FIGHT OR FLIGHT: A STUDY ON ENERGY DRINK AND SLEEPING PILL

CONSUMPTION PATTERNS ON ACADEMIC PERFORMANCE

AMONG SENIOR HIGH SCHOOL STUDENTS IN
NATIONAL CHRISTIAN LIFE COLLEGE

A Quantitative Research
presented to the Faculty of Senior High School Department of
NATIONAL CHRISTIAN LIFE COLLEGE
First St., Paliparan Subd., Sto. Niño, Marikina City

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Rempillo, Rhianna D.
Ronquillo, Renae Alda C.
Ruivivar, Jharisse A.
Sabangan, Francheska Joy C.
Tan, Johnlloyd A.
Villanueva, Jim Lawrence A.
​
Grade 12- STEM D

Sir Vincent Ian U. Tañais, PNT

Research Adviser

April, 2025
 ACKNOWLEDGEMENT

The researchers would like to express their heartfelt gratitude to everyone

who contributed to the successful completion of this study.

We extend our deepest appreciation to our research adviser, Tchr. Vincent Ian

Tañais, whose invaluable guidance and expertise were instrumental throughout the

research process. We are also thankful to the school administrators of National

Christian Life College for their cooperation and encouragement, which ensured the

smooth progression of our research efforts.

To our respondents, thank you for your time and honest participation. Your

valuable insights made this study possible and meaningful.

To our classmates, we witnessed each other’s hard work and sacrifices, and

helped one another overcome difficulties. Through mutual support and

understanding, we reached the top and achieved what we initially thought was

beyond our grasp.

We give special recognition to our beloved parents and families, whose love,

support, and unwavering belief in us served as the foundation of our strength

throughout this endeavor. Your sacrifices and encouragement inspired us to

persevere and achieve our goals.

Above all, the researchers express their deepest and sincerest gratitude to

God, for His wisdom, guidance, strength, and blessings throughout the entirety of

this research journey. His presence has been our unwavering source of hope and

determination, enabling us to overcome challenges and accomplish this study.

To God Be All The Glory!

 ABSTRACT

This study aimed to examine the influence of energy drinks and sleeping pills

on the academic performance of Senior High School students at National Christian

Life College in Marikina City. With 101 respondents gathered through snowball

sampling, the research utilized an online questionnaire covering demographic

information, intake habits, academic effects, and recommendations. The research

focused on understanding how these substances impact students' well-being,

concentration, and overall academic outcomes. Data were collected to evaluate

perceptions of harm, recommendations for use, and behavioral patterns associated

with substance consumption. Results revealed that while students perceived the

overall impact on life, studies, and concentration as neutral, they showed reluctance

to recommend these substances for academic purposes, reflecting awareness of

potential risks. These findings emphasize the need for healthier alternatives and

targeted interventions to support students in managing stress, improving focus, and

achieving academic success. The study also provided valuable insights for

educators, parents, and policymakers to foster informed decisions and promote

well-being within the student community.

Keywords: Energy drinks, Sleeping pills, Academic performance, Senior High School

students, Stress management, Cognitive abilities, Health interventions, Academic

outcomes, Substance use, Student well-being

 TABLE OF CONTENTS

Chapter One: Introduction …………………………………………...…………………. 1

Background of the Study ..……………………………………………………….. 1

Statement of the Problem …………………………………..……….…………… 3

Significance of the Study ………………………………………………………… 5

Scope and Delimitation ……………...…...……………………………………… 7

Chapter Two: Literature Review ……………………………………………………….. 9

Related Literatures …………………………………………….……………...…. 9

Synthesis …………………………………………………………………………. 25

Conceptual Framework …………………………………………...….…………. 26

Research Hypothesis ……………………...………………...….….…………… 27

Definition of Terms …………………………………………….…………...……. 28

Chapter Three: Methodology ………………………………………...………….….… 30

Research Design ……………………………..…………………...……..….….. 30

The Sample …………………………………...…………….......…….………… 31

The Instrument …………………………………….………...…...….…...…….. 33

Data Collection Procedure …………………………………....…….……...….. 35

Plan for Data Analysis ………………………………………………........……. 37

Chapter Four: Presentation, Analysis, and Interpretation of Data ..….…………… 37

Chapter Five: Summary of Findings, Conclusions, and Recommendations ….… 55

​ Introduction ………...………………………………………………………….… 55

​ Summary of Findings …………………………………………………………… 55

​ Conclusions ……………………………………………………………………… 58

Recommendations ………………………………………………………….…… 59

References …………………………………………………………...…………...……. 60
 Chapter I
INTRODUCTION

Background of the Study

In today’s fast-paced academic environment, many Senior High School (SHS)

students turn to energy drinks or sleeping pills to cope with academic stress,

manage their workload, or enhance focus. The rising consumption of these

substances among adolescents is driven by the growing demands of academic

performance, extracurricular commitments, and social pressures, which often lead to

inadequate sleep and elevated stress levels. Faced with heavy workloads and tight

schedules, SHS students frequently rely on energy drinks to stay alert during

late-night study sessions and use sleeping pills to counteract the effects of sleep

deprivation (Marinoni et al., 2022). However, limited understanding exists regarding

how these substances influence academic performance, well-being, and overall

mental health. This raises significant concerns about the potential long-term effects

of such habits, as students may be unknowingly engaging in behaviors that could

either boost or undermine their academic success.

The first commercial energy drinks were introduced in the 1960s, but their

popularity surged in the 2000s with brands such as Red Bull, Monster, and Rockstar

dominating the market. A study by (Ajibo et al., 2024) found that nearly a third of

adolescents in the United States regularly consume energy drinks, with similar

trends observed globally. The increased consumption is often linked to the

aggressive marketing of these products, which targets younger demographics with

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claims of improved energy, concentration, and physical performance (Ajibo et al.,

2024).

Similarly, the use of sleeping pills, including over-the-counter antihistamines

and prescription medications like zolpidem (Ambien), has risen among adolescents.

A study revealed that around 1.5 million teenagers in the U.S. have used some form

of sleeping aid to manage insomnia or anxiety related to school performance

(American Academy of Sleep Medicine, 2021). Though specific data on SHS

students in the Philippines is limited, trends suggest similar patterns in other

countries, including the Philippines.

Recent studies indicate that approximately 60% of high school students report

sleep deprivation, with many sleeping fewer than the recommended 8–10 hours per

night (Suni, 2023). A survey found that 45% of Filipino SHS students experience

difficulties falling asleep or staying asleep, often leading to the use of sleeping pills or

similar aids (Philippine Association for Sleep Medicine, 2022). On the other hand, the

consumption of energy drinks has been linked to an increase in caffeine intake, with

adolescents consuming an average of 100-200 mg of caffeine per day, exceeding

the recommended limit of 100 mg for teenagers (Irwin et al., 2020).

There is a growing body of research suggesting that the intake of energy

drinks and sleeping pills may have adverse effects on cognitive function, memory

retention, and overall academic performance. A 2020 study found that students who

frequently consumed energy drinks were more likely to report poor academic

outcomes, including lower grades and reduced attention span during classes

(Hershner, 2020). Furthermore, the use of sleeping pills can impair alertness and

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cognitive performance the following day, leading to a cyclical pattern of reliance on

these substances (Sewell et al., 2021).

The focus of this study was on Senior High School (SHS) students studying

within National Christian Life College, a population that, like many others, faced

academic pressures, extracurricular demands, and the challenge of managing

stress. These students were particularly relevant to this study due to their proximity

to each other, as they likely interacted frequently and were familiar with one

another's habits and preferences. Given the rising concerns about the impact of

energy drinks and sleeping pills on their academic performance, this research

explored how these substances influenced their academic outcomes within this

specific, closely-knit community. By focusing on students in National Christian Life

College, the study provided localized insights that informed health interventions and

academic support tailored to the needs of this demographic.

Statement of the Problem

This study examines the consumption patterns of energy drinks and sleeping

pills among Senior High School (SHS) students at National Christian Life College in

Marikina City, focusing on student perceptions of their effects on academic

performance.

Specifically, this study answered the following questions:

1.​ What was the demographic profile of the respondents in terms of the following

variables?

1.1 Age?

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 1.2 Sex?;

1.3 Academic strand?;

1.4 Grade Level?; and

1.5 Socioeconomic Status?

2.​ What was the prevalence and frequency of substance use?

2.1 What percentage of SHS students in National Christian Life College

reported using:

2.1.1 energy drinks?; and

2.1.2 sleeping pills?

2.2 How frequently did students consume energy drinks and sleeping

pills?

2.2.1 Daily;

2.2.2 Weekly; and

2.2.3 Monthly

3.​ What were the student’s primary reasons for the intake of energy drinks and

sleeping pills?

4.​ What are the common patterns of energy drink and sleeping pill consumption

among Senior High School students, and how do students perceive their

effectiveness in managing academic stress in terms of:

4.1 Attention span and participation during class activities?; and

4.2 Punctuality and class attendance?

5.​ To what extent did the students agree with recommending the use of energy

drinks and sleeping pills for academic purposes?

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Significance of the Study

The purpose of this research was to add to the positive relationship of the

variables influencing the student’s well-being towards the context of Senior High

School students who faced significant academic pressure and insomnia. This

research aimed to contribute to the other research studies about the effects of

substances on academic performance when taking into account the sleeping pill and

the energy drink on the academic outcomes. By focusing on senior high school

students, the sample population to be are students studying in National Christian Life

College in Marikina City, this study generated an analysis of these substances on

cognitive abilities and academic performance in this population.

There are several groups that stand to benefit from the result of this study.

The students were capable of reducing the amount of harm which they let it on

themselves and be in the right place to make the right decisions with regards to

sleeping pills and energy drinks (Alshumrani et al., 2023). Equipped with this

knowledge, they can adopt healthier behaviors, such as improving their sleep

patterns and exploring alternative ways to manage stress and enhance alertness,

including exercise and relaxation techniques.

The research also benefited educators by enhancing their understanding of

factors that could cause variations in students’ performance. It assisted them in

managing and mentoring learners with sleeping disorders or those with substance

use (Alasmari et al., 2022). Using information about healthy sleep and the effects of

energy drinks in lessons helped students by providing valuable insights to improve

their performance at school.

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 Parents and families benefited from these findings as they discovered the

ways in which substance use harmed children’s academic performance and other

areas of life (Frederiksen et al., 2022). The information collected assisted in

encouraging health fitness options and building strong foundations.

Furthermore, policymakers understood that it was time to create initiatives

promoting healthy sleep, the avoidance of substances, and strategies to improve the

quality of students in educational contexts. The results of this study served as a

foundation for decision-making and developmental strategies that enhanced not only

the health of learners but also their academic performance (Alshumrani et al., 2023).

Scope and Delimitation

This study described the correlation between the consumption of sleeping pills

and energy drinks and the academic performance of Senior High School (SHS)

students in National Christian Life College in Marikina City, during the academic year

2024-2025. This research specifically focused on how these substances influenced

students’ grades, test scores, and overall academic outcomes. The population for

this study included only SHS students from the said school, and the research will not

extend to other grade levels or students from schools outside this geographical

scope.

The study concentrated exclusively on the use of sleeping pills and energy

drinks, excluding other substances such as alcohol or recreational drugs. As the

focus narrowed on the two substances, the study provided a clearer understanding

of their specific effects on student academic performance and

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well-being. The data was collected during the current academic year, providing a

temporal context for short-term effects, but will not account for long-term

consequences of substance use.

One limitation of this study was its reliance on self-reported data from

students regarding their consumption of sleeping pills and energy drinks. This

introduces the possibility of bias or inaccurate reporting, as participants may

underreport or exaggerate their substance use due to social desirability or fear of

judgment. Additionally, other factors influencing academic performance, such as

mental health, socio-economic background, or family dynamics, were not controlled

which may have impacted the results.

Another delimitation was the geographical scope of the study, which was

limited to SHS students at National Christian Life College. This focus restricts the

generalizability of the findings to other regions or student populations. The study's

conclusions may be influenced by local cultural or environmental factors and may not

apply to students in different areas. As a result, while the study provided valuable

insights, its applicability to broader contexts may be limited.

In conclusion, this study explored the consumption patterns of sleeping pills

and energy drinks among Senior High School students at National Christian Life

College, focusing on students’ perceptions of their effects on academic performance.

While the study faced limitations, such as reliance on self-reported data and the

exclusion of other influencing factors, it still provided valuable insights into how

students integrate these substances into their study routines and their perceived

effectiveness in managing academic demands.

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 Chapter II
REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature

This paper examined patterns and perceptions related to energy drink and

sleeping pill consumption in the academic routines of SHS students. This section

reviewed and synthesized relevant literature which provided a comprehensive

understanding of the factors that influence student health, behavior, and academic

outcomes. As the previous studies are explored, the review identified gaps,

established a rationale for the present research, and offered a foundation which

analyzed the complex dynamics of substance use within an educational context.

Energy Drinks in Students

Energy drinks have been made for alertness and for the energy boost of each

individual. But over the past decades, energy drinks have been prone to the students

over the last decade. A lot of students, especially those who are in Grade 7 to Grade

10, are taking energy drinks to boost their strength, especially to their sleepless

nights because of fulfilling their activities and tasks. Energy drinks usually range 50

mg to 550 mg per can or bottle and it has a small account of caffeine because it has

a synergetic pharmacological effect. That’s why in Canada, Canadian researchers

reported that one-third or 34.1% of students from Grade 7 to Grade 10 take energy

8
drinks for them to gain strength, not just physically but also mentally (Chaput et. al.,

2020).

Additionally, other countries show the population of students who take energy

drinks. Most teenagers are taking energy drinks for them to gain more strength and

ability to do the tasks quickly and energetically. The prevalence of energy drink

consumption has increased to some places or countries in the world, and most of

these participants are in adolescents' states or high schools. According to (Csábí et

al., 2020) students in Hungary have a 68% rate of taking energy drinks to boost their

energy, and some of this energy drink has been tested with alcohol.

Energy drinks not only boost the energy of an individual but also allow

students to concentrate more and to promote a feeling of pressure. It enhances your

physical and mental abilities. Energy drinks also contain vitamins like B-vitamin and

amino acids that make us stronger. However, energy drinks also have their side

effects, including headaches and insomnia, that lead to an uncomfortable and

irritable day for an individual. That is why it is advisable for students to not take

energy drinks too much (Farhat, 2020).

Lastly, though energy drinks might be good for our body to be more active,

there’s some cases that the energy drinks brings you to destroy your healthy habits

because, according to (Almulla and Faris, 2020), even though the energy drinks give

more energy, lessen their tiredness, and give concentration to their work, there’s still

a chance to have health complaints, a short sleep duration, and a bad quality of

sleep. But despite all that, the population, or the students who are taking energy

drinks, is still increasing.

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Consumption of Sleeping Pills in Students

Sleeping pills are taken by individuals who have insomnia and sleep-related

issues as they induce sleep. There are two types of this substance, the prescription

sleeping pills and Over-The-Counter (OTC) sleeping pills. Throughout the years, the

number of students taking it has risen to a significant amount. According to (Wang et

al., 2023), the prevalence of students taking the pills varies from 2% to 41.2%,

usually averaging 13.1%.

(Encabo et al., 2023) noted that the sleep quality of senior high school

students, particularly the students from Science, Technology, Engineering, and

Mathematics (STEM), has been poor. Most students reported to have poor sleep

quality; female students, particularly, showed a much higher rate of having poorer

sleep quality than male students. Grade 11 students also showed inferior sleep

quality in comparison to grade 12 students. After the pandemic, 40% reported a

decrease in their sleep quality and another 20% increase in sleeping pill

consumption (Mandelkorn et al., 2021).

Sleeping pills are also common among medical students since they are more

prone to anxiety and stress due to their highly demanding career path. Research

showed that among 338 medical students, 84 (24.85%) of them were said to be

taking sleeping pills. This can be related to their academic stress since they are

required to study a large amount of information within a short span of time, and they

also have frequent examinations. Aside from academic stresses, they also have to

juggle stress with their personal lives. Therefore, the primary determining factor of

sleep quality is the amount of stress someone has (Alasmari et al., 2022).

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 Sleeping pills can make an individual sleep; that said, their use still bears side

effects. Benzodiazepines can cause a negative effect on a person's motor and

cognitive skills and also on their overall health. This drug can inflict amnesia

episodes and a deficiency in one’s memory processes in general (Dokkedal-Silva et

al., 2021). With all these side effects, people, even students, still take it in order to fix

their sleeping schedule and improve sleep quality.

Health Implications of Energy Drinks

In recent years, energy drink consumption among students preparing for tests

has increased rapidly. Energy drinks are typically consumed by people who require

a rapid and powerful energy boost (Eltawil, 2024). These drinks are often consumed

by students during the night while they study or get ready for tests. Energy drinks are

primarily consumed to boost physical performance, boost productivity, and keep

individuals awake and aware for extended periods of time. However, these drinks

come with serious health risks, particularly to the liver. (The National Institute of

Diabetes and Digestive and Kidney Diseases, 2020) has associated excessive

energy drink use with acute liver injury, some cases severe enough to require

transplantation or result in death.

According to (Sidharthan, 2023) energy drinks' high caffeine content is

believed to have negative cardiovascular effects because caffeine increases

left-ventricular inotropy and vasoconstriction, raising blood pressure. Furthermore, it

was previously thought that excessive energy drink consumption increased the risk

11
of supraventricular extrasystoles, arterial stiffness, and higher diastolic and systolic

blood pressure. High consumption of energy drinks can also lead to serious health

risks. (Els, 2024) notes that the intake of energy drinks has been linked to

cardiovascular problems, including hypertension and cardiac arrhythmias, and

overindulgence has been associated with heart attacks in some cases.

In addition to liver and heart issues, energy drinks can also affect brain health.

