ISABELA SCHOOL OF ARTS AND TRADES

SENIOR HIGH SCHOOL

EXPLORING THE CAFFEINE CONSUMPTION AND ITS EFFECT AMONG

SENIOR HIGH SCHOOL STUDENTS

Isabela School of Arts and Trades

Senior High School
Schools Division of the City of Ilagan

In Partial Fulfillment of the Requirements in

Inquiries, Investigation, and Immersion

Hannah Rivera
Sandie Apalisoc
Syrish Aggarao
Shella Asuero
Lorgilene Dumalag
Ronielyn Escaret
Jane Pascua
Stephanie Gwen Figarola
Vench Barnacha
Warren Clei Camonayan
Mark Jay Crisostomo
12 – SHAKESPEARE

ACADEMIC – HUMANITIES AND SOCIAL SCIENCE

April-2025

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APPROVAL SHEET

The research project attached hereto, entitled Exploring The Caffeine Consumption And

Its Effect Among Senior High School Students prepared and submitted by Hannah M.

Rivera, Sandie T. Apalisoc, Syrish Nicole A. Aggarao, Shella J. Asuero, Lorgilene R.

Dumalag, Ronielyn V. Escaret, Jane R. Pascua, Stephanie Gwen A. Figarola, Vench R.

Barnacha, Warren Clei L. Camonayan, Mark Jay T. Crisostomo of Grade 12-

Shakespeare in partial fulfillment of the requirements for the Applied Subject in Grade 12

which is Inquiries, Investigations, and Immersion.

ELIZABETH R. QUITOLA, EdD

Research Adviser

Approved by the Quality Educational Studies of Teachers and Eager Research

Students (QUESTERS) with a grade of PASSED.

PANEL OF EXAMINERS

SUZETTE S. AQUINO KARLA MAE M. SUYU

Chairman Member

YOSHIMITSU M. YOSHIDA EDNA C. GARCIA

Member Head, STEM Group

Accepted as partial fulfillment of the requirements for the Applied Subject in

Grade 12 which is Inquiries, Investigation, and Immersion.

IMELDA S. MALAYAO, PhD

Assistant Principal II

MARY ANN L. CATINDIG, PhD

School Principal

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Acknowledgement

First and foremost, the researchers would like to express their sincere gratitude

and appreciation to Almighty God, who has been their source of strength, wisdom, and

inspiration throughout this research journey. They also want to thank everyone who has

offered support, guidance, and assistance for this study. We have been able to finish this

work because of your divine provision and guidance. We will always be grateful for your

blessings and unwavering support.

We also want to express our sincere gratitude to Ma'am Elizabeth Quitola, our

Practical Research 2 advicer, for her knowledgeable assistance and unwavering support.

Her compassion and skillful teaching techniques enabled us to acquire research

techniques and finish our study precisely. We value her diligence, passion, and unique

teaching style, which inspired us to give the study our all.

Our respondents, who generously donated their time and wisdom, have our

sincere gratitude as well. Their involvement was essential to the success of our study,

and we value their readiness to share their insightful opinions. Their collaboration was

crucial to the success of this study.

We would like to express deep appreciation to our families and friends for being

our rock during this study trip. We have benefited much from your constant love,

support, and encouragement, which has given us financial stability, mentorship, and

emotional nourishment. Your unselfish support, insightful advice, and unshakable faith

in us have inspired us to keep going and pursue greatness. We appreciate you being our

greatest supporters and inspiration.

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Dedication

After conquering numerous obstacles, we feel overcome with emotion as our

goal becomes a reality. We owe a debt of gratitude to all those who helped us along the

way. Your constant encouragement, direction, and faith in us allowed us to conduct this

study.

To our esteemed teacher, your commitment to instructing and guiding us was

priceless. Your insight and support enabled us to develop, and we will always be

appreciative of your guidance.

We were able to persist because of our devoted parents' unfailing support,

sacrifices, and encouragement. Your confidence in us and unwavering encouragement

gave us faith in our skills.

We were inspired along our journey by our understanding, inspiration, and

encouragement from our supporting friends. Your encouragement kept us resolute and

focused.

We are also grateful to God for giving us the courage, wisdom, and resolve to

finish this study. We appreciate you being in our lives since your advice allowed us to

deal with life's ups and downs.

We sincerely thank each and every one of you for your love, support, and

wisdom as we dedicate this research to you. We appreciate everything you've done for

us, and your presence made our journey truly unforgettable.

