THE CORRELATION BETWEEN COFFEE CONSUMPTION AND

PRODUCTIVITY IN SENIOR HIGH SCHOOL STUDENTS

OF ASSUMPTION ANTIPOLO DURING THE
QUARTERLY ASSESSMENT WEEK

A Quantitative Research
presented to the Senior High School Faculty of
ASSUMPTION ANTIPOLO
Sumulong Highway, Antipolo City, Rizal

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Ramirez, Aivi Minette T.

Ramirez, Angeline Mariz S.
Ramos, Erica Joyce F.
Rodriguez, Mary Catherine A.
Sulaiman, Sofiyah C.

Grade 11- 1

Group 5

Date of Submission
 2

ABSTRACT

The study presents a thorough examination of the correlation between coffee

consumption and the productivity of senior high school students. It aims to assess

whether there is a positive or negative correlation between two variables. This study is

conducted using descriptive statistics, which cover the mean and standard deviation of all

the questions concerning the respondents’ history with coffee consumption. On the other

hand, Pearson’s r, as the inferential statistical analysis, is used to determine the

correlation between the variables. Using systematic sampling methods, we gathered our

respondents from all sections of batches 11 and 12. All female respondents were

randomly assigned to spend 7–10 minutes of their time answering a survey, which

contains questions about their coffee consumption frequency, the effects of consuming

coffee, their reasons for consuming coffee, and how consuming coffee has aided in or

lacked any effectiveness in enhancing their productivity during Quarterly Assessment

week. We gathered a total sample of 42, which did not meet our original sample size of

144; thus, we do not have a representative sample.

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ACKNOWLEDGMENT

The group would first like to thank their Practical Research teacher, Ms. Jewel

Encarnacion, for her continuous and unwavering support in helping form the research

study through her. Secondly, the group would like to thank each one of the members who

contributed to the study as it wouldn’t be completed if it weren’t for their help and

support. Thirdly, the group would also like to thank the respondents who agreed to

participate and include themselves in the study, which was critical in the study. Lastly,

the group would like to thank God for His constant guidance throughout the making of

the study.
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TABLE OF CONTENTS

ABSTRACT..................................................................................................................................2
ACKNOWLEDGMENT..............................................................................................................3
Chapter I.......................................................................................................................................6
INTRODUCTION....................................................................................................................6
Background of the Study......................................................................................................7
Statement of the Problem.....................................................................................................8
Significance of the Study......................................................................................................9
Scope and Limitations..........................................................................................................9
Chapter 2.....................................................................................................................................11
REVIEW OF RELATED LITERATURE............................................................................11
Effects of Coffee Consumption..........................................................................................13
Effects of Coffee Consumption on Student Productivity.................................................13
Advantages of Coffee Consumption..................................................................................14
Disadvantages of Coffee Consumption..............................................................................15
Conceptualized Framework...............................................................................................17
Definition of terms..................................................................................................................17
Chapter 3.....................................................................................................................................19
METHODOLOGY.................................................................................................................19
Research Design..................................................................................................................19
The Respondents.................................................................................................................19
The Instrument(s)...............................................................................................................20
Data Collection Procedure.................................................................................................21
Plan for Data Analysis........................................................................................................21
Chapter 4.....................................................................................................................................22
PRESENTATION AND ANALYSIS OF DATA..................................................................22
Chapter 5.....................................................................................................................................30
CONCLUSIONS AND RECOMMENDATIONS................................................................30
Conclusions.........................................................................................................................30
Recommendations...............................................................................................................30
References...................................................................................................................................32
APPENDIX A..............................................................................................................................34
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APPENDIX B..............................................................................................................................35

Figure 1. 1 Coffee Consumption.......................................................................................22

Figure 1. 2 Quarterly Assessment Week Coffee Consumption.........................................23
Figure 1. 3 Reasons for Drinking Coffee...........................................................................24
Figure 1. 4 Effectiveness of Consumption of Coffee........................................................25
Figure 1. 5 Coffee consumption and Tasks.......................................................................25
Figure 1. 6 Progress and Productivity during QA week....................................................27
Figure 1. 7 Submission of requirements............................................................................28

Table 1. 1 Category and Frequency...................................................................................29

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Chapter I

INTRODUCTION

Coffee is a popular commodity on the market due to its benefits, aroma, and

flavor. It is a stimulant that contains caffeine, which has benefits including enhanced

alertness, improvements in mood and cognitive abilities, improved health, and the like. It

is no surprise that most of the general populace makes use of this product, some to such

an alarming degree that it may prove to be unhealthy and hazardous to their health.