(Cleveland Clinic, 2024) reports that energy drinks can lead to strokes by causing

Reversible Cerebral Vasoconstriction Syndrome (RCVS). This condition occurs when

the brain’s blood vessels suddenly contract, potentially resulting in a hemorrhage or

restricted blood flow to the brain. Furthermore, energy drinks have been linked to

minor neurological symptoms like jitters and dizziness, as well as more serious

conditions like seizures and strokes (Moawad, 2024).

The Use of Non-Prescription Sleeping Pills in Students

Increasing incidents of students using non-prescription sleeping pills, whose

consequences to their health may be for both physical and mental or not excluding

physical health repercussions. While there is a lack of detailed data about the use of

non-prescription sleeping pills among students, there has been research on the

currency of sleep problems and the usage of sleeping pills among them. For

instance, (Silva et al., 2021) states that arising from survey responses, 30% of the

university students have difficulty in sleeping and one third of them would categorize

it as very complex.

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 Research has explored the relationship between academic stress, mental

health concerns, and sleep disturbances among learners. Nowadays, sleep

disorders are familiar situations with students. Experts determined that about 27% of

the student population is at risk for developing sleep disorders. Over 50% of the

students rate day-time sleepiness as severe and close to 66% of the students agree

that sleepiness interferes with their studies (University of Michigan Health, n.d.). It is

believed that academic stress is negatively correlated to sleep quality. Too much

stress may cause health issues, which can give way to low self-esteem among

students, influencing their academic performance. Students may suffer hazardous

effects due to excessive stress, which may influence their cognitive functioning and

learning. Any form of stress can lead to sleeping problems, burnout, and dropout

(Alasmari et al., 2022).

Huge academic pressure is one of the main reasons students use

non-prescription sleeping pills. The relentless pursuit of academic success results in

continuous stress and sleepless nights (Wang et al., 2023). Students experience

pressure from the daily deadlines, examinations and tough classes, and therefore

stress and fatigue. These chronic stress could alter their sleeping patterns, thus

causing them insomnia or difficulty in sleep, and/or several wakefulness (Pannu,

2023). Some students are forced to look for a way to solve the problems quickly and

hence they seek to purchase over the counter sleeping pills. Picking up drugs

without the interference of a healthcare professional might seem like a perfect

solution that can solve a student’s problem, and thus contributes to over-the-counter

medication consumption meeting the student population, the long-term effects of

13
some drugs might be unknown to a student (Drazdowski et al., 2021). Moreover,

studies suggest that academic stress was proved to have a significant relationship

with sleep disturbance. It is necessary to implement multicomponent stress

management programs as well as enhanced availability of mental health resources

and a focus on well-being.

Non-prescription sleeping pills' perception among students is usually

associated with a misunderstanding of their safe use and efficacy. Students may take

these drugs in a nonchalant manner since they are prescribed by doctors, they may

not realize that they can become addicted, and besides having negative side effects

on the body (Aldhafiri et al., 2023). When such pills are taken from counters, stores

and can even be bought online that contributes to their perception that they are safe

and easily accessible. Besides, they remain unaware of probable harm and not

getting timely counseling from physicians and other personnel related to the

treatment. They are not informed about the risks and are not counseled by

healthcare professionals on occasions, which may lead to students' underestimation

of risks (National Institute on Drug Abuse, 2023).

Relationship between Stress, Sleep, and Academic Workload

The academic environment considerably increases the levels of stress and

sleep loss among students due to a very demanding learning environment, strict

deadlines, and tests. Research showed that depression, anxiety, and stress had high

rates among learners ranging from normal (25% to extremely severe) depending on

the level of severity (Asif et al., 2020). This stress, mainly arising from academic

14
activities are undoubtedly related to negative actions in academic performances.

This can be attributed to stress, as it is known to cause reduced performance in

class by compromising one’s ability to focus, recall, and reason dependent on the

complicated tasks involved in academic efforts (Sasser et al., 2021).

Stress and Sleep deprivation is a common consequence of the negative

academic environment, further exacerbating the situation. Students often sacrifice

sleep to meet academic demands, leading to chronic sleep deprivation. It was also

found that students miss sleep time to attend to tasks assigned by teachers and

other stakeholders, therefore resulting in what the study refers to as sleep loss.

(Bayoumy et al., 2023) found that the percentage among 313 students who had poor

sleep quality was 69.6%. Subjective sleep quality, sleep duration, sleep disruption,

and daytime dysfunction were the most common issues found. The studies also

found out that there is a strong negative relationship between sleep duration and

academic performance in that poor academic performance is linked to short duration

of sleep. This was due to the effects of lack of sleep on the brain and different factors

such as attention, memory, and decision-making, and hence learning in school.

(Time et al., 2024).

The combination of all stress, lack of sleep, and working load takes into a very

vicious academic cycle. Several studies show how there is a multifactorial interaction

such that each factor enhances the negative impact of the other factors (Li et al.,

2022). Such interactions can lead to anxiety, depression, and burnout, among

others. The sustained daily experience of such stressors renders striking physical

15
implications that compromise overall physiologic health as well as create

vulnerability to diseases. Moreover, long-term exposure to these stressors can

negatively impact physical health, leading to weakened immune systems, increased

susceptibility to illness, and health problems.

The root causes of this cycle often lie in the pressures inherent in the

academic environment. Overly demanding course loads, inflexible deadlines, and

high-stakes assessments that put pressure on learners all the time (PgCert, 2024).

This pressure often results in poor time management, an inability to concentrate or

just plain procrastination, and most significantly, loss of sleep. These effects range

from getting poor performance in class due to decreased focus, increased

vulnerability to developing mental illness, and poor health (Córdova et al., 2023).

(Bakić, 2024) states that addressing this issue cannot be solved solely by one

method. Educational institutions must adjust plans meant to improve the students’

health in relation to academic stress. This could include workload management

programs that ensure a balanced and manageable course load for students,

workshops and resources focused on stress management techniques such as

mindfulness, relaxation exercises, and coping mechanisms, and education about the

importance of sleep and resources for establishing healthy sleep habits.

Comparative Studies on Alternative Coping Mechanisms for Academic Stress

During the COVID-19 pandemic, a lot of students were stressed because of

pressure, and activities that the school has given to them. During that time, students

16
and also educators faced an educational crisis because of the implementation of

Online Classes where the teachers and students interact through Online. And

because of that, they weren't able to do group activities, and face-to-face activities in

Classroom. This crisis makes students more stressed because of the limitations on

their houses. That is why during that time, they enhanced their Emotional

Intelligence to understand each emotion and to practice self-awareness and be a

coping mechanism (Chandra, 2021).

According to (Lu et. al., 2020) that over 16-30% in 126,000 undergraduates

students had been faced with mental health problems like stress, depression, and

anxiety. Also, the number of students, who graduated from universities, who have

mental health problems increased yearly. This is also proof that students were

stressed yearly because of the activities that the school has given to them. That is

why students have their own strategies or coping mechanisms because it helps them

to manage their stress. It had been reported that the college we're always excited or

willing to participate in social activities because they learned to manage their stress

and the negative impact of it (Lu et. al., 2020).

Additionally, stress is an illness that we can't avoid because it is a severe

interaction between an individual and its crucial environment. Stress comes out

when the situation exceeds the limitations that you have. Students experience

academic stress because of the activities where they can't handle it properly, but

students also have a coping mechanism for them to lessen their stress. Medical

Students in Lebanon have a coping method that they use to reduce stress, and have

effective time management for the activities they have. Because of their Course that

17
must be responsible, and have time management because of the academic

curriculum, clinical duties that take long and stay away from their family, they use

coping methods such as watching movies, and playing games to restore their minds

and be more focused on their work (Parida, 2021).

Lastly, according to the study conducted by (Amanvermez, 2023) that 20%

and 40% of college students experienced mental health illness. Students experience

not only academic stress, but also personal problems like family problems. It is also

indicated that the results of that is depression, and doing suicidal thoughts and

behavior. That is why they implemented a stress management program as a coping

mechanism to learn how to effectively manage their stress. Because of this

intervention, it has an improvement to the students, compared to the unselected

population of students who have stress.

The Physiological and Cognitive Impacts of Energy Drinks

The energy drink is popular because it has the ability to improve mental clarity

and physical performance. Energy drinks have different ingredients, but the most

affecting ingredient is caffeine. Energy drinks affect a person's cognitive behavior

when consuming energy drinks (Piccioni et al., 2020). Although there is scientific

proof of possibly harmful health impacts, it is nevertheless advisable to learn more

about these beverages. The combination of energy drinks and alcohol, it still causes

something bad to our body because energy drinks are used to have energy for our

body, and they need to be used. The energy drink is alcohol-free, and it is used to

improve a person's cognitive function and concentration, and because of this, more

18
and more people are buying it, such as athletes, students, drivers, and managers.

According to (Ariffin et al., 2022), many people drink energy drinks, and they

drink them to be more efficient and alert in physical performance and improve

thinking. However, drinking energy drinks has an associated effect on cognition,

especially on a person's anxiety, depression, and memory. Because of this, scientific

research is concerned, and their interest in this is growing.

According to (Naveh et al., 2024) energy drinks are popular because of their

alleged ability to improve mental clarity and physical performance. They usually

contain sugar, caffeine, and other stimulants. However, due to worries about both

immediate and long-term consequences on health and cognitive function, their

physiological and cognitive effects—particularly in terms of attention, memory, and

mood—have emerged as a significant research topic.

Cause of Sleep Deprivation among Students

Sleep deprivation among students has been a growing concern around the

world due to its high prevalence. According to (Naito et al., 2021), 58.1% of the

students have been suffering from sleep deprivation, which means they are not

getting the required average of 8 to 10 hours of sleep. Sleep is necessary since the

energy that you spent all day will be replenished as you rest at night; however, when

it is compromised, it can cause a negative impact on someone's health (Sygaco,

2021).

The overwhelming activities are one of the reasons why a lot of students are

sleep deprived. Senior high school students have shown a particular higher potential

19
of experiencing sleep deprivation. In order to graduate, there are a lot of tasks given

to the students, such as assignments, projects, performance tasks, and other

academic load. As a result of sleep deprivation, 80% of the students have claimed to

experience negative outcomes such as exhaustion, fatigue, and pessimism (Sygaco,

2021).

Social media also plays a role in sleep deprivation among the students.

According to (Nacino and Serafines, 2019), social media platforms such as TikTok, X

(Twitter), Facebook, Instagram, etc. are designed to be highly engaging to promote

long hours of usage; thus, students stay up until late hours of the night because of it.

A study shows that 57% of the students are addicted to social media, and 52% of

them also confessed that their learning activities are hindered by it. In the end, 68%

of the students have connected their sleep deprivation to social media usage (Kolhar

et al., 2021).

Lastly, the post-pandemic effect that is brought by COVID-19. The pandemic

that lasted for two years changed the lives of people in different ways; the changes

that were present during that time are called the “new normal." Students' sleep

quality has taken a drastic change during this time as a result of sleep disturbances,

sedentary lifestyles, and behavioral changes (Pinto et al., 2020). The reason behind

the high prevalence of sleep deprivation in students is because they retain their

sleeping habits that were developed during the pandemic (Encabo et al., 2023).

20
Academic Stress on Students and How Family Dynamics Can Affect It

Academic stress is a common challenge faced by students across various

educational levels. This form of stress encompasses a diverse range of stressors,

including demanding coursework, tight deadlines, competitive academic

environments, and the pressure to achieve high grades. For many students, these

demands can lead to feelings of overwhelm, creating a negative cycle that impairs

both their mental and physical health. Symptoms of academic stress often manifest

as anxiety, depression, sleep disturbances, fatigue, and even physical ailments such

as headaches and digestive issues (American Psychological Association, 2022).

Acknowledging and addressing these stressors is critical not only for students'

academic success but also for their overall well-being and long-term mental health.

Family dynamics play a pivotal role in shaping how students perceive and

cope with academic stress. Supportive family environments, characterized by open

communication, empathy, and encouragement, can serve as powerful buffers against

the harmful effects of stress (Young Sprouts Therapy, 2023). According to

(Zimmer-Gembeck et al. 2023), when parents or guardians actively listen to their

children's concerns, show understanding, and provide emotional and practical

support, students often develop more effective coping strategies. This positive

reinforcement builds resilience, enabling students to navigate academic challenges

with greater self-confidence and emotional strength. Furthermore, families that

celebrate effort rather than just achievement can cultivate a growth mindset,

fostering perseverance even when faced with setbacks (UNICEF, 2021).

21
 Conversely, negative family dynamics can exacerbate academic stress,

leading to detrimental outcomes for students' mental and emotional well-being.

Families with high levels of conflict, unrealistic expectations, or a lack of emotional

support can intensify the pressures students feel (Deng et al., 2022). Parental

demands for exceptional academic performance, without taking into consideration

the individual capabilities, interests, and limitations of their child, can heighten

anxiety, instill a fear of failure, and foster a sense of inadequacy. This, in turn, can

negatively impact students' motivation, self-esteem, and academic outcomes.

Research has demonstrated that students from unsupportive or highly demanding

family backgrounds are more prone to anxiety disorders, depression, and

disengagement from school (Nguyen, 2021).

Parental involvement in a child’s education is another critical factor that

influences academic stress. According to (Gueldner et al., 2020), positive

involvement, such as offering guidance, providing resources, and expressing

encouragement, can enhance academic achievement and reduce stress. When

parents engage constructively—by helping with homework, attending school

meetings, or discussing academic goals—students often feel a sense of partnership

and motivation. However, excessive parental involvement or micromanagement can

have adverse effects (Nguyen, 2021). Constant scrutiny, high expectations, and

overemphasis on grades can create a stifling environment, leading students to fear

making mistakes and pushing them to prioritize achievement over well-being (Deng

et al., 2022). Striking a balance between supportive involvement and autonomy is

crucial for fostering a healthy academic experience.

22
 Cultural and socioeconomic factors further influence how family dynamics

impact academic stress (Gerra et al., 2020). In some cultures, academic success is

highly valued and often tied to family honor, leading to intense pressure on students

to excel. Cultural norms that equate self-worth with academic achievement can

heighten stress levels, especially if students feel they are not meeting expectations.

Socioeconomic status also plays a significant role; families with limited financial

resources may struggle to provide educational support such as private tutoring,

extracurricular activities, or stable study environments (Gerra et al., 2020). According

to (Luthar et al., 2020), these disparities can place additional strain on students who

face heightened competition without access to the same resources as their more

affluent peers. Understanding the complex interplay of these factors is essential for

developing targeted interventions that address the needs of diverse student

populations.

Addressing academic stress requires a multifaceted and holistic approach

involving both family and educational institutions. Schools can play a key role by

offering resources such as stress management workshops, mental health services,

and skill-building programs for both students and parents. Encouraging open lines of

communication between families and educators can help parents better understand

the academic pressures their children face and how to offer constructive support

(Schmid & Garrels, 2021). According to (Hadiloo and Heydari, 2023), similarly,

educating parents about the importance of setting realistic expectations, providing a

nurturing home environment, and respecting their children's individuality can create a

23
culture of empathy and support. When families and schools collaborate, they can

create an academic atmosphere that not only promotes students' academic success

but also prioritizes their mental and emotional well-being. Such efforts ultimately

pave the way for students to develop resilience, self-confidence, and the ability to

thrive amidst challenges.

Synthesis

This study examined student consumption patterns and perceptions of energy

drinks and sleeping pills in relation to academic performance among Senior High

School (SHS) students at National Christian Life College during the 2024-2025

academic year.

The chapter explored the widespread use of energy drinks among students,

particularly those in high school, who consumed these beverages to stay awake and

alert during demanding academic periods (Chaput et. al., 2020). The chapter then

delved into the health implications of energy drinks, noting the potential risks such as

increased heart rate, sleep disturbances, and dependency (Eltawil, 2024).

The discussion then shifted to the use of non-prescription sleeping pills

among students, highlighting how these pills are used to manage stress-induced

insomnia. While this helped improve sleep quality, they also posed risks of cognitive

impairment and dependency, affecting overall academic performance (Aldhafiri et al.,

2023).

24
 Furthermore, the relationship between stress, sleep, and academic workload

is examined, showing a strong link between high academic demands, stress, and

poor sleep quality. This poor sleep quality, in turn, negatively impacted students'

academic outcomes (Asif et al., 2020).

The physiological and cognitive impacts of energy drinks are further explored,

with indicated findings that while these drinks temporarily enhance cognitive

functions and physical performance, their effects are often short-lived and lead to

energy crashes and impaired academic performance (Chandra, 2021). The chapter

also addressed the causes of sleep deprivation among students, noting that

academic pressures, social activities, and stimulant use significantly contributed to

poor sleep quality and overall well-being (Sygaco, 2021).

Lastly, the chapter highlighted how academic stress is influenced by family

dynamics. It also emphasized that supportive family environments helped mitigate

stress and reduce the reliance on unhealthy coping mechanisms (Deng et al., 2022).

The synthesis concluded by underscoring the importance of promoting healthier

coping strategies and supportive environments to enhance students' well-being,

sleep quality, and academic performance, ultimately reducing the need for energy

drinks and sleeping pills.

Conceptual Framework

This conceptual framework illustrated an overview of how we gathered data

about the students’ preferences for energy drinks and sleeping pills and how it

affected their academic performances.

25
We employed the Input-Process-Output (IPO) Model to determine what to do to

receive the output of our research.

Research Hypotheses

Students consume energy drinks and sleeping pills in varying frequencies to

cope with academic demands. Their perceptions regarding the effectiveness of these

substances differ, with some reporting enhanced concentration and reduced fatigue,

while others experience minimal or negative effects. The study aims to describe

these consumption trends and perceptions, identifying how students integrate these

substances into their study routines.

26
​

Research Question: What are the common patterns of energy drink and sleeping

pill consumption among Senior High School students, and how do students perceive

their effectiveness in managing academic stress?​

​ Null Hypothesis (Ho): There is no distinct pattern in the consumption of

energy drinks and sleeping pills among Senior High School students, and their

perceived effects vary widely.​

​ Alternative Hypothesis (Ha): There is a distinct pattern in the consumption of

energy drinks and sleeping pills among Senior High School students, and their

perceived effects vary widely.

Definition of Terms

In order to provide clarity and facilitate a better understanding of the key

concepts discussed in this study, the following terms are defined in the context of this

chapter:

●​ Academic environment - The setting and conditions in which academic

learning takes place.

●​ Acute liver injury - Severe liver damage occurring over a short period.

●​ Amnesia episodes - Periods of memory loss.

●​ Amino acids - Compounds supporting muscle recovery.

●​ Benzodiazepines - A class of drugs used to treat anxiety, insomnia, and

other conditions, which can affect motor and cognitive skills.

●​ Cardiac arrhythmias - Irregular heartbeats.

27
●​ Chronic sleep deprivation - Persistent lack of sleep over a prolonged period

●​ Diastolic blood pressure - The pressure in arteries when the heart rests

between beats.

●​ Emotional intelligence - The ability to understand and manage one's own

emotions and those of others.

●​ Energy drinks - Beverages to boost alertness and energy.

●​ Family Dynamics - Patterns of interaction within a family that affect how

students manage academic stress.

●​ Hypertension - High blood pressure.

●​ Inotropy - The force of heart muscle contraction.

●​ Prevalence - Proportion of students consuming energy drinks or sleeping

pills.

●​ Reversible Cerebral Vasoconstriction Syndrome (RCVS) - Temporary

constriction of brain blood vessels.

●​ Seizures - Sudden, uncontrolled electrical disturbances in the brain.

●​ Sleeping pills - Medications taken to induce sleep or improve sleep quality.

●​ Supraventricular extrasystoles - Premature heartbeats originating above

the heart's ventricles.

●​ Systolic blood pressure - The pressure in arteries when the heart beats.

●​ Vasoconstriction - The narrowing of blood vessels

28
 Chapter III
METHODOLOGY

Research Design

This study employed a quantitative descriptive research design to examine

the consumption patterns of sleeping pills and energy drinks among Senior High

School students at National Christian Life College. Descriptive research is used to

systematically observe and record behaviors, perceptions, and trends without

determining causal relationships (Blakeley & Cheprasov, 2023). This approach

allowed the study to analyze how students integrate these substances into their

academic routines and their perceived effectiveness in managing academic

demands.

A cross-sectional approach was used to capture a snapshot of substance

consumption and student perceptions within a specific academic year.

Cross-sectional studies allow researchers to examine traits, behaviors, and attitudes

of a group at a single point in time, making them effective for understanding existing

patterns without influencing participants' daily routines (Fleetwood, 2023). This

methodology ensured a practical and time-efficient investigation while presenting a

realistic depiction of students' experiences.

This study used a cross-sectional correlational design because it afforded a

better perspective for understanding patterns in substance use and academic

performance without needing to alter or disturb their daily routines. The glimpse into

this time frame allowed the investigation into whether there existed a correlation

between substance use and academic performance in a real-world sense. The traits,
29
attitudes, and behaviours of a group at one particular moment were revealed via a

cross-sectional study (Fleetwood, 2023). The approach not only worked practically

within time and resource constraints but also allowed the researcher to frame a

reasonably real and adequately informed glimpse into students' lives.

The Sample

This study utilized snowball sampling to select participants from the target

population of senior high school learners in National Christian Life College during the

academic year 2024-2025. The target population included about 100 senior high

school students, and the study population consisted of students who claimed to use

sleeping pills and energy drinks. This group represented the individuals of interest

whose characteristics and experiences were relevant to the research objectives.

However, the accessible population for this research study was limited to the senior

high school learners currently enrolled in the academic year only.

A snowball sampling approach was employed in this study to identify and

recruit participants. Snowball sampling was an appropriate method because it

enabled the researchers to identify a specific, often hard-to-reach population of

students who consumed sleeping pills and energy drinks. The process started by

identifying a small group of initial participants who met the set criteria. These

participants were then requested to refer to other students who also took sleeping

pills and energy drinks. This referral process continued until the required number of

participants or sample size was achieved. For example, if a student was identified as

someone who consumed these substances and frequently talked to a friend about

30
their use of the substance, they could approach that friend and ask them to

participate in the study.

The selection of the snowball sampling technique was based on the potential

challenge in identifying students who consumed sleeping pills and energy drinks

within the entire population. This sampling technique helped the researchers reach

participants through social networks. This method was especially valuable for

studying a sensitive or controversial topic and proved useful when participants were

selective or preferred discreet methods that were unattainable through other random

sampling approaches.

GRADE 11 GRADE 12 TOTAL

National Christian 50 50 100

Life College

The Instrument

To effectively address the research questions of this study, an instrument with

various sections was employed to gather data on the consumption of sleeping pills

and energy drinks, as well as students' academic performance. The instrument was

carefully selected to ensure reliable data collection, with consideration given to the

specific variables that were studied and the overall objectives of the research.

1.​ Questionnaire/Survey

In this study, the researchers utilized a structured questionnaire to collect data

from senior high school students in NCLC. The questionnaire was carefully

31
designed to include various key sections: demographic information, intake habits,

and academic performance and effects, ensuring a comprehensive understanding of

the variables involved. The researchers also utilized the Likert Scale in the

questionnaire. A Likert-scale questionnaire was a psychometric response scale used

to measure attitudes, opinions, or behaviors (McLeod, 2023).

The first section of the questionnaire was the demographic information

section, which was used to gather essential background details about the

respondents, providing a context for the data analysis. The researchers included

questions on age, gender, grade level, and the school attended. Specifically,

students were asked about their age (via multiple-choice or dropdown options), their

gender (with choices including male, female, prefer not to say, and other), and their

current grade level (Grade 11 or Grade 12). This information helped provide context

for the data and allowed for analysis of different demographic subgroups.

The intake habits section focused on the students' consumption patterns of

energy drinks and sleeping pills, which were central to this study. The researchers

inquired about the frequency of energy drink consumption (options included daily,

weekly, monthly, rarely, or never), the preferred brand of energy drinks (open-ended

or multiple-choice), the frequency of sleeping pill usage (with similar frequency

options), and the brand of sleeping pills usually taken (open-ended or

multiple-choice). Additionally, students were asked how long they had been

consuming energy drinks or sleeping pills (with responses indicating months or

years). These questions aimed to identify patterns and trends in the consumption

habits of the respondents.

32
 The academic performance and effects section linked the students' intake

habits to their academic performance and any perceived impacts. The researchers

included questions for a self-assessment of their overall academic performance

(using a Likert scale ranging from very poor to excellent), whether they noticed

changes in their academic performance after consuming energy drinks or sleeping

pills (with options for improved, no change, or decreased), and how energy drinks

affected their concentration during study sessions (rated from very negatively to very

positively). Similar questions were asked regarding the effects of sleeping pills on

their ability to stay focused in class. Students were also asked to report the average

number of hours of sleep they got per night (with options such as less than 4, 4-6,

6-8, or more than 8). This section aimed to draw a correlation between the students'

intake habits and their academic outcomes.

The final section of this questionnaire sought to gather detailed reflections on

students' experiences with energy drinks and sleeping pills. Moving beyond

quantitative data, it explored broader impacts on daily life, social interactions, and

overall well-being. This section was significant because it provided personal insights

that deepened the understanding of the motivations, challenges, and effects tied to

these substances. Such perspectives were crucial for developing a more

comprehensive analysis of their role in students' lives. Thoughtful and honest

responses were encouraged.

The questionnaire was administered electronically via Google Forms,

ensuring ease of access and convenience for the participants. Google Forms was

chosen due to its user-friendly interface, easy distribution, and ability to efficiently

33
collect and organize data. The platform allowed for real-time data collection and

analysis, which enhanced the accuracy and speed of the research process.

Data Collection Procedure

To ensure a systematic and ethical approach to data gathering, the

researchers followed a structured procedure that included seeking necessary

permissions, contacting participants, administering instruments, and retrieving

responses, as detailed below:

1.​ The data collection process began with thorough preparation and approval,

ensuring that all ethical and procedural guidelines were met. The

questionnaire, structured into four main sections (demographic information,

intake habits, academic performance and effects, and subjective responses),

was reviewed for clarity and relevance by the research adviser and school

authorities. This step ensured that the questions were aligned with the study’s

objectives, were culturally sensitive, and prioritized participant confidentiality

and voluntary participation.

2.​ The target population consisted of Senior High School students from National

Christian Life College. Snowball sampling was employed, starting with an

initial group of participants who were personally known to the researchers.

These participants were asked to refer to other eligible students within their

network. This method leveraged personal connections to gradually expand

the sample size and build trust among participants.

34
 3.​ The questionnaire was distributed through Google Forms. The form link was

first sent to individuals, per class, known to the researchers via Messenger or

Email, with a request to share it further with eligible participants in their

circles. This communication included an explanation of the study’s purpose,

the voluntary nature of participation, and assurances of confidentiality. Before

proceeding with the questionnaire, participants were required to review and

electronically sign an informed consent form embedded within the Google

Form.

4.​ Participants completed the questionnaire independently, ensuring the integrity

and authenticity of their responses. Responses were submitted directly

through Google Forms, where they were securely stored and automatically

organized. Data was protected and was accessible only to the research team,

led by Sabangan, Francheska Joy C. To maintain respondent anonymity, data

was anonymized during the analysis phase. The collected data was then

processed and analyzed to explore the patterns, effects, and personal

experiences related to energy drink and sleeping pill consumption among the

target population.

Plan for Data Analysis

The researchers used Google Sheets to store the data gathered from this

study and analyzed it through descriptive and cross-sectional analysis. The

demographic profile, intake of the substances, and significant relationship between

35
energy drinks or sleeping pills and academic performance were synthesized in this

section.

To answer the questions presented under the Statement of the Problem, the

following statistical tools were employed:

1.​ Percentage was used to present and analyze data regarding the demographic

profile of the respondents.

2.​ The prevalence and frequency of substance intake were analyzed through

descriptive analysis. This was effective since descriptive analysis calculated

datasets such as frequencies well (Silva, 2021).

3.​ Cross-sectional analysis was used to assess the degree of correlation

between the substance usage and its effects on the students’ academic

performance (Lu et al., 2020).

4.​ The Likert scale was administered to the students as a part of the

questionnaire. It contained a range of answers, from “never” to “always” and

“strongly disagree” to “strongly agree.” This scale reflected the respondents’

perception and experience regarding the substances.

36
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the study, along with the analysis and

interpretation of the data collected from the survey. Descriptive statistics, such as

frequency distributions and mean scores, are used to provide an overview of

consumption habits. The information gathered from the questionnaire is presented in

tables to facilitate a clearer understanding of the data. Related literature is also

included, aligned with the interpretation to provide deeper insights into the study’s

implications.

DEMOGRAPHIC INFORMATION OF THE RESPONDENTS

This section presents the demographic characteristics of the respondents,

including their age, sex, academic strand, grade level, and socioeconomic status.

Understanding these factors is important in identifying patterns in substance

consumption. By analyzing these demographics, the study can provide better

insights into possible reasons behind their intake habits and its effects on their

well-being.

Table 1
Age Of The Respondents

AGE FREQUENCY PERCENTAGE RANK

16 or below 22 22% 2

17 52 51% 1

18 22 22% 2

37
19 4 4% 3

20 or above 1 1% 4

TOTAL 101 100 %

Table 1 shows the age of the senior high school students, with 51% of them

being 17 years old. The second highest frequency is 16- and 18-year-olds, who both

got 22%. The data indicates that 4% came from 19-year-olds while 1% are from

20-year-olds. The table shows that most of the respondents are aged 17 years old.

According to research, substances are most prevalent among adolescents

aged 13 to 24 years old due to their strong effects on the students' bodies. These

substances greatly impact their academics because most higher education students

prefer studying at night. For instance, senior high school students are more prone to

substance usage due to their preferred study time (Mihaiescu et al., 2024).

Table 2
Sex Of The Respondents

SEX FREQUENCY PERCENTAGE RANK

Female 69 68% 1

Male 32 32% 2

TOTAL 101 100%

Table 2 presents the sex of the respondent; most of them (68%) are female

students, while male students only make up 32%, which leads to a total of 100%.

This shows that the students in NCLC have a higher frequency of females rather

38
than males. The higher number of female students leads to their greater

participation. So it is reasonably expected that more females will answer the survey

questionnaire and participate in this research compared to male students.

Table 3
Academic Strand Of The Respondents

ACADEMIC STRAND FREQUENCY PERCENTAGE RANK

STEM (Science, Technology, 57 56%

1
Engineering, Mathematics)

ABM (Accountancy, Business, 14 14%

3
Management)

HUMSS (Humanities, Education, 17 17%

2
Social Sciences)

TVL 7 7%
4
(Technical-Vocational-Livelihood)

HE (Home Economics) 3 3% 5

GAS (General Academic Strand) 3 3% 5

TOTAL 101 100%

Table 3 presents the academic strand of the respondents, with 56% of them

coming from STEM and 17% from HUMSS. The ABM strand shows a frequency of

14%, while 7% comes from TVL. The HE and GAS strands both scored a low

frequency, with both of them tallying up to 3%. The table indicates that the strand

39
that has the most responses is the STEM strand due to the number of its sections in

NCLC, which comprises four sections in Grade 12 and six sections in Grade 11.

In addition, research suggested that the use of substances may increase

mental health wellness and mental processes. Through its usage, senior high school

students can easily allow themselves to become more active in participating,

especially those in the STEM strand, who have higher-difficulty subjects. These

substances can increase activeness, engage students in their studies, and

eventually lessen stress.

Table 4
Grade Level Of The Respondents

GRADE LEVEL FREQUENCY PERCENTAGE RANK

Grade 11 49 49% 2

Grade 12 52 51% 1

TOTAL 101 100%

Table 4 presents the grade level of the respondents in National Christian Life

College; it shows that 51% come from Grade 12, while 49% of the respondents are

from Grade 11. This data shows that Grade 12 students are more prevalent in

substance usage. This signifies that graduating students have more tasks, and they

tend to spend more time juggling their requirements. For instance, Grade 12

students undergo work immersion and other prerequisites in order to graduate.

According to research, burnout describes the sensation of consuming one's

stamina or feeling fatigued. Heavy workloads, obligations, and duties associated with

education have led to fatigue, worry, and tension, which results in the majority of

40
students experiencing academic fatigue. This led to the consumption of substances

to boost their performance and heighten their focus (Gomez et al., 2020).

Table 5
Socioeconomic Status Of The Respondents

SOCIOECONOMIC
FREQUENCY PERCENTAGE RANK
STATUS

Low Income (Php 10,000 - 25 25%

3
20,000 per month)

Middle Income (Php 29 29%

21,000 - 100,000 per 2
month)

High Income (Php 100,000 2 2%

4
above per month)

Prefer not to say 44 44% 1

TOTAL 101 100%

Table 5 shows the Socioeconomic Status of NCLC SHS student's categorized

based on their monthly income. The most frequently chosen response was

statement 4, "Prefer not to say," which accounted for 44% of the responses. The

second highest response was statement 2, "Middle Income (Php 21,000 - 100,000

per month)," with a frequency of 29%. Statement 1, "Low Income (Php 10,000 -

20,000 per month)," received 25% of the responses, while statement 3, "High

Income (Php 100,000 and above per month)," had the lowest frequency at 2%, total

of frequency 100%. We use the Socioeconomic Status to determine their financial

situations on a monthly basis.

41
PREVALENCE AND FREQUENCY OF SUBSTANCE CONSUMPTION

This section provides valuable insight into the respondents’ substance use

habits. This helps determine which substance is more commonly used and if there is

a correlation between their intake. This also offers insights into whether prolonged

use has potential long-term effects on academic performance. Furthermore, this

shows the extent of their dependency on these substances. Lastly, this section

provides information on the accessibility, popularity, and marketing influence of these

substances within the respondents’ community.

Table 6.1
Percentage Of Respondents That Take Substances

SOP 2

SUBSTANCE CONSUMED FREQUENCY PERCENTAGE RANK

Energy Drink 86 85% 1

Sleeping Pills 7 7% 3

Both 8 8% 2

TOTAL 101 100%

Table 6.1 shows the percentage of the most used substances of senior high

school students, with 85% of them drinking energy drinks, 7% taking sleeping pills,

and 8% consuming both. This suggests that the respondents are more drawn to

energy drinks due to their availability. For instance, energy drinks like Gatorade and

Sting are available in any nearby store. As such, energy drinks tend to be trendier

than other substances like sleeping pills due to their price and their need for a

prescription.

42
 According to research, energy drinks are the most prevalent substance to

students because of their effect on those who are taking them. It gives senior high

school students the ability to improve mental focus, alertness, and endurance. It is

more preferable for senior high school students due to the amount of activities they

receive. In conclusion, energy drinks are one of the most trending substances due to

their effect on their consumers (Jagim et al., 2023).

Table 6.2
Duration Of Energy Drink Consumption Among Respondents

DURATION FREQUENCY PERCENTAGE RANK

Less than 1 month 29 28% 1

1-4 months 20 20% 2

5-6 months 7 7% 6

7-11 months 10 10% 5

1-2 years 16 16% 4

2+ years 19 19% 3

TOTAL 101 100%

Table 6.2 reveals that most senior high school students have only briefly

consumed energy drinks and sleeping pills, with 28% using them for less than a

month and 20% for 1-4 months. However, there is still a significant 35% of

respondents that is consuming these substances for over a year, with 16% reporting

1-2 years of use and 19% for two years and above. This suggests two primary

trends: short-term experimentation versus long-term habitual use. The presence of

43
long-term users show that some students may have started these habits early in

Grade 11 and continued throughout their senior high school years.

Research suggests that academic stress is a key factor in students’

consumption of substances. Researchers found that energy drinks are often used to

boost alertness (Espinosa et al., 2025), but long-term use can lead to dependency

and health issues. Also, sleeping pills may help students manage insomnia that is

caused by stress, but prolonged use disturbs natural sleep cycles and can cause

dependency.

In conclusion, the duration of substance use among students emphasizes

habit formation as a crucial factor. Researchers found that habits form in about 66

days, which explains why some respondents quit early while others continued for

years (Wallace, 2024). These findings emphasize the need to understand the

long-term effects of substance use among students.

Table 6.3
Prevalence Of Substances Intake Among Respondents

What is the frequency of your

FREQUENCY PERCENTAGE RANK
consumption of substances?

Daily 10 10% 4

Weekly 30 30% 2

Monthly 13 13% 3

Rarely (not regular) 48 47% 1

TOTAL 101 100%

44
 Table 6.3 presents the rate of substance intake among respondents,

categorized by frequency. The data indicates that "rarely (not regular)" substance

use is the most common, representing 47% of respondents. Weekly substance use

is the second most frequent, with 30% of respondents reporting this substance.

Monthly use is reported by 13%, while daily use is the least common, at 10%. The

total sample size is 101, with the percentages summing to 100%.

The data indicates a distinct distribution of substance intake frequency among

respondents. Occasional use constitutes the majority, followed by a significant

proportion reporting weekly consumption, indicating a preference for non-daily,

regular engagement. In contrast, daily substance use is observed at a low rate,

suggesting that dependence, as defined by daily intake, is limited within this sample,

with the main substance being infrequent or weekly consumption.

The use of substances is frequently observed among Senior High School

students, particularly those seeking academic achievement. Frequent use of OTC

(over-the-counter) medicine is a recognized problem internationally among academic

students, this can lead to abuse of OTC medications as painkillers at the day of

exams (Rajab et al., 2023). Therefore, the observed use of substances among

Senior High School students for academic purposes have potential for medication

abuse.

45
 Table 6.4
Brands Of Substances That Are Usually Consumed By Respondents

BRANDS FREQUENCY PERCENTAGE RANK

Sting 26 26% 2

Cobra 4 4% 5

Gatorade 47 46% 1

Redbull 3 3% 6

Monster 2 2% 7

Sleepwell 5 5% 4

Zzzquil 2 2% 7

Others 12 12% 3

TOTAL 101 100%

Table 6.4 presents the frequency and percentage distribution of different

substance brands consumed by the respondents. Gatorade has the highest

consumption percentage, rating 46% and ranking first, which means this suggests

availability or potential reliance on these beverages for perceived performance

enhancement or energy boost, possibly related to academic demand for senior high

school students. Sting follows as the second most consumed brand, having 26% of

the respondents. “Others” substances rate 12% of the consumption, placing third

which is less specific and suggests a diverse range of substance use beyond the

listed brands.

The consumption of Sleepwell, Cobra, Redbull, Monster, and Zzzquil was

markedly less frequent, with each brand representing between 2% and 5% of

46
responses. Specifically, the limited consumption of sleep aids, Sleepwell and Zzzquil,

suggests a greater reliance on substances within this student population. This

preference potentially reflects attempts to counteract fatigue or increase alertness

during periods of academic stress. Furthermore, Cobra, Redbull, and Monster show

relatively low consumption rates, indicating their low popularity compared to

Gatorade and Sting among the respondents.

The popularity of the energy drink within the beverage industry has raised

significant concerns regarding potential physiological effects. These energy drinks

have gained popularity among young individuals, which suggests that they release

an effect of body response, often interpreted by users as performance enhancers.

However, researchers' investigations indicate that the perceived enhancement of

well-being and the relation with a healthy lifestyle, frequently connected to energy

drink consumption, may negatively impact regular sleep patterns and overall health

maintenance (Shcherbakova & Melikhova, 2022).

FACTORS THAT INFLUENCES THE INTAKE OF SUBSTANCES

This section presents data on the underlying reasons behind students’

consumption of energy drinks and sleeping pills, such as social influence, sleeping

habits or difficulties, and academic stress. Understanding these factors provides

empirical evidence on why students turn to these substances and how these

motivators relate to their academic performance and over well-being.

47
 Table 7.1
Respondents’ Primary Reasons for Taking The Substances

SOP 3

What is the most common factor

that influences students’ use of FREQUENCY PERCENTAGE RANK
substances?

Social influence 35 35% 2

Health condition 11 11% 4

Sleeping habits 16 16% 3

Academic stress and pressure 39 38% 1

TOTAL 101 100%

Table 7.1 presents the common factors that influence the senior high school

students’ use of substances, with academic stress and pressure being the highest

frequency, tallying up to 38%. The table also shows that social influence, being the

second most frequent, highly impacts the use of substances among the respondents,

with a percentage of 35%. Sleeping habits and health conditions are also

determining factors of substance use, with a percentage of 16% and 11%,

respectively. This suggests that among other factors surrounding a senior high

school student's substance use, academic stress and pressure and social influence

are the primary influencers.

According to research, academic stress and pressure are primary factors for

substance use among senior high school students. It is determined that poor school

performance leads to academic stress, which then leads to substance use. Research

48
shows that excessive educational expectations from parents directly impacts a

student’s well-being (Zimmer-Gembeck et al., 2023).

In conclusion, the data shows that academic stress and pressure play a

significant role in substance usage among senior high school students. The use of

these substances is fueled by academic activities and the need to accomplish them.

On top of that, peer pressure encourages intake among students, which results in

social influence being the second leading substance use factor.

Table 7.2
Average Number of Hours of Sleep Per Night Among Respondents

HOURS OF SLEEP FREQUENCY PERCENTAGE RANK

Less than 4 hours 23 23% 2

4 to 6 hours 54 53% 1

6 to 8 hours 18 18% 3

More than 8 hours 6 6% 4

TOTAL 101 100

Table 7.2 shows the distribution of respondents’ average nightly sleep

duration. The most common sleep duration is 4 to 6 hours, reported by 53% of the

respondents, indicating a common lack of sufficient sleep within the group. A large

23% respondents indicate less than 4 hours, highlighting a concerning level of

severe lack of sleep, while 18% respondents achieve the recommended 6 to 8 hours

sleep, but representing a smaller portion of the sample. Only 6% responses report

49
sleeping more than 8 hours, interpreting healthy sleep durations are uncommon in

senior high school students.

Researchers’ indicates a clear relationship between academic stress, well

being, and sleep quality. Specifically, academic stress is shown to negatively affect

both sleep quality and how individuals perceive their well being (Cheng et al., 2025).

Both academic stress and sleep quality links between physical exercise and health.

Physical exercise influences individual well being by reducing academic stress and

improving sleep quality which then reduces stress and maintains well being. The

researchers’ suggest that having physical exercise can serve as a protective factor

against the negative impact of academic stress on sleep duration.

Table 7.3
Other Coping Strategies Utilized By Respondents To Manage Stress

What coping strategies are used to be

FREQUENCY PERCENTAGE R
helpful in managing stress?

Engaging in physical activities or exercise. 54 24% 2

Seeking professional help or counseling. 10 5% 6

Overeating or unhealthy eating habits. 32 15% 4

Excessive use of social media. 42 19% 3

Procrastination or avoidance of tasks. 27 12% 5

Pursuing hobbies and interests outside of

56 25% 1
academics.

TOTAL 221 100%

50
 Table 7.3 presents the different coping strategies used by senior high school

students when it comes to managing stress. Pursuing hobbies and interests outside

academics and engaging in physical activities or exercise are among the highest

coping strategies, with a frequency of 25% and 24%, respectively. This signifies that

senior high school students regularly engage in different recreational activities in

order to cope with stress. Excessive use of social media and overeating or unhealthy

eating habits also have a relatively high frequency, with a percentage of 19% and

15%. This data suggests that students tend to practice excessive habits when

stressed. Lastly, procrastination or avoidance of tasks and seeking professional help

or counseling, with a frequency of 12% and 5%. This suggests that some students

under stress prefer to ignore tasks and completely forget about them, while others

choose to seek help.

Research shows that pursuing activities outside school is a great coping

mechanism when it comes to dealing with academic stress. According to research,

stress can be manageable as long as there are other activities that allow the student

to release them; it can be a form of personal hobby or physical activity.

Procrastination, excessive use of social media, and overeating are also used as

coping mechanisms, among others; however, it is suggested to seek professional

help when such practices worsen. In conclusion, most senior high school students

are capable of handling stress due to almost half of the respondents practicing other

activities outside school (Arangel et al., 2021).

51
THE IMPACTS OF SUBSTANCE USE IN ACADEMIC PERFORMANCE AND
STUDENTS’ RECOMMENDATION

This section examines the measurable effects of substance consumption on

the students’ academic performance, attendance, and study habits. This section

shows how consumption influences students’ ability to attend classes on time,

identifying potential links between substance use and absenteeism or tardiness.

Furthermore, this provides insights into whether these substances enhance or hinder

cognitive performance. And lastly, whether students encourage or discourage their

peers from using these substances for academic improvement. By analyzing these

impacts, the study aims to determine whether the use of energy drinks and sleeping

pills contributes positively or negatively to students’ educational experiences.

