your status as a student at this institution.

A. COGNITIVE STATE
5 4 3 2 1
INDICATORS
Strongly Agree Neutral Disagree Strongly
When I drink coffee, I…
Agree Disagree
feel alert, more focused, and
1. able to concentrate better
during study time.
can stay awake for longer
2. than usual, even during late
hours.
3. feel much more motivated to
complete tasks.
4. feel more mentally
energized.
can perform tasks more
5. efficiently and experience a
boost in productivity.
experience difficulty with
6. recalling information or
certain details.
7. feel disorganized and
scattered in my thoughts.
am able to multitask
8. efficiently without feeling
overwhelmed.
9. find it harder to work on
tasks for longer periods.
10 can participate more actively
during class.
experience improvements in
11 my mood and emotional
well-being.
12 feel that my problem-solving
skill is enhanced.
13 feel that my critical thinking
skill is enhanced.
14 experience improved
reaction time.
15 tend to perform poorly on
quizzes and exams.

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B. HEALTH
5 4 3 2 1
INDICATORS
Strongly Agree Neutral Disagree Strongly
When I drink coffee, I…
Agree Disagree
1. experience tremors.
2. feel anxious.
3. feel restless.
4. feel irritable.

5. experience increased
stress levels.
6. experience a drop in my
weight.
7. feel the urge to urinate
more often.
8. experience increased heart
rate or palpitations.
9. experience headaches or
migraines.
10 experience heartburn.
11 experience fatigue.

12 experience digestive
issues.
13 experience dehydration.
feel dependent on it or
14 experience withdrawal
symptoms without it.
15 experience disturbances in
my sleep schedule.

“We, the researchers, sincerely thank you for taking the time to help us in
being a part of our research journey.”

“Enjoy this blessed day and may God be with you!”

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SENIOR HIGH SCHOOL 2025

APPENDIX I
RELIABILITY COEFFICIENT

IMPACT OF CAFFEINE CONSUMPTION ON COGNITIVE STATE

Case Processing Summary

N %
Cases Valid 30 100.0
Excludeda 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
.790 .794 15

Item Statistics
Mean Std. Deviation N
VAR00001 3.7000 .70221 30
VAR00002 3.8667 .77608 30
VAR00003 3.6000 .72397 30
VAR00004 3.7000 .91539 30
VAR00005 3.7333 .86834 30
VAR00006 2.8333 .94989 30
VAR00007 2.8333 1.11675 30
VAR00008 3.3000 .87691 30
VAR00009 2.8333 1.14721 30
VAR00010 3.4000 .67466 30
VAR00011 3.7000 .87691 30
VAR00012 3.3000 .70221 30
VAR00013 3.4667 .62881 30
VAR00014 3.7333 .58329 30
VAR00015 2.6000 1.03724 30

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Item-Total Statistics
Squared Cronbach's
Scale Mean if Scale Variance Corrected Item- Multiple Alpha if Item
Item Deleted if Item Deleted Total Correlation Correlation Deleted
VAR00001 46.9000 36.576 .561 .739 .768
VAR00002 47.1333 39.499 .245 .679 .788
VAR00003 47.0000 36.621 .535 .601 .770
VAR00004 46.9000 36.990 .360 .664 .782
VAR00005 46.8667 35.430 .547 .580 .766
VAR00006 47.7667 36.461 .390 .699 .779
VAR00007 47.7667 34.323 .479 .819 .772
VAR00008 47.3000 35.045 .580 .634 .763
VAR00009 47.7667 35.426 .373 .723 .783
VAR00010 47.1333 39.499 .245 .679 .788
VAR00011 46.9000 36.714 .410 .654 .778
VAR00012 47.3000 37.597 .435 .755 .777
VAR00013 47.1333 39.499 .245 .679 .788
VAR00014 46.8667 38.878 .360 .581 .782
VAR00015 48.0000 34.828 .484 .747 .771