Assumption Antipolo students, particularly in Grades 11 and 12, have heavier and

more strenuous tasks than students at lower grade levels. As such, with the increased

difficulty of their curriculum and responsibilities, they may turn to different solutions to

aid in accomplishing their tasks. To reiterate, coffee is a popular commodity, more so for

those who require an energy boost, helping them to prolong their consciousness and

enhance their output frequency. It is frequently utilized by those who need energy and to

stay awake during the day to work on the tasks at hand. Unsurprisingly, Assumption

students commonly consume this beverage, especially during Quarterly Assessment

week, the time where the given assigned tasks add up, requiring a lot of effort and focus

from students. Through this research, we aim to ascertain the correlation between coffee

consumption and productivity among senior high school students and whether this

consumption has a profound effect on the consumer. Furthermore, the effectiveness of

frequency of beverage consumption on their productivity by the number of tasks they

finish per day.

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In addition, the study’s purpose is to answer the question of whether coffee

consumption can become a positive asset for daily and academic use for senior high

school students at Assumption Antipolo. Furthermore, it allows for a deeper

understanding of the properties of coffee in greater detail, and in what way it affects the

productivity of senior high school students.

Background of the Study

Coffee has become one of the online trends these days, whether it is the

promotion of coffee shops, coffee businesses, or coffee-related products, which has

culminated to piquing the interest of many people, particularly students with heavy

workloads regarding school or other activities. Coffee has aided students with the energy

they need to accomplish their tasks since caffeinated coffee promotes concentration and

cognitive functions (Maspul, n.d). Senior high school students in Assumption Antipolo

have different working habits with diverse productivity spans; therefore, specific amounts

of coffee consumed during working hours have yet to be identified since their

consumption patterns may change, relating it to their mental state and environment they

study in during the current set up (Caldarone, 2015).

The researchers would also want to focus on the coffee intake of students who

drink coffee in this study, and whether their coffee intake affects their academic

productivity and performance positively or negatively. In conjunction with this, this study

aims to further determine whether coffee consumption really affects the productivity and

attitude towards work of students. Rather, there is currently a gap in research because
 8

there is limited data provided on the correlation between coffee consumption to the

productivity of senior high school students.

However, no studies have specified and compared the caffeine intake of students

who have meal and diet plans that need to be followed which could affect their

consumption frequency during the quarterly performance task week.

Statement of the Problem

If the students consume coffee especially during the QA week, then this aids in

the betterment of the student’s well-being and productivity. This is the hypothesis that

the researchers aim to prove. From the topic of our study, the correlation between coffee

consumption and productivity, the central subject of our study is to ascertain if the

consumption of coffee has an impact to the performance and productivity of a student

based on the belief that coffee, when consumed, does have an impact. However, the

problem of this topic lies in the prospective disadvantage that comes with consuming

coffee, if the amount we consume is left unchecked. Therefore, the relevance of this

problem is that it confronts the inarguable fact that students, and people in general, are

unable to maintain a consistent 100% performance. Hence, students have used coffee to

wake themselves up and serves as a boost to stay productive, which is the statement that

we aim to prove.

The following are the objectives of this study:

1. To measure productivity of students liable to coffee consumption and determining

whether there is profound effects

2. To find the correlation between coffee e consumption and productivity

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Significance of the Study

The purpose of this study is to determine if coffee drinking benefits students at

Assumption Antipolo's academic achievement and increased productivity. Furthermore, it

analyzes the impacts of coffee properties and examines whether they produce a better

outcome for students than a negative one.

This could help and encourage students to fully comprehend the benefits and

drawbacks of both unrestrained and restrained coffee ingestion. This lays the groundwork

for students to consume coffee responsibly in a way that optimizes their physical and

mental capacities by teaching them about consumption safety.

Therefore, this study may be of great use to those who wish to know whether

coffee consumption impacts productivity and overall is a positive asset for daily and

academic use.

Scope and Limitations

The study covers the correlation between coffee consumption and its effect on the

productivity of Senior High School students based on their performance during the

Quarterly Assessment week. The study will explicitly focus on the responses of Senior

High School students of Assumption Antipolo regarding their productivity towards

accomplishing school requirements upon consuming coffee. The study will be conducted

during the Second Semester of the Academic Year.