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TABLE OF CONTENTS

TITLE PAGE………………………………………………………………………………………….i
CERTIFICATION OF APPROVAL SHEET………………………………………………………ii
ACKNOWLEDGEMENT…...……………………………………………………………………….iii
DEDICATION…………………………………………………………………………………………iv
ABSTRACT…………………………………………………………………………………………….v
TABLE OF CONTENTS………………………………………………………………………………vi
CHAPTER 1 PROBLEM AND ITS BACKGROUND 9
Introduction……………………………………………………………………………...9
Conceptual Framework………………………………………………………………….11
Resarch Questions……………………………………………………………………….12
Hypothesis Of The Study………………………………………………………………..13
Scope And Limitations…………………………………………………………………..13
Significance Of The Study………………………………………………………………13
Definition Of Terms……………………………………………………………………..15
CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES 18
Literature
Caffeine Consumption…………………………………………………………………...19
Level Of Caffeine Intakes………………………………………………………………..20
Caffeine Side Effects…………………………………………………………………….21
Level Of Awareness……………………………………………………………………..22
Caffeine Patterns………………………………………………………………………...23
Studies
Caffeine Consumption…………………………………………………………………..25
Level Of Caffeine Intakes……………………………………………………………….26
Caffeine Side Effects……………………………………………………………………26
Level Of Awareness…………………………………………………………………….28
Caffeine Patterns………………………………………………………………………..29
CHAPTER 3 RESEARCH METHODOLOGY 32
Research Methodology…………………………………………………………………32
Respondents Of The Study……………………………………………………………..32
Research Instrument…………………………………………………………………....34
Statistical Treatment Of Data………………………………………………………….34
CHAPTER 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 37
Demographic Profile of the Respondents…………………………………….…………37
Caffeine Consumption in terms of Sex…………………………………………………37

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Caffeine Consumption in terms of Track……………………………………………….38

Caffeine Consumption in terms of Strand………………………………………………38
Caffeine Consumption in terms Of General Weighted Average……………………….39
CHAPTER 5 SUMMARY, CONCLUSION, AND RECOMMENDATIONS 49
Summary of Findings…………………………………………………………………. .49
Conclusions……………………………………………………………………………..51
Recommendations……………………………………………………………………....52
APPENDICES 63
Permission Letter……………………………………………………………………….64
Questionnaire…………………………………………………………………………...66
English Critique Certificate…………………………………………………………….65
Summary/ Tally of Data………………………………………………………………..69
Curriculum Vitae……………………………………………………………………….71

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ABSTRACT

Title: Exploring the Caffeine Consumption and its Effect among Senior High
School Students

Researchers: Hannah M. Rivera et. al.

Institution: Isabela School of Arts and Trades

Year: 2025

Adviser: Elizabeth R. Quitola

The main objective of this study was to explore the caffeine consumption and its effect among senior

high school students of Isabela School of Arts and Trades (ISAT) in S.Y. 2024-2025. The discussion of

caffeine expectation, social expectation, and setting as a whole has been one of the least discussed topics,

yet, caffeine consumption is a vital aspects on the students’ overall well-being, including their physical

health, mental health and academic performance.

The researchers utilized the Descriptive-comparative and used adapted questionnaire from Holly

Kreis as the main instrument to collect data from 273 respondents. the statistical tool used is the SPSS

(Statistical Package For The Social Sciences) and the formulas used in the statistical treatment of data

were percentage, frequency, weighted mean, standard deviation, independent sample T-test, ANOVA and

Pearson are correlation.

The result revealed that majority of the respondents were from the Humanities and Social

Sciences strand. The findings showed that the respondents caffeine expectation somewhat likely with a

weighted mean of 3.03 ; Social Expectation, 3.40 with verbal interpretation of neutral; setting got 3.58

with a verbal interpretation of often. Overall caffeine consumption got the weighted mean of 2.96 with a

verbal interpretation of sometimes. The results revealed that there was a significant relationship between

the caffeine consumption and its effect among the senior high school students.

The researchers recommend that school increasing the availability of healthy alternative

beverages, such as water, fruit juice, and unsweetened tea in school cafeterias and open discussions about

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caffeine, its effects, and the importance of making healthy choices and also recommend to the research

locale Isabela School of Arts and Trades Senior High School’s administrator to administer seminars for

both the faculty and the students in order to gain a deeper understanding on the caffeine consumption and

its effect of the students and how these two play a significant role in the lives of the youth.

Keywords: caffeine consumption, caffeine expectation, social expectation, setting, effects

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Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

There has been increasing pressure on students of today to not only do well

academically but also cope with heavy loads and meet up with expectations at social

fronts. These may build up feelings of stress, lack of energy, or fatigue and would be

desirably improved through means of enhancement for focus and energy. One common

strategy many students employ is the consumption of caffeine.