Scale Statistics
Mean Variance Std. Deviation N of Items
50.6000 41.834 6.46796 15

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IMPACT OF CAFFEINE CONSUMPTION ON HEALTH

Case Processing Summary

N %
Cases Valid 30 100.0
Excludeda 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics
Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
.865 .861 15

Item Statistics
Mean Std. Deviation N
VAR0001 2.7667 .89763 30
VAR0002 2.8000 .99655 30
VAR0003 3.7667 .89763 30
VAR0004 3.2000 .92476 30
VAR0005 2.8333 1.08543 30
VAR0006 2.6333 .92786 30
VAR0007 3.3333 .92227 30
VAR0008 3.5667 1.16511 30
VAR0009 2.9667 1.32570 30
VAR00010 2.5667 1.00630 30
VAR00011 3.1333 1.22428 30
VAR00012 3.5000 1.10641 30
VAR00013 2.8333 .98553 30
VAR00014 2.7000 .95231 30
VAR00015 2.7333 1.20153 30

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Item-Total Statistics
Cronbach's
Scale Mean if Scale Variance Corrected Item- Squared Multiple Alpha if Item
Item Deleted if Item Deleted Total Correlation Correlation Deleted
VAR0001 42.6333 74.171 .650 .756 .850
VAR0002 42.5333 73.223 .676 .735 .849
VAR0003 42.6000 70.800 .668 .710 .848
VAR0004 42.1333 77.982 .423 .600 .861
VAR0005 42.5000 71.017 .741 .785 .844
VAR0006 42.6000 70.800 .668 .710 .848
VAR0007 42.0000 76.966 .490 .621 .858
VAR0008 41.7667 71.840 .635 .652 .850
VAR0009 42.3667 69.895 .636 .662 .849
VAR00010 42.7667 71.840 .756 .677 .844
VAR00011 42.2000 73.269 .524 .563 .856
VAR00012 42.6000 70.800 .668 .710 .848
VAR00013 42.5000 72.603 .725 .769 .846
VAR00014 42.6333 74.171 .650 .756 .850
VAR00015 42.6000 70.800 .668 .710 .848

Scale Statistics
Mean Variance Std. Deviation N of Items
45.3333 85.747 9.25997 15

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Reliability

Scale: ALL VARIABLES

Case Processing Summary

N %
Cases Valid 30 100.0
Excludeda 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in the
procedure.

Reliability Statistics
Cronbach's
Alpha N of Items
.861 30

Item Statistics

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SENIOR HIGH SCHOOL 2025

Mean Std. Deviation N

VAR00001 3.7000 .70221 30
VAR00002 3.8667 .77608 30
VAR00003 3.6000 .72397 30
VAR00004 3.7000 .91539 30
VAR00005 3.7333 .86834 30
VAR00006 2.8333 .94989 30
VAR00007 2.8333 1.11675 30
VAR00008 3.3000 .87691 30
VAR00009 2.8333 1.14721 30
VAR00010 3.4000 .67466 30
VAR00011 3.7000 .87691 30
VAR00012 3.3000 .70221 30
VAR00013 3.4667 .62881 30
VAR00014 3.7333 .58329 30
VAR00015 2.6000 1.03724 30
VAR00016 2.7667 .89763 30
VAR00017 2.8000 .99655 30
VAR00018 3.7667 .89763 30
VAR00019 3.2000 .92476 30
VAR00020 2.8333 1.08543 30
VAR00021 2.6333 .92786 30
VAR00022 3.3333 .92227 30
VAR00023 3.5667 1.16511 30
VAR00024 2.9667 1.32570 30
VAR00025 2.5667 1.00630 30
VAR00026 3.1333 1.22428 30
VAR00027 3.5000 1.10641 30
VAR00028 2.8333 .98553 30
VAR00029 2.7000 .95231 30
VAR00030 2.7333 1.20153 30