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The study will not extend to completely cover other factors (mental health, school

environment, study habits, etc.) that affect a student’s productivity; however, the study

will briefly discuss these factors if a respondent ever mentions them. Other caffeinated

drinks aside from coffee will not be included in the study.

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Chapter 2

REVIEW OF RELATED LITERATURE

Coffee is a beverage brewed from the roasted and ground seeds of the tropical

evergreen coffee plant (Myhrvold, 2022). This beverage is considered as one of the top

consumed beverages across the world owing to its nutty, herbal, and smoky scent—luring

those to take a sip. Coffee consequently develops into one of the most lucrative

international commodities (Myhrvold, 2022). On that basis, coffee is thus an established

and much-loved product, with an entire store allocated to its inception. There are a

variety of elements in coffee that contribute to its widespread popularity, profitability,

and benefits. According to Hemraj Sharma (2020), the main constituents of coffee are

caffeine, tannin, fixed oil, carbohydrates, and proteins. It contains 2–3% caffeine, 3–5%

tannins, 13% proteins, and 10–15% fixed oils. In the seeds, caffeine is present as a salt of

chlorogenic acid (CGA). These qualities are generally linked to the advantages of the

human body's physiological, psychological, and cognitive processes (Snel & Lorist,

2011, p. 105). As such, a multitude of these individuals exploit—which could progress to

misuse if left unchecked—coffee for their personal gains.

One of coffee’s chief consumers is students. They are a prime example because

they frequently must do demanding and taxing responsibilities such as academics and

other extracurricular activities, if there are any. Correspondingly, students would search

for strategies to optimize their physiological and psychological requirements in hopes of

helping them survive the day—which happens to be coffee. By consuming coffee, the

students would experience a boost in their energy, better cognitive performance, and
 12

overall alertness. However, the effects of coffee hinge on the amount consumed per day.

For instance, the timing of consumption is a causal element in the effects of coffee; other

aspects of coffee consumption are impacted by age; and genetic variations may also have

a bearing on the general implications of coffee in your system (Demura et al., 2013, p.

748) (Kelly, 2018).

Taking this into consideration, there are several factors that are either controllable

or uncontrollable by nature. Genetic variation is an apt representative of an

uncontrollable factor. No living person is a replica of another, however closely related

they are or not. People will retain certain distinctions: in disposition and genetic makeup.

Therefore, some people may possess faster metabolism and, thus, remain largely

unaffected by the caffeine consumed due to the rapid breakdown of caffeine in their

systems. Contrarily, those with slower metabolism yield the opposite effect. In defiance

of genetic variation, the timing of consumption is a controllable factor for the effects

gained when consuming coffee. If students were to consume coffee during the day, a

boost in energy, productivity, memory retention, cognitive processing, and mood is to be

expected. This explains why most, if not all, consume coffee during the day, or up until

afternoon. Any later than that, however, can interfere with one’s sleep schedule owing to

hampering the person’s adenosine receptors. Likewise, insufficient sleep could lead to

poor academic performance the following day.

It is essential to consume coffee in moderation and be aware of personal caffeine

tolerance levels. As coffee consumption habits continue to evolve, so will how the drink

impacts society, health, and performance. Although the interrelation between coffee

consumption and productivity remains ever-fluctuating as it is a point of contention in

 13

current studies, this study aims to contribute to finding the breakthrough in this

investigation.

Effects of Coffee Consumption

Coffee contains caffeine, a drug stimulant that prevents individuals from feeling

tired as it blocks adenosine, a natural compound that regulates a person’s need to sleep

(“How Coffee Affects Students Performance”, 2022.) (“What is caffeine?”, n.d.)

(Summer, J. & Vyas, N., 2022.). Many people consume caffeine for the reasons to “feel

awake; enjoy the taste; the social aspects of consumption; improve concentration;

increase physical energy; improve mood; and alleviate one’s stress.”, thus people depend

on its psychomotor effects (Mahoney, C. R., Giles, G. E., Marriott, B, et al, 2019). The

psychostimulant effect of caffeine has been proven to have its own positive and negative

benefits from an experiment conducted by P. J Rogers and nd Dernoncourt (1998) such

as quickened reaction time and increased awareness. However, it relies on the

individual’s history of coffee consumption that determines whether caffeine has

beneficial or detrimental effects (Rogers, P.P. J., & Dernoncourt, C.,1998).