Caffeine consumption by young people has increased dramatically over the last

decade through increased coffee consumption and "energy drink" (Mcllvain et, al.

2014). Caffeine is often used for some positive effects that can result when it consumed

in moderation. Some of these effects include alertness, mood, energy and concentration.

Caffeine has a long history of consumption as a continue of the human diet and it is also

added to beverages such as coffee, tea, energy drinks, and soft drinks (Martyn et, al.

2017).

For most people, a moderate dose of caffeine is about two or four cups of brewed

coffee a day are not harmful. But some conditions may warrant limiting or even ending

caffeine routine. One should consider cutting back its unpleasant effects like insomnia,

nervousness, restlessness, irritability, and fast heartbeat are felt. These are often the non-

regular coffee drinkers (Mora, 2018). The increased in popularity of energy beverage

consumption is also evident among students in senior high school who reportedly use

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these to give them "the edge", an increased alertness and decreased mental fatigue, that

they believe they need to complete various tasks in academic (Brown, 2023).

Caffeinated drink consumption is part of a Filipino student’s life. Every Filipino

student, whether from middle school to post graduate students drink caffeinated drinks

to either stay awake for the whole night to finish paper works, researches, assessments,

projects and to meet deadlines and to have energy during the day. (Lapac et al., 2019).

Another study by Turton et al. (2016) stated that students consumed caffeine for energy

provision. Counter reacting inefficient sleep was also a factor determined for caffeine

consumption and it was also the most common reason for caffeine intake is to feel more

awake.

Filipino students face a great deal of pressure from school-the hard exams, a lot of

activities, performance task, homework, and money problems, not to mention others'

perceptions (Bautista et, al). But instead of helping that constantly being forced to look

for an easy escape, caffeine intake really does some of the due damage. It does not even

make sleep happen anymore, but it also makes daytime drowsiness unbearable during

times of difficult concentration, thereby suddenly creating this vicious cycle that makes

stress even more impossible to cope with. It could further aggravate anxiety and

nervousness, especially with individuals who are more likely to have those tendencies

(Richard & Smith 2015). Heavily relying on caffeine adds to health conditions,

including headaches, stomach ailments, a racing heart, and even dependency (Abalo,

2021). Although it has some merit in providing an ability to focus temporarily, caffeine,

when overused, will very much end up intervening with the concentration mission,

therefore, making study or even performing tasks properly critically difficult.

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The researchers are driven by a growing concern about the potential negative

effects of excessive caffeine consumption, especially among senior high school

students. Observations indicate that students in this age group are under increasing

pressure to perform academically, manage demanding schedules, and meet social

expectations.

Researchers feel that a better understanding of these relations is needed for

healthier lifestyle choices and decisions concerning caffeine consumption by this age

group. The researchers are especially interested in how social expectations and the

pressures of academic achievement affect students' decisions about caffeine

consumption. The researchers also interested in the potential consequences of these

choices on students' overall well-being, including their physical health, mental health

and academic performance.

Conceptual Framework

INPUT PROCESS OUTPUT

A. Profile of Analysis on the

respondents;
significant difference
1. Sex Identified and
2. Track/Strand between the
assessed Caffeine
3. General weighted respondents’ profile
average Consumption and its
B. Caffeine and their caffeine
effects among senior
consumption
consumption
1. caffeine expectation high school students

2. social expectation - Survey Gathering

3. setting
- Data Gathering

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FEEDBACK

Figure 1: Research Paradigm

The main goal of this research is to investigate the caffeine patterns and effect on

senior high school students. The IPO model is a tool for understanding systems,

processes, and projects. It’s used in variety of industries and fields. The IPO model

breaks a system down into three basic categories: inputs, processes, and outputs. Le

Roux, (2024). The input for this study are the various demographic factors like sex,

track\strand, GWA, and caffeine consumption patterns. The process involves the survey

questionnaires and data analysis to seek answers for this study. The output illustrated the

predicted results of the study which is identified and assessed effect of caffeine

consumption pattern on the academic performance of senior high school students in

Isabela school of Arts and Trades.

Research Questions

This study aims to identify the caffeine consumption pattern and its effect on students at

Isabela School of Arts and Trades during the School Year 2024-2025.

This research seeks to answer the following questions:

1. What is the respondent’s profile in terms of:

a. sex;

b. track;

c. strand; and

d. general weighted average

2. What is the caffeine consumption of the respondents in terms of:

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a. caffeine expectation;

b. social expectation; and

c. setting

3. Is there any significant difference in the respondent’s caffeine consumption when

grouped according to profile?