Item-Total Statistics

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Squared Cronbach's
Scale Mean if Scale Variance Corrected Item- Multiple Alpha if Item
Item Deleted if Item Deleted Total Correlation Correlation Deleted
VAR00001 92.2333 159.013 .214 . .861
VAR00002 92.0667 158.202 .276 . .864
VAR00003 93.1667 158.075 .236 . .861
VAR00004 92.2333 158.323 .219 . .861
VAR00005 92.2000 158.993 .203 . .862
VAR00006 92.2333 158.737 .213 . .861
VAR00007 92.4667 165.292 -.092 . .866
VAR00008 92.6333 158.033 .245 . .861
VAR00009 92.2333 158.737 .213 . .861
VAR00010 92.5333 167.223 -.199 . .868
VAR00011 92.2333 158.737 .213 . .861
VAR00012 92.6333 163.620 .005 . .865
VAR00013 92.4667 165.292 -.092 . .866
VAR00014 92.2000 161.269 .175 . .861
VAR00015 92.4667 165.292 -.092 . .866
VAR00016 93.1667 158.075 .236 . .861
VAR00017 92.4333 156.737 .225 . .862
VAR00018 92.1667 156.764 .215 . .864
VAR00019 92.4333 156.737 .225 . .862
VAR00020 92.4667 165.292 -.092 . .866
VAR00021 93.3000 163.872 -.022 . .867
VAR00022 92.6000 152.041 -.017 . .864
VAR00023 93.1667 158.075 .236 . .861
VAR00024 92.9667 144.585 .560 . .863
VAR00025 92.4333 156.737 .225 . .862
VAR00026 92.8000 151.683 .365 . .868
VAR00027 92.4333 156.737 .225 . .862
VAR00028 93.2000 146.166 .571 . .861
VAR00029 93.2333 148.185 .225 . .862
VAR00030 93.2000 146.166 .571 . .861

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APPENDIX J
EVIDENCE OF SURVEY DISTRIBUTION

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APPENDIX K
RAW DATA

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Cognitive State

APPENDIX L
STATISTICAL ANALYSIS OF DATA

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Health

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SENIOR HIGH SCHOOL 2025

APPENDIX L
STATISTICAL ANALYSIS OF DATA

Frequencies

Statistics
Sex Grade Level
N Valid 50 50
Missing 0 0
Mean 1.7000 1.5200
Median 2.0000 2.0000
Mode 2.00 2.00
Std. Deviation .46291 .50467
Variance .214 .255
Range 1.00 1.00
Minimum 1.00 1.00
Maximum 2.00 2.00
Sum 85.00 76.00

Frequency Table
Sex
Cumulative
Frequency Percent Valid Percent Percent
Valid Male 15 30.0 30.0 30.0
Female 35 70.0 70.0 100.0
Total 50 100.0 100.0

Grade Level
Cumulative
Frequency Percent Valid Percent Percent
Valid Grade 11 24 48.0 48.0 48.0
Grade 12 26 52.0 52.0 100.0
Total 50 100.0 100.0

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Frequencies

Statistics
Caffeine Consumption
N Valid 50
Missing 0
Mean 3.3600
Median 3.0000
Mode 3.00
Std. Deviation .77618
Variance .602
Range 4.00
Minimum 1.00
Maximum 5.00

Caffeine Consumption
Cumulative
Frequency Percent Valid Percent Percent
Valid Very Low 1 2.0 2.0 2.0
Low 3 6.0 6.0 8.0
Moderate 26 52.0 52.0 60.0
High 17 34.0 34.0 94.0
Very High 3 6.0 6.0 100.0
Total 50 100.0 100.0

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Frequencies

Statistics
Cognitive State
N Valid 50
Missing 0
Mean 3.4800
Median 3.5000
Mode 3.00a
Std. Deviation .70682
Variance .500
Range 4.00
Minimum 1.00
Maximum 5.00
a. Multiple modes exist. The
smallest value is shown