Effects of Coffee Consumption on Student Productivity

The numerous workloads at school, as well as other tasks that students must

accomplish in their day-to-day lives, made them utilize coffee as a supply of energy and

motivation to do such responsibilities. Coffee can enhance students' perception of

information, helping them to learn faster and more efficiently (Brown, 2021). Based on

the study that Clinical Nutrition published in 2022 92% of college students regularly use

caffeine, clearly indicating that, aside from energy drinks, coffee is commonly used by

students in their daily life. Since coffee allows students to concentrate on their work
 14

while also providing the energy required in completing their tasks and be productive on

working on requirements, the amount of coffee the students consume increases. However,

based on the study of Malinauskas, Abey, Overton, Carpenter-Abey, and Barber-Heidal

(2007), Caffeine has been found to be utilized by 67% to manage insufficient sleep and

65% for energy boosts. Despite that, 29% of students also experienced weekly crash

episodes, 22% experienced headaches, and 19% had heart palpitations. As a result, it is

evident that coffee consumption affects their productivity as students due to the

stimulation it provides, but excessive coffee drinking can have severe effects on their

overall health ang well-being.

Advantages of Coffee Consumption

Coffee is a stimulant that effectuates adrenaline enhancement to your body and

increases the activity of your brain and nervous system ("Caffeine”, n.d.). Since coffee is

a known stimulant, it can also fight fatigue, increase energy levels due to adrenaline and

reduce cognitive decline. Consuming coffee also lowers the risk of sicknesses like type 2

diabetes since it is rich in antioxidants and Alzheimer's disease (Ajmera, n.d.).

Every student is looking for a way to improve their productivity and performance

academically and because of this, students rely on coffee. Students that drink coffee have

become dependent on this consumable because of its benefits which are increased focus,

improved memory and mood, and increased alertness. Cramming has also been an

evident problem for students and coffee can help solve this problem through the energy it

provides and the evidence that it can improve short-term memory ("Is coffee good for

students?", 2021).
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Disadvantages of Coffee Consumption

In general, there are many disadvantages and side effects of caffeine to the human

body. We are aware that it can cause rapid heartbeats or palpitations, and too much coffee

a day can also cause diarrhea. Caffeine in coffee can have several negative consequences,

including increased respiration rates, agitation, restlessness, nausea, and vomiting. Aside

from headaches, anxiety, agitation, ringing in the ears, and irregular heartbeats, excessive

coffee consumption can also result in these side effects. Also, certain people's infrequent

coffee consumption has been linked to an increased risk of heart attacks. An hour after

consuming coffee, those who do not consume more than one cup a day and who also

have many heart disease risk factors seem to be at a higher risk for heart attacks. But

those who consume more alcohol regularly do not appear at risk. When administered

rectally as an enema, coffee may not be safe. Coffee enemas have been associated with

serious adverse effects (“Coffee”, 2021).

An article from Mayo clinic (2022) has stated that for most healthy adults, up to

400 milligrams (mg) of caffeine a day appears to be safe for them. Roughly around 4

cups of brewed coffee or two energy shot drinks. In line with this, it can raise blood

pressure although this effect may not be experienced by people who consume this drug

(Caffeine-Uses, side effects, and more, n.d). Although, the actual caffeine content in

beverages may also vary depending on the contents of that specific drink ("Caffeine:

How much is too much?," 2022). Caffeine’s said to be also likely unsafe or unhealthy

when consumed with higher doses resulting it to irregular heartbeat and even death.

In a simpler manner, these disadvantages and side effects of consuming coffee

frequently can also affect our sleep patterns, physical and mental health. Having
 16

insufficient sleep can cause headaches, fatigue, poor memory retention, and difficulty

concentrating, especially when working on tasks or duties (“What are sleep deprivation

and deficiency?”, n.d.). In accordance with what professor Fenn has stated, she

mentioned that coffee does not, in any way, substitute for a complete hour of sleep; thus,

consuming coffee merely increases energy, lessens tiredness, and improves mood.

Caffeine can give the impression that they can overcome sleep deprivation, but this will

likely not improve their performance on higher levels of activities. Therefore, the study

accentuates the core relevance of sleep concerning a student’s daily performance.

However, on the account of laborious and risky professions, caffeine may prove to be a

germane resource in diminishing procedural errors liable to sleep deprivation (Fenn, as

cited in Brooks, 2021).

Conducting this study would convey awareness over the appropriate amount of

coffee consumed given we aim to control hazardous impacts that may arise from reckless

consumption. Although no research has been done about consumer’s attitudes towards

coffee health benefits (Samoggia & Riedel, 2019). As a result, the consumer’s view of

this is obscure and has not been well investigated. Qualities of coffee such as

sustainability, brands, varieties of coffee; consumption motives like taste, energy, and

interaction have been studied and examined in past studies.

Conceptualized Framework

The group will be using this framework to show the relationship between the
 17

coffee consumption of Senior High School students (independent variable) and their

productivity during the Quarterly Assessment Week (dependent variable). The diagram

presented will determine the correlation between the independent and dependent

variables through a questionnaire pertaining to the coffee consumption of Senior High

School students of Assumption Antipolo and their corresponding productivity during

Quarterly Assessment week. Through the results of the survey, the group will analyze

how the consumption of coffee may affect the productivity and academic performance of

Senior High School students.

Definition of terms

Caffeine. It is a naturally occurring central nervous system (CNS) stimulant of the

methylxanthine class and is the most widely taken psychoactive stimulant globally (Evans et

al., 2022). This substance is used in measuring the effects of heightened, or a lack thereof,

on the physiological and psychological elements in students,

Coffee. It is a beverage brewed from the roasted and ground seeds of the tropical

evergreen coffee plant (Myhrvold, 2022). This beverage is used in effectuating the

stimulation of caffeine in the students’ nervous system.

Cognitive processes. This includes complex mental operations such as memory,

learning, language use, problem solving, decision making, reasoning, and intelligence

(Smith & Kelly, 2015). In our study, this pertains to the driving factor of the academic

performance of the students. This aspect helps in evaluating grey matter and its intrinsic

operations.
 18

Productivity. It is commonly defined as a ratio between the output volume and the

volume of inputs. In other words, it measures how efficiently production inputs, such as

labour and capital, are being used in an economy to produce a given level of output

(Krugman, 1994).

Academic performance. Academic performance/ achievement is the extent to which a

student, teacher, or institution has attained their short or long-term educational goals and

is measured either by continuous assessment or cumulative grade point average (CGPA)

(Tadese et al., 2022).

Quarterly Assessment week. The quarterly assessment week in this study is the duration

of where the level of productivity in the study is based. It is the week before the end of

each quarter in the school year, in which students complete their performance tasks and

long tests.

Senior High School Students. Consists of both grade 11 and grade 12 students in

Assumption Antipolo
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Chapter 3

METHODOLOGY

Research Design

Systematic sampling is a type of probability sampling that we have implemented

as our sampling technique. This approach will be employed since it offers a greater

degree of control, ensures that bias is restricted, and decreases the likelihood of data

manipulation (Medalia, 2021). This strategy is ideal for surveys, which is how we

decided to gather the data. In our deployment of surveys to our respondents, we aim to

utilize statistical analysis to interpret the information. Using this methodology, the trends

between variables and their interconnections can be meticulously determined and

investigated.

The Respondents

The respondents of this study are senior high students from grades 11 and 12 of

Assumption Antipolo. With a population of 283 students (150 from grade 11 and 133

from grade 12), the group will be collecting data from all four sections for both levels,

resulting in eight sections in total. Systematic sampling was used to compute for the

sample size given that the population for this would be 283, with the chosen margin of

error of 0.05. The researchers then will be collecting data from 143 students, with 76

students from grade 11 and 67 students from grade 12. The computation below shows

how we arrived at the final sample size for this using Slovin’s formula.
 20

N
n= 2
1+ N e

283
n= =165.74 ≈ 166
1+283 ( 0.05 )2

283
Solving for k: =1.70 ≈ 2
166

Elucidating the solution above, we rounded off the initial value of k = 1.70 to 2,

which is why we skipped count by 2 as the sampling method also used is systematic, so

we use class numbers 1, 3, 5, 7, 9, 11, 13, 15, 17, 18, 21, 23, 25, 27, 29, 31, 33, 35, 37,

39, 41, 43, 45, 47 as basis to get the total respondents for each section for both grade

levels. In line with this, there will be 17 students from 11-1, 20 students from 11-2, 20

students from 11-3, and 20 students from 11-4: 76 students in total from grade 11. There

will be 17 students from 12-1, 11 students from 12-2, 24 students from 12-3, and 15

students from 11-4: 67 students in total from grade 12.

Grade 11: 17 + 20 + 20 + 20 = 77

Grade 12: 17 + 11 + 24 + 15 = 67

Adding the total respondents for grades 11 and 12 will result in the sample size of

77 + 67 = 144. The researchers are already excluded from the computed sample size.

The Instrument(s)

The researchers in this study would be utilizing research questionnaires to collect

data needed regarding students' coffee consumption, productivity rate, and academic

performance. These questionnaires were adapted from existing studies on coffee

consumption and academic performance of students, these are gathered specifically from
 21

three different academic research papers and were written by qualified practitioners. The

questions include the concept of all variables relevant to this research, as well as relations

between those variables. The data gathered by these questionnaires will effectively assist

researchers in determining whether there is a correlation between coffee consumption and

productivity level of Assumption Antipolo Senior High School students.

Data Collection Procedure

Consent forms will be deployed to the chosen respondents through Microsoft

Teams chat to know if they agree to participate and allow the group to include their

responses and answers in the paper. Once they have signed to participate in the study, the

questionnaire (in Microsoft Forms) will be sent out by a group member via Microsoft

Teams group chat, where all respondents are together to ensure that everyone is complete

and have consented to be included in the study.

Plan for Data Analysis

The data collected from the surveys conducted will then be analyzed thoroughly

and categorized to those responses that are similar to each other. The responses will also

be analyzed through Pearson’s r to establish the correlation between the variables of this

study. The variable to be proven is the independent variable, which is the amount of

coffee consumed which will then be analyzed to determine the correlation of this with the

student’s productivity and performance. Through this, the researchers will be able to

analyze the data thoroughly and will see if the claim is accurate and valid. The data

collected will be from the survey sent to randomly selected respondents through the
 22

systematic sampling technique. All similar and different responses will be observed and

counted for as this can affect the validity of the claim of this study.

Chapter 4

PRESENTATION AND ANALYSIS OF DATA

The data collected is based on a survey conducted to determine the correlation

between coffee consumption and the productivity of both Grade 11 and Grade 12

students during the Quarterly Assessment week. Using the mean and standard deviation

from descriptive statistics were used for questions regarding a respondent’s history of

coffee consumption and its effectiveness in their academic performance during the

Quarterly Assessment week. Inferential statistics, on the other hand, specifically

Pearson’s r, was used to determine the correlation between the variables. Having not

reached the representative sample size of 144 respondents, the data collected is only

relevant to 42 respondents who have consented to be included in the study.

Figure 1. 1 Coffee Consumption

Figure 1 shows the result for the category of coffee consumption which includes a

close ended question, whether the respondents drink coffee or not. As seen in the graph, 7

respondents do not drink coffee and 35 respondents drink coffee.

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Figure 1. 2 Quarterly Assessment Week Coffee Consumption

Figure 2 shows the result of the 35 respondents who drank coffee during the

quarterly assessment week. The questions in this number are close ended and as seen in

the graph, 2 respondents did not consume coffee during the quarterly assessment week

and 33 respondents consumed coffee during the quarterly assessment week.

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Figure 1. 3 Reasons for Drinking Coffee

The respondents were asked how often they consume coffee throughout the

Quarterly Assessment week and drew its correlation according to their reason/s for

drinking coffee, such as flavor, to feel awake, increase focus and concentration, alleviate

stress, boost productivity, or stay up late. Figure 3 provides the linear relationship of the

responses acquired from questions 5 and question 6 according to the correlation

coefficient of 0.03 when rounded off. This represents that there is a low positive

correlation given that p>0. By computing the tc (test statistic), we get a value of tc=
 25

Figure 1. 4 Effectiveness of Consumption of Coffee

Figure 4 shows the effectiveness of drinking coffee for the respondents based on

how It positively affected their academic performance, with 0 being the lowest, 5 being

neutral, and 10 being the highest. There are 10 out of 35 students that answered coffee

has no effect on their academic performance during the quarterly assessment week, 23

out of 35 students answered that coffee has a neutral effect on their academic

performance during the quarterly assessment week, and 2 out of 35 students answered

that coffee has a positive effect on the academic performance during quarterly assessment

week. Based on the results, the computed mean for this figure is 0.77. The computed

standard deviation would be 0.54.