Hypotheses of the Study

The main objective of this hypothesis is to determine the connection between the

variables.

This study works on the null hypothesis:

1) There is no significant difference on the respondents’ caffeine consumption when

grouped according to their profile?

Scope and Delimitation

The target respondents are the Senior High School students from Isabela School of

Arts and Trades (ISAT). The purpose of this study is to examine how much caffeine

senior high school students consume, how often they drink it, and what effects it has on

them. The researchers will collect data through questionnaires using survey form

adapted from Exploring Caffeine Consumption Factors for College Students" by Holly

Kreis (2015). The total number of respondents will be 273 senior high school students

from various strands (TVL, HUMSS, and STEM). The researchers used stratified

proportional sampling to ensure that the sample represents all groups of interest and to

obtain a good estimate for the overall population. Each respondent answer the same set

of questions.

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Significance of the Study

This study will raise awareness or the effects of caffeine consumption and its

effects among grade 11 and 12. The following will gain from this study:

School Administrators. This study is very important for school administrators, as

it reveals the prevalence of caffeine consumption among this population and possible

consequences. It is more important that this information allows the necessary informed

decision-making by administrators concerning student’s health and well-being. They

could perhaps consider information regarding the impact of caffeine, support healthy

options of beverages over caffeinated ones, and develop an environment more amenable

to sleep habits and lower stress, which all together could help towards a healthier and

productive learning environment.

Parents. This study will provide parents with information on caffeine

consumption, including the risks and benefits. It will help them open up and discuss

with their children about caffeine in an informed manner, encouraging healthy choices.

The study will also help parents understand the pressures that their children are under

and be able to address concerns related to caffeine consumption by encouraging healthy

habits and a balanced lifestyle.

Community. This will raise awareness among the community that most of the

adolescents consume caffeine beverages. Awareness might motivate such communities

to address such lifestyle through better healthy options, including matters to do with use

of caffeine beverages. The health initiative could team up with school systems,

providers of healthcare services, and social communities in their locality to engage them

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in informative seminars, self-help groups, and relevant amenities that enable youths to

make effective choices over drinks consumption.

Researchers. This study may contribute to the increase in literature specifically on

caffeine and how it impacts young individuals. It offers very useful data and insights in

support of future research efforts so that researchers can garner deeper information

about the relevant topic. In future studies, it can be used as a foundation by which to

explore specific research questions and expand upon our knowledge with regard to

impacts.

Future researchers. The study will serve as a basis to future researchers for

further investigation relative to the consumption of caffeine, social expectations, and

success in academics. This will give an avenue for formulating more in-depth studies

with specific research questions. It would also help the future researcher determine

emerging trends in caffeine consumption patterns, understand the way these trends

evolve, and develop research projects relevant to the changing influence of caffeine

among the young people of our changing society.

Definition of Terms

This section presents the definitions of difficult terminologies which are used in

this study operational and conceptual the following definitions will help the readers for

better understanding:

Alertness. Focusing on or engaging a target sustaining the focus over time using

vigilance, encoding stimulus properties and disengaging and shifting the focus.

Anxiety. It is an emotion or a feeling of more nervous, increasing feelings of stress or

worry especially if they already feel pressured.

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Caffeine. It is a drug that stimulates (increases the activity of) your brain and nervous

system. It is found in many drinks such as coffee, tea, soft drinks and energy drinks.

Caffeine Consumption. It refers to the act of consuming food or beverages that contain

caffeine.

Caffeine Consumption Pattern. It refers to the frequency in the consumption of

caffeine.

Caffeine Effects. It refers to the result or a condition of a person after consuming

caffeine.

Caffeine Expectation. Refers to the beliefs and anticipations an individual has about

the effects of caffeine consumption, which can influence their caffeine-related behaviors

and subjective experiences, even if those beliefs don't align with the actual effects of

caffeine.

General Weighted Average. Refers to the overall average grade a student earns in all

their subjects. It's calculated by taking into account the grades in each subject and giving

more weight to certain subjects (like core subjects).

Insomnia. It is a sleep problem where students have ongoing trouble sleeping which can

get worse with regular caffeine use.

Negative Effect. High amounts of caffeine have the potential to develop into a

dependence and can induce feelings of anxiety as well as insomnia while also

exacerbating.

Positive Effect. They activate neural pathways connecting the brain and the body,

contributing to feelings of euphoria and focus and creating a cognitive edge. At the

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correct dosages, caffeine can provide benefits to athletes and students by respectively

increasing muscle speed and improving levels of focus.

Social expectation. As use in this study, it refers to caffeine is socially recognized as a

stimulant that can improve cognitive function and physical performance. It's commonly

consumed for socialization and to enhance mental and physical alertness.