Cognitive State
Cumulative
Frequency Percent Valid Percent Percent
Valid Very Low 1 2.0 2.0 2.0
Low 1 2.0 2.0 4.0
Moderate 23 46.0 46.0 50.0
High 23 46.0 46.0 96.0
Very High 2 4.0 4.0 100.0
Total 50 100.0 100.0

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Frequencies

Statistics
Health
N Valid 50
Missing 0
Mean 3.2400
Median 3.0000
Mode 3.00
Std. Deviation .89351
Variance .798
Range 4.00
Minimum 1.00
Maximum 5.00

Health
Cumulative
Frequency Percent Valid Percent Percent
Valid Very Low 2 4.0 4.0 4.0
Low 6 12.0 12.0 16.0
Moderate 23 46.0 46.0 62.0
High 16 32.0 32.0 94.0
Very High 3 6.0 6.0 100.0
Total 50 100.0 100.0

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Means

Case Processing Summary

Cases
Included Excluded Total
N Percent N Percent N Percent
Caffeine Consumption 50 100.0% 0 0.0% 50 100.0%

Report

Caffeine Consumption Mean N Std. Deviation

1-2 cups (Up to 199 mg) 3.2090 37 .50793
3-4 cups (200-399 mg) 3.5600 10 .51347
3-4 cups (200-399 mg) 4.0333 3 .30551
Total 3.3287 50 .54213

Means

Case Processing Summary

Cases
Included Excluded Total
N Percent N Percent N Percent
CognitiveState * Caffeine 50 100.0% 0 0.0% 50 100.0%
Consumption

Report
CognitiveState
Caffeine Consumption Mean N Std. Deviation
1-2 cups (Up to 199 mg) 3.3694 37 .52319
3-4 cups (200-399 mg) 3.5467 10 .40222
3-4 cups (200-399 mg) 4.1778 3 .40185
Total 3.4533 50 .52597

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Means

Case Processing Summary

Cases
Included Excluded Total
N Percent N Percent N Percent
Health * Caffeine 50 100.0% 0 0.0% 50 100.0%
Consumption

Report
Health
Caffeine Consumption Mean N Std. Deviation
1-2 cups (Up to 199 mg) 3.0484 37 .66982
3-4 cups (200-399 mg) 3.5733 10 .82743
3-4 cups (200-399 mg) 3.8889 3 .42339
Total 3.2038 50 .73317

T-Test

Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
CaffeineConsumption Male 15 3.4422 .58016 .14980
Female 35 3.2800 .52617 .08894

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Independent Samples Test

Levene's
Test for
Equality
of
Variance
s t-test for Equality of Means
95%
Sig. Std. Confidence
(2- Mean Error Interval of the
tailed Differenc Differenc Difference
F Sig. t df ) e e Lower Upper
CaffeineConsumptio Equal .00 .92 .96 48 .337 .16219 .16741 - .4987
n variance 9 3 9 .1744 9
s 1
assume
d

Equal .93 24.36 .361 .16219 .17421 - .5214

variance 1 4 .1970 6
s not 8
assume
d

T-Test

Group Statistics
Std. Error
Grade Level N Mean Std. Deviation Mean
CaffeineConsumption Grade 11 24 3.4598 .64834 .13234
Grade 12 26 3.2077 .39702 .07786

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Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means
95%
Confidenc
e Interval
of the
Sig. Std. Difference
(2- Mean Error U
tailed Differenc Differenc pp
F Sig. t df ) e e Lower er
CaffeineConsumpti Equal 1.82 .18 1.67 48 .101 .25208 .15072 - .5
on variance 0 4 2 .0509 55
s 7 13
assume
d
Equal 1.64 37.54 .109 .25208 .15355 - .5
variance 2 1 .0588 63
s not 9 04
assume
d

T-Test

Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
CognitiveState Male 15 3.6711 .46220 .11934
Female 35 3.3600 .52994 .08958

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Independent Samples Test

Levene's
Test for
Equality
of
Variances t-test for Equality of Means
95%
Sig. Confidence
(2- Mean Std. Error Interval of the
tailed Differenc Differenc Difference
F Sig. t df ) e e Lower Upper
CognitiveState Equal .02 .88 1.97 48 .050 .31111 .15773 - .6282
variances 1 7 2 .0060 5
assumed 3
Equal 2.08 30.26 .046 .31111 .14922 .0064 .6157
variances 5 4 8 4
not
assumed

T-Test

Group Statistics
Grade Level N Mean Std. Deviation Std. Error Mean
CognitiveState Grade 11 24 3.4972 .57044 .11644
Grade 12 26 3.4128 .48918 .09594

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Independent Samples Test

Levene's
Test for
Equality of
Variances t-test for Equality of Means
95%
Confidence
Sig. Interval of the
(2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
CognitiveState Equal .020 .889 .563 48 .576 .08440 .14993 - .38587
variances .21706
assumed
Equal .559 45.525 .579 .08440 .15087 - .38818
variances .21937
not
assumed

T-Test

Group Statistics
Grade Level N Mean Std. Deviation Std. Error Mean
Health Grade 11 24 3.4218 .84507 .17250
Grade 12 26 3.0026 .55569 .10898

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Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
95%
Confidence
Sig. Interval of the
(2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
Health Equal 2.524 .119 2.088 48 .042 .41926 .20077 .01560 .82293
variances
assumed
Equal 2.055 39.269 .047 .41926 .20404 .00664 .83188
variances
not assumed

T-Test

Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
Health Male 15 3.2133 .92314 .23835
Female 35 3.1997 .65094 .11003

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
95%
Sig. Confidence
(2- Mean Std. Error Interval of the
F Sig. t df tailed) Difference Difference Difference

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Lower Upper
Health Equal .713 .403 .060 48 .953 .01361 .22860 - .47323
variances .44602
assumed
Equal .052 20.224 .959 .01361 .26252 - .56083
variances not .53362
assumed

Correlations

Correlations
CaffeineConsum
ption CognitiveState
CaffeineConsumption Pearson Correlation 1 .802**
Sig. (2-tailed) .000
N 50 50
CognitiveState Pearson Correlation .802** 1
Sig. (2-tailed) .000
N 50 50
**. Correlation is significant at the 0.01 level (2-tailed).

Correlations

Correlations
Caffeine_Consu
mption_1 Health
Caffeine_Consumption_1 Pearson Correlation 1 .904**
Sig. (2-tailed) .000
N 50 50
Health Pearson Correlation .904** 1
Sig. (2-tailed) .000
N 50 50
**. Correlation is significant at the 0.01 level (2-tailed).

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APPENDIX M
VALIDATION FORM

RESEARCH INSTRUMENT VALIDATION AND RELIABILITY

TESTING CERTIFICATE

After reviewing/correcting the research instrument of, Darriene Kassandra

Duran, Kris Tomme Benitez, Von Lordrick Beaniza, Hannah Kirstein Tuzon, and
Erica Kylle Luberio. I hereby certify that it has been found as VALID for their use in the
conduct of their SACRI SHS Research Capstone A.Y. 2024-2025.

EXPERT:
LAURENCE ALEXANDER B. DURAN, RN
Name/Signature

EXPERT:
JEZZA MAE D. AGANA, MAED, CMHT
Name/Signature

EXPERT: DR. RUBILYN B. SUMALYO, RN, MSN, LPT

Name/Signature

ENGR. DR. NIEL PETE VINCENT D. CLORES, LPT, MAT, EdD

Name/Signature
RELIABILTY COEFFICIENT: 0.861
STATISTICIAN:

Reliable Not Reliable

Approved by:

Rowel A. Besana, LPT

Research Teacher

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CURRICULUM
VITAE

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