Figure 1. 5 Coffee consumption and Tasks

Figure 5 portrays the negative correlation between the frequency of coffee

consumption of students throughout the QA week where they were asked if they consume

coffee once a week, twice a week, thrice a week or more than 3 times a week and the 10
 26

statements given from the Likert scale. The first half of the Likert scale are positive

statements with 1 representing strongly disagree, 2 representing disagree, 3 representing

neutral, 4 representing agree and 5 representing strongly agree. While the other half are

negative statements with 5 being strongly disagree, 4 being disagree, 3 being neutral, 2

being agree and 1 being strongly agree. Based on Figure 5, the proponents of this study

drew a correlation between the responses of both of the questions. The Pearson’s r for

this correlation is –0.02 when rounded off. This means that there is a negative correlation,

a very weak linear relationship between both questions stated above, and an alternative

hypothesis of p<0 from the correlation and linear relationship stated, where p is the

population correlation coefficient. When computing for the test statistic (tc) about p, the

result is tc = -0.13, which results in rejecting the null hypothesis meaning that there is a

significant correlation between the two. Proceeding to regression analysis, this results to a

= 30.93 and b = -0.19, which would have a regression equation of y = 30.93-0.19x.

 27

Figure 1. 6 Progress and Productivity during QA week

Figure 6 shows the productivity rate of senior high school students during

quarterly assessment week by the basis of how many tasks per day they were able to

accomplish, the researchers used the range of 0-3, 3-5, 5-8, and 5-11 tasks per day as the

options for the respondents. There are 14 out of 42 respondents who answered 0-3 tasks

were accomplished per day, 22 out of 42 respondents had 3-5 tasks accomplished per day

and lastly, 6 out of 42 respondents answered that they were able to accomplish 5-8 tasks

per day, during the quarterly assessment week. Based on the results, the students were

productive in accomplishing their respective tasks during the quarterly assessment week
 28

and have a good progress rate. The computed mean for this figure is 1.81 and computed

standard deviation would be 0.66.

Figure 1. 7 Submission of requirements

Figure 7 shows the result of how many respondents were able to submit the

requirements on time. 2 respondents chose the option ‘no’ as they were not able to submit

requirements on time while 40 respondents chose the option ‘yes’ as they were able to

submit their requirements on time.

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Table 1. 1 Category and Frequency

Table 1 shows the encapsulation of reasons that explain as to why the respondents

chose the rating for the scale. As shown in the table below, there are 2 columns that show

the category and frequency of responses.

Category Frequency (f)

Increases Energy 9
Increases Focus 6
Increases Productivity 5
Lacks Effectiveness 5
Prolongs Awareness 5
Increases Drowsiness 3
Induces Happiness and Motivation 2
Eases Stress 1
* Multiple response (N=42)
 30

Chapter 5

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

This descriptive correlational study was to determine whether there is a

correlation between the coffee consumption and the productivity of students during

Quarterly Assessment week. Using open-ended and close-ended questions, Likert scale

and check all that apply for data gathering, the researchers were able to gather responses

and data from the chosen respondents that they utilized in drawing the results of the

study. The results and the data acquired by the researcher of this study indicated that

there is a positive correlation between the productivity of senior high school students in

Assumption Antipolo and their coffee consumption during the quarterly assessment

week. The data from the responses of each of every student who participated in the study

has shown enough evidence to prove the hypothesis, as it contains responses regarding

the students’ experiences on drinking coffee during their Quarterly Assessment Week and

its effect on their productivity and progress towards their tasks. The primary indicators

and basis of the findings are different students' reasons for drinking coffee and their

frequency of drinking coffee, as well as data presented that is gathered from each survey

question. Therefore, the researchers in this study can therefore say that coffee can be a

way to increase productivity and help improve the academic performance of students.
 31

Recommendations

Based on these conclusions, practitioners should consider other factors that may

affect the productivity of an individual, such as other caffeinated beverages or focusing

on a specific brand of coffee. To better understand the implications of the correlation of

coffee with the productivity of students, future studies should take into consideration the

method of collecting data and computing the sample size. This could be done by

deploying the survey weeks before the Quarterly Assessment week to ensure that the

sample size is representative of the computed population given the time interval of data

collection. Future studies may opt to further search for existing questionnaires that

wholly encapsulate the correlation between coffee consumption and productivity. It may

also provide further insight into other factors that were not covered in our questionnaire.
32
 33

References

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%E2%80%9CCaffeine%20increases%20energy%2C%20reduces

%20sleepiness,will%20likely%20still%20be%20impaired.

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%20Intake%20in%20College%20Students.pdf?sequence=1&isAllowed=y

Coffee Addict. (2021, November 13). How many people in the world drink coffee? Full

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coffee/

Demura, S., Aoki, H., Mizusawa, T., Soukura, K., Noda, M., & Sato, T. (2013). Gender

differences in coffee consumption and its effects in young people. Food and

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Evans, J., Richards, J. R., & Battisti, A. S. (2022, May 1). Caffeine - StatPearls - NCBI

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Global coffee consumption 2020/21. (2021, January 31). Statista.