Sleeplessness. This is when caffeine makes it hard for students to fall asleep or stay

asleep.

Setting. Refers to the time, place, and circumstances in which an event or action occurs.

It provides context and influences the way situations unfold. In literature, a setting

includes the physical location, time period, and social environment of a story. In

everyday life, settings can refer to different environments, such as workplaces, schools,

or social gatherings, where specific behaviors or activities take place.

Strand. A specialized area of study within a senior high school curriculum. It's like a

pathway for students to focus on specific subjects that match their interests and career

goals.

Track. A specific specialization within a strand. It's like a more focused pathway within

a strand.

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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presented themes and related literature and studies deemed relevant to

the present study. The sighted literature and studies determine the extent to which

previous researchers have explored the area of the study. This chapter seeks to provide a

basis for understanding the caffeine consumption pattern and its effect to senior high

school students.

Literature

Profile

Temple et al. (2014) found that caffeine increased feelings and liking drug effects

in males but decreased in females. Females showed greater blood pressure changes,

while males showed significant heart rate decreases. Gender differences in

cardiovascular responses were also observed, with males experiencing greater heart rate

decreases and females experiencing higher diastolic blood pressure.

In the study of Bioco (2022), it was revealed that the respondents (Grade 12)

consume at least 1 cup of coffee per day. This suggests that most students, contrary to

popular belief, do not consume copious amounts of coffee every single day. As for the

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quality of life, the results indicate that most respondents consider the level of their

quality of life to be in the middle or fair range. Not too high and not too low.

According to Castro et al. (2022) male and female STEM students have almost

equal levels in terms of quality of life. Additionally, when grouped according to cluster,

STEM students of the Natural Science cluster consume the most coffee while students in

the Technology cluster have the most substantial quality of life.

As investigated by Arzadon et al. (2021), on the impact of sleep deprivation on the

cognitive performance of 334 Medical Technology students at the University of Santo

Tomas, that one of the factors contributing to the condition and examining connections

between sleep deprivation and factors such as lifestyle, study habits, and IQ level.

Caffeine Consumption

According to Saraiva et al. (2023), caffeine is a naturally occurring alkaloid in

several plants and a versatile compound that has multiple effects. It acts as a stimulant,

antioxidant, anti-inflammatory, and even helps in pain management, thus being an

active ingredient in several over-the-counter medications. This bioactive compound is

perhaps most popularly known as the main component in coffee and other favorite

drinks, including tea, soft drinks, and energy drinks, making it one of the most

consumed materials worldwide.

Vinicius et al. (2020) state that caffeine is an emerging contaminant because it is

widely consumed and not completely metabolized in the human body, thus being

present in wastewater. About 5% of ingested caffeine is excreted in urine, making it a

potential indicator of human pollution. Conventional wastewater treatment techniques

differ in the efficiency of removing caffeine. Still, more concentration of caffeine is

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found in natural water sources compared to treated wastewater, showing that effluents

are being discharged illegally into rivers. In an effort to counter this problem,

researchers have turned to alternative caffeine treatment techniques like adsorption,

advanced oxidative processes, bioremediation, and membrane separation.

Sharma et al. 2023 defines caffeine as a naturally occurring methylxanthine drug

present in various plants like coffee beans, tea leaves, cocoa beans etc. This widely used

drug is consumed all over the world as beverages, dietary supplements, and medication.

It is pharmacological effects are normally via interaction with adenosine receptors

leading to a variety of physiological and neurological changes. Due to its diverse

pharmacological actions and potential therapeutic applications, caffeine has been

extensively studied in the field of medicinal chemistry.

Level of Caffeine Intakes

Turner et al. (2023) reports that caffeine is the most used mental stimulant globally,

with at least 70% of the population consuming it. In New Zealand, it has been reported

that 71-96% of people aged over 15 have consumed caffeine. Caffeine is a naturally

occurring compound in beverages like tea, coffee, and chocolate but is also added

artificially to many other products such as soft drinks, energy drinks, sports gels, and

medications.

Rodak et al. (2021) discuss the growing interest in scientific studies related to

caffeine in recent years. As a bioactive molecule, caffeine has been reported to exert

several potential health benefits, including the prevention of oxidative stress, a

mechanism associated with Alzheimer's disease. Such studies, therefore, further enhance

the scope of the therapeutic applications of caffeine, rather than being a stimulant.

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According to Persad (2019), caffeine is a stimulant which occurs naturally in

plants, including coffee, tea, cocoa, and guarana, but also added to soft drinks, energy

drinks, chocolates, and medications. