GREETINGS

AMETHYST:
Good afternoon panelists. It is such an honor to be here, right in front of you all, and it is truly a special
day for us because we are given the opportunity to explain and present our research findings in our
research study, entitled—

ALL:
Early Alcohol Exposure and Academic Outcomes: A Study of Grade 11 Students at Logac National High
School.

AMETHYST:
To formally start, let us introduce to you our group. My name is Grazcey Amethyst Matalang.

PIERRE:
I’m John Pierre Castro.

PHOEBEE:
Phoebee Cates Ocampo.

SHARMMYNE:
And I am Sharmmyne Natividad.

INTRODUCTION

AMETHYST:
To give you an overview of our study, alcohol is a substance commonly found in many social gatherings
and communities. While it is legal for adults, early exposure among students may affect their behavior,
focus, and decision-making.

AMETHYST:
Early alcohol exposure refers to drinking alcohol during teenage years, especially before reaching the
legal drinking age. This exposure often happens due to curiosity, peer influence, or availability at home
and social events.

AMETHYST:
Senior high school students are still in a critical stage of development. At this stage, alcohol exposure
may affect their academic outcomes such as grades, attendance, class participation, and test scores.
Because of this concern, the researchers conducted this study to examine the impact of early alcohol
exposure on academic outcomes.

CONCEPTUAL FRAMEWORK

AMETHYST:
This part presents the conceptual framework of the study.
AMETHYST:
The independent variables (read ppt)

AMETHYST:
The dependent variables include (read ppt)

AMETHYST:
This framework guided the researchers in analyzing whether early alcohol exposure has an effect on
students’ academic outcomes.

OBJECTIVES (NO PPT)

AMETHYST:
So, the following are the reasons why we, the researchers, conducted this study.

AMETHYST:
First, to examine the extent of early alcohol exposure among Senior High School students at Logac
National High School. This includes identifying when students were first exposed to alcohol and how
often they consume it.

AMETHYST:
Second, to investigate the issues that may hinder students’ ability to perform academically, such as
possible effects on focus, attendance, and academic performance.

AMETHYST:
And lastly, to determine the relationship between students’ early alcohol exposure and their academic
performance.

AMETHYST:
So that’s all for my part. Let us now call on Mr. John Pierre Castro to introduce the methodology of the
study.

STATEMENT OF THE PROBLEM

AMETHYST:
So, for the Statement of the Problem—generally, this study was conducted to examine the impact of
early alcohol exposure on the academic outcomes of students at Logac National High School. (read ppt)

AMETHYST:
Specifically, this study sought to answer the following questions: (read ppt)

AMETHYST:
First, (read ppt)

AMETHYST:
Second, (read ppt)

AMETHYST:
Third, (read ppt)
AMETHYST:
Fourth, (read ppt)

AMETHYST:
And lastly, (read ppt)

AMETHYST:
So that’s all for my part. Let us now call on Mr. John Pierre Castro to introduce the methodology of the
study.

METHODOLOGY (NO PPT)

PIERRE:
My dear panelists, I am now here to confer with you the process on how the data were determined.

PIERRE:
This research used a descriptive research design, which focuses on describing and analyzing the
relationship between early alcohol exposure and academic outcomes.

PIERRE:
For the locale of the study, this research was conducted at Logac National High School.

PIERRE:
For the participants and sampling procedure, the respondents were 30 Grade 11 Senior High School
students, selected using purposive sampling.

PIERRE:
For the data instrument, the researchers used a survey-questionnaire composed of profile questions and
Likert-scale statements.

PIERRE:
Next is the data gathering method. The questionnaires were distributed after approval, and the purpose
of the study was clearly explained to ensure honest responses.

PIERRE:
Lastly, for data analysis, statistical tools such as mean and correlation were used.

PIERRE:
With that, to further discuss the results and discussion, I will now bring to you Ms. Phoebee Cates
Ocampo.

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

PHOEBEE: Good afternoon panelists. Moving on to the results of the study, Chapter IV focuses on
presentation, analysis, and interpretation of data. (read ppt)

PHOEBEE: Figures 1 presents the profile variables of the respondents.

PHOEBEE: Starting with age—based on the table, out of 30 respondents, 24 respondents or 80% are 16
years old, 5 respondents or 16.67% are 17 years old, and 1 respondent or 3.33% is 18 years old.