Table 8.1
Effect of Substance Use in Students’ Punctuality and Class Attendance

SOP 4

Tardiness Or Absenteeism Count

Throughout Senior High School FREQUENCY PERCENTAGE RANK
Year

Never (0) 79 78% 1

Rarely (1-2 times) 20 20% 2

Sometimes (3-4 times) 2 2% 3

Often (more than 5 times) 0 0% 4

TOTAL 101 100%

52
 Table 8.1 presents the frequency and percentage of student tardiness or

absenteeism throughout the senior high school year, categorized by frequency of

occurrence. The data shows that the majority of respondents' response is “Never”,

rating 78%, ranking as the common response in being tardy or absent. “Rarely (1-2

times, placing second is defined to have 20% of respondents. “Sometimes (3-4

times)” having 2% of responses and ranking as third. Lastly, “Often (more than 5

times)” having 0% of respondents.

The table shows that most senior high school students were on time and went

to class regularly. This means that using substances didn't seem to make them late

or miss class. It means senior high school students usually went to class despite

consuming energy drinks or sleeping pills.

School attendance is identified as an important component of student

development in school. Students may experience low motivation to attend classes

due to factors such as disinterest, hardship, or a lack of school engagement, leading

to tardiness and absenteeism. Previous research confirms that weather, illness,

personal circumstances, financial limitations, and house distance contribute to

student lateness and absences. Tardiness, a persistent issue for educators, disrupts

student learning and academic progress, creating a significant management

challenge for schools (Moldero et al., 2024).

53
 Table 8.2
Effectiveness Rate of Substance Use in Aiding Exam Preparations

How would you rate the

effectiveness of substance
FREQUENCY PERCENTAGE RANK
use in aiding your exam
preparation?

Ineffective 27 27% 2

Slightly effective 48 47% 1

Moderately effective 21 21% 3

Highly effective 5 5% 4

TOTAL 101 100%

Table 8.2 presents the effectiveness of substance use in aiding exam

preparation. The majority of its respondents (47%) perceive it as slightly effective,

followed by ineffective with a frequency of 27%. Moderately effective also had a

significant number of frequencies with its total percentage of 21%. Lastly, 5% of the

respondents report high effectiveness when using substances. This table indicates

that the usage of substances has little to no influence when it comes to preparing for

exams.

​ Research suggests that consuming substances do not proportionately aid in

exam preparations. Substance use is often practiced when it comes to preparing for

an exam; however, research shows that it does not relatively help. According to

research, the intake of substances does not enhance memory recall; instead, it

reduces the energy of the brain, which results in decreased performance (Ayyıldız &

Kalafat, 2022).

54
 Table 8.3
Academic Impact and Students’ Recommendation of Substance Use

WM VI R

Q1. What impact have energy drinks had on

your ability to concentrate during study 2.71 NT 2
sessions?

Q2. How would you rate the overall impact of

sleeping pills on your life and studies? 3.05 NT 1

Q3. How strongly would you recommend to

others to also take energy drinks and sleeping 2.55 NG 3
pills for academic improvement?

TOTAL 2.77 NT

Based on the data shown in Table 8.3, the overall impact on life and studies

had a weighted mean of 3.05 (Neutral), while the effect on the concentration had a

2.71 (Neutral). However, when asked if they would recommend these substances to

others, the weighted mean dropped to 2.55, interpreted as Negative.

These results suggest that although students do not view these substances

as highly harmful, they also do not find them beneficial enough to recommend. The

neutral scores on concentration and overall life impact may imply uncertainty or

variability in effects depending on personal tolerance and usage patterns.

Interestingly, despite not perceiving a strongly negative effect, respondents still do

not recommend these substances for academic purposes. This may indicate a level

of caution or awareness of potential long-term risks, especially in the absence of

consistent positive academic outcomes. This aligns with the idea that the students

55
may turn to such substances out of necessity or habit, rather than genuine belief in

their effectiveness.

Recent literature supports this cautious attitude. A study highlights the

short-term benefits but long-term drawbacks of relying on such substances, including

sleep disruption and decreased academic focus (Leong et al., 2022). These findings

align with the students’ responses, emphasizing that while some may temporarily

benefit, the overall impact is not significant or sustainable enough to endorse.

56
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Introduction

This chapter presents a complete summary of the results of the study,

including the summary of key findings, the conclusion drawn from data analysis, and

the recommendations based on the conclusions. The research conducted among

NCLC senior high school students employs a descriptive and cross-sectional

analysis and uses Excel, descriptive statistics, percentages, and ranking as

statistical tools. The respondents' demographic profile — age, sex, academic strand,

grade level, and socioeconomic status — is studied along with other research

questions. This section aims to study results, interpret their implications, and provide

recommendations for future research.

Summary of the Findings

This study aimed to examine how academic pressures influence the

consumption patterns of energy drinks and sleeping pills among Senior High School

students at National Christian Life College. Researchers explored the frequency of

use, the factors motivating substance consumption, and students’ perceptions of

their impact on academic performance. Data was collected through a survey

questionnaire to provide insights into student behaviors and coping mechanisms.

The following summary presents the key findings of our study:

57
1.​ Prevalence and Frequency of Substance Use Among Senior High School

Students

The researchers examined how common and how often students used

energy drinks and sleeping pills. The purpose was to find the most used

substances and the habits of their intake. The results showed that energy

drinks were much more common than sleeping pills, with 85% of students

reported energy drinks consumption compared to 7% reported sleeping pills

use. A large number of students reported they drink energy drinks regularly,

with many using them for a long time. The frequency of substance use was

predominantly occasional, although weekly consumption was also observed.

Gatorade is identified as the most popular brand in energy drinks, having 46%

responses.

2.​ Primary Reasons for the Intake of Energy Drinks and Sleeping Pills

Among Senior High School Students

Researchers also explored the reasons that affect students' decisions

or factors influencing student consumption habits. The research aimed to

identify the primary reasons for student reliance on these substances. The

findings revealed that academic stress was the most significant contributing

factor, tallying up to 38%. Many students also reported insufficient sleep and

used various coping strategies for stress management, with hobbies and

physical activity being the most common.

3.​ Impact of Substance Use on Study Focus and Attendance Among SHS

Students

58
 3.1 Researchers examined the concentration of students during study

sessions. The data indicated that students generally perceived energy

drinks and sleeping pills as having limited positive effect on exam

preparation. Specifically, the most common rating for the effectiveness

of substances used in aiding exam preparation was “slightly effective”.

with 47% of respondents choosing this option. This suggested that the

use of energy drinks and sleeping pills did not significantly enhance

concentration during study sessions, based on the students’ self

reported experience.

3.2 The researchers also explored the relationship of students’

consumption and their attendance. The study revealed that substance

use did not appear to have a negative impact on students' attendance.

The most common response regarding tardiness or absenteeism was

“never”, with 78% responses. Most students reported consistent

attendance, with a large majority they were “never” tardy or absent.

This indicated that the use of substances did not significantly impact

students’ tardiness or attendance.

4.​ Overall Impact and Student Recommendations on the Use of Energy

Drinks and Sleeping Pills for Academic Performance

The study found that the overall impact of energy drinks and sleeping

pills on students’ life and studies received a weighted mean of 3.05,

interpreted as neutral. Similarly, the effect on concentration was rated with a

weighted mean of 2.71, also interpreted as neutral. However, when asked if

59
 they would recommend these substances to others, the weighted mean

decreased to 2.55, interpreted as negative.

Conclusions

The researchers studied the findings and conducted a survey on how

substances like energy drinks and sleeping pills affect the academic performance of

senior high school students at National Christian Life College. Based on the research

findings, the conclusions were drawn:

1.​ Energy drinks are the most consumed substances among students, driven by

their availability and affordability. While many students engage in short-term or

occasional use, a notable portion shows long-term and regular consumption

patterns, reflecting the role of energy drinks in their routines and academic

coping strategies.

2.​ Students rely on energy drinks and sleeping pills mainly due to academic

stress and peer influence, while hobbies and physical activities are their go-to

ways of managing stress and improving their well-being.

3.​ The study found no clear link between substance use and class attendance,

suggesting that students' decisions to attend classes are influenced by

personal choice rather than consumption habits.

4.​ While some students may consume these substances, most do not find them

effective or beneficial enough to endorse for academic enhancement. This

reflects a cautious or uncertain attitude among the students.

60
Recommendations

In light of the research findings, it is discovered how substance intake impacts

academic performance among senior high school students. As the study ensued,

subject matters suggested for future research also emerged. The following

recommendations are as follows:

1.​ It is recommended for students to prevent substance use in an attempt to

improve academic performance. Developing healthier habits such as time

management and proper sleep is much more beneficial.

2.​ It is recommended for parents to be more careful when it comes to putting

their children under academic pressure. Strengthening parent-child bonds is

also suggested for parents to mitigate their children against negative peer

influence.

3.​ This study is limited to most respondents who consume these substances

rarely and for less than a month, so it is recommended for future researchers

to study long-term substance usage among students for it might produce a

deeper understanding of how substance use affects academic performance.

4.​ It is recommended for school administrations to consider implementing

awareness campaigns to educate students on the potential health risks and

dependency associated with the frequent use of energy drinks or sleeping

pills. Since students themselves are not confident in recommending these

substances, their views reinforce the need to discourage reliance on chemical

enhancers and instead support natural, holistic approaches to academic

success.

61
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