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Kelly, K. (2018, July 6). Why caffeine affects some people more than others. 1335

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Expectations. https://www.oecd.org/sdd/productivity-stats/40526851.pdf

MacDonnell, K. (2022, September 9). 15 coffee consumption statistics in the Philippines

2022: Interesting facts! Coffee Affection. https://coffeeaffection.com/coffee-

consumption-statistics-in-the-philippines/

Medalia. (2021, November 8). Systematic sampling method: Definition and 7 pros &

cons. CheckMarket. https://www.checkmarket.com/blog/systematic-sampling-

method-definition-and-the-pros-and-cons-to-this-method/

Myhrvold, N. (2022, November 2). Coffee. Encyclopedia Britannica.

https://www.britannica.com/topic/coffee

Philippines: Coffee consumption 2021. (2021, January 31). Statista.

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Ranheim T, Halvorsen B. Coffee consumption and human health--beneficial or

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%20reasoning%2C%20and%20intelligence

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8.00006-2

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<end of page>

APPENDIX A
Research Instruments
Survey Questions
1. Do you drink coffee?
2. Did you consume coffee during the Quarterly Assessment Week?
3. How often did you consume coffee throughout the QA Week?
 36

4. For what reason/s do you drink coffee?

5. Using a scale of 0 (no effect) to 10 (highly effective), rate how much do
you think coffee benefits your academic performance?
6. Please state your reason for your rating from the previous question.
7. How efficient are you at finishing your tasks?
8. How often are you driven to complete your tasks?
9. How early do you do your tasks?
10. How attentive are you when doing your tasks?
11. How much has consuming coffee improved your ability to write and
learn?
12. How seldom do you accomplish your tasks?
13. How hard is it for you to concentrate on your task?
14. How difficult do you have trouble adhering to the timetable assigned for
tasks?
15. How demotivated are you doing your schoolwork?
16. How reliant are you on coffee to help achieve your tasks?
17. How many tasks had progress per day during Quarterly Assessment week?
18. Would you say that you were able to submit your requirements on time?

APPENDIX B
Consent Forms

[Date]
 37

[First Name][Last Name]

Dear Mr, Ms, Mrs.,

Greetings!

We are Grade 11 students from Section 1 who are conducting our data gathering for our Practical
Research 2 subject. For our research, we are exploring The Correlation Between Coffee
Consumption and Productivity in Senior High School Students of Assumption Antipolo During
the Quarterly Assessment Week. In this regard, we hope to invite you to be a research participant
in this study.

If you agree to be part of the research, we will conduct a survey with you. It will take around 7 to
10 minutes to complete the questionnaire. With your permission, we would like to record the
results to ensure accuracy in our research.

To protect your privacy, your name will be anonymized and any identifying personal information
will be changed. We also assure you that all the information you say will be completely
confidential and will only be used for academic purposes.

Your participation in this research is completely voluntary, and if you choose to withdraw your
data, this choice will be respected. The potential benefits of participating in this study include a
better understanding if drinking coffee has any impact on how students perceive their
performance. There are no potential risks involved.

If you have any questions or concerns, you may contact us at the following email addresses.

Aivi Minette T. RAMIREZ [email protected]

Angeline Mariz S. RAMIREZ [email protected]
Erica Joyce F. RAMOS [email protected]
Mary Catherine A. RODRIGUEZ [email protected]
Sofiyah C. SULAIMAN [email protected]

If you wish to participate, please sign the consent form below.

 38

Sincerely yours,

Aivi Minette T. Ramirez Angeline Mariz S. Ramirez

Erica Joyce F. Ramos Mary Catherine A. Rodriguez

Sofiyah C. Sulaiman

Noted by:

Ms. Jewel G. Encarnacion

Practical Research 2 Teacher
 39

____ I agree to participate in this study based on the terms of this letter.
____ I do not wish to participate or will be able to participate in this study.

______________________________ _____________________
________________

Research participant’s full name Signature Date signed

CODE GUIDE
 40

Peer Evaluation

27 28 29 31 34 Total Ave
Ramirez Ai. 4 4 4 4 4 20 4
Ramirez An 4 4 4 4 4 20 4
Ramos 4 4 4 4 4 20 4
Rodriguez 4 4 4 4 4 20 4
Sulaiman 4 4 4 4 4 20 4