PHOEBEE: The finding implies that most respondents belong to the normal age group for Grade 11
students. This matters because it shows that early alcohol exposure is being examined among minors
who are still in adolescence. (read ppt table)

SEX

PHOEBEE: In terms of sex, the data show that 16 respondents or 53.33% are male, while 14
respondents or 46.67% are female.

PHOEBEE: This indicates a nearly balanced representation, meaning the findings reflect both male and
female perspectives fairly. (read ppt table)

AGE OF FIRST INTAKE

PHOEBEE: In terms of age of first intake, the table shows that 21 respondents or 70% first drank alcohol
at ages 15–16. Meanwhile, 4 respondents or 13.33% started below 12, another 4 respondents or
13.33% started at 12–14, and only 1 respondent or 3.33% started at 17–18.

PHOEBEE: This implies that the most common time students first try alcohol is mid-adolescence, where
curiosity and exposure to social activities become stronger. (read ppt table)

TYPE OF ALCOHOL

PHOEBEE: For the type of alcohol consumed, the respondents reported wine as the most common at
43.33%, followed by liquor at 40%, and beer at 16.67%.

PHOEBEE: This suggests that students may consume what is most available in their environment and
what is commonly offered during occasions. (read ppt table)

ALCOHOL LEVEL

PHOEBEE: In terms of alcohol level, 43.33% consumed strong alcohol (16% and above), 40% consumed
low alcohol (below 5%), and 16.67% consumed moderate alcohol (6–15%).

PHOEBEE: This indicates that a notable portion of respondents reported consuming strong alcohol,
which may reflect exposure through gatherings or accessibility of stronger beverages. (read ppt table)
PHOEBEE: To further discuss the early alcohol exposure of the respondents, let us call on Ms.
Sharmmyne Natividad.

EARLY ALCOHOL EXPOSURE OF THE RESPONDENTS

SHARMMYNE: Good afternoon panelists. This part presents the early alcohol exposure perceptions of
the respondents, measured using mean, standard deviation, and descriptive value. (read ppt)

A. AGE OF FIRST INTAKE (PERCEPTIONS)

SHARMMYNE: The grand mean is 3.11, interpreted as Neutral.

SHARMMYNE: The statement with the highest mean is “I tried alcohol at a young age due to curiosity”
with mean 3.40, interpreted as Agree, which implies curiosity is a major reason for first trying alcohol.

SHARMMYNE: The respondents were neutral on starting before 18 and on regret, meaning early intake
is present but not strongly viewed as something they regret. (read ppt table)

B. FREQUENCY OF CONSUMPTION

SHARMMYNE: The grand mean is 2.38, interpreted as Neutral.

SHARMMYNE: They were neutral about drinking at social gatherings, but they strongly disagreed that
they regularly drink during weekends, and disagreed that they drink without occasions.

SHARMMYNE: This suggests that drinking is occasional and mostly linked to gatherings, not a weekly
habit. (read ppt table)

C. PEER INFLUENCE

SHARMMYNE: The grand mean is 2.76, interpreted as Neutral.

SHARMMYNE: Respondents disagreed that they drink to fit in, meaning peer pressure is not the main
reason. However, they were neutral that friends encourage them and that friends respect their choice
not to drink.

SHARMMYNE: This means peer influence exists but only moderately affects decisions. (read ppt table)

D. ACCESSIBILITY OF ALCOHOL

SHARMMYNE: The grand mean is 2.68, interpreted as Neutral.

SHARMMYNE: Respondents were neutral about family providing alcohol, but they disagreed that they
can easily buy alcohol when they want. They were also neutral about rarely seeing alcohol at home.
SHARMMYNE: This suggests accessibility is moderate—not always present, but not totally absent. (read
ppt table)

SHARMMYNE: To present the academic outcomes, I will now call on Ms. Grazcey Amethyst Matalang.

ACADEMIC OUTCOMES

AMETHYST: Good afternoon panelists. This section presents the academic outcomes of the respondents
in terms of grades, class attendance, class participation, and test scores. (read ppt)

GRADES

AMETHYST: The grand mean for grades is 2.76, interpreted as Neutral.

AMETHYST: All statements are neutral, meaning respondents neither strongly agree nor disagree that
alcohol negatively affects their grades.

AMETHYST: The highest mean is about alcohol making study harder, which shows some students
recognize possible difficulty, but overall they are uncertain of strong effects. (read ppt table)

CLASS ATTENDANCE

AMETHYST: The grand mean is 2.05, interpreted as Disagree.

AMETHYST: Respondents disagreed that alcohol causes absences, tardiness, or reduced motivation to
attend school. They also disagreed that teachers warned them about attendance linked to drinking.

AMETHYST: This suggests alcohol does not significantly affect their attendance patterns. (read ppt table)

CLASS PARTICIPATION

AMETHYST: The grand mean is 2.33, interpreted as Disagree.

AMETHYST: Respondents disagreed that alcohol affects participation and concentration, and disagreed
that it made them less interested in school activities. Only one statement is neutral about confidence in
discussions.

AMETHYST: Meaning, students believe alcohol does not strongly hinder their participation. (read ppt
table)

TEST SCORES

AMETHYST: The grand mean is 2.03, interpreted as Disagree.

AMETHYST: Respondents disagreed that alcohol lowered test scores, caused them to miss exams, or
affected memory during tests.
AMETHYST: This shows respondents generally believe their test performance remains unaffected. (read
ppt table)

AMETHYST: For the correlation results, let us call on Mr. John Pierre Castro.

RELATIONSHIP (CORRELATION RESULT)

PIERRE: My dear panelists, finally, in the correlation analysis between early alcohol exposure and
academic outcomes—this slide presents the correlation coefficient, p-values, and statistical inference.
(read ppt)

PIERRE: All computed p-values are greater than 0.05, which means the relationship is not significant.

PIERRE: Specifically:

 Age of first intake: p = 0.445

 Frequency of consumption: p = 0.345

 Peer influence: p = 0.146

 Accessibility of alcohol: p = 0.236

PIERRE: Therefore, we reject the idea that early alcohol exposure significantly affects academic
performance in this study, and we conclude that other factors may influence academic outcomes more.
(read ppt)

PIERRE: That’s all again for my part. Let us call on again Ms. Phoebee Cates Ocampo for the summary.

SUMMARY

PHOEBEE: (read ppt)

PHOEBEE: For the conclusion, I will call on Ms. Sharmmyne Natividad.

CONCLUSION

SHARMMYNE: (read ppt)

SHARMMYNE: For the recommendations, I will call on Mr. John Pierre Castro.
 RECOMMENDATIONS

PIERRE:
Based on the findings and conclusions of the study, the researchers recommend the following: (read ppt)

For School Administrators

PIERRE:
For school administrators, it is recommended that the school strengthen awareness campaigns and
health education programs regarding early alcohol exposure.

PIERRE:
By providing seminars, orientations, and guidance programs, administrators can help students
understand the possible risks of early alcohol exposure and promote responsible behavior. These
programs may also support students’ overall well-being and academic focus.

For Teachers and Advisers

PIERRE:
For teachers and advisers, it is recommended that discussions about alcohol use, discipline, and healthy
decision-making be integrated into guidance activities and classroom discussions.

PIERRE:
Teachers play an important role in monitoring students’ behavior and academic performance. Through
proper guidance and counseling, teachers can help students maintain balance between social life and
academic responsibilities.

For Parents and Guardians

PIERRE:
For parents and guardians, it is recommended that they maintain open communication with their
children regarding alcohol use.

PIERRE:
Parents should provide proper guidance, set clear boundaries at home, and monitor their children’s
activities. This can help reduce risky behaviors and encourage students to prioritize their studies and
personal growth.

For Students

PIERRE:
For students, it is recommended that they practice self-discipline and make informed decisions regarding
alcohol consumption.
PIERRE:
Students should prioritize their academic responsibilities, be aware of their limits, and choose activities
that support their physical health, mental well-being, and academic success.

For Future Researchers

PIERRE:
For future researchers, it is recommended that similar studies be conducted using a larger sample size
and additional variables.

PIERRE:
Future research may include factors such as family background, parental supervision, mental health, and
study habits to gain deeper understanding of what truly affects students’ academic outcomes.

PIERRE:
That concludes the presentation of our research study.

ALL:
Thank you for your time and attention. We are now open for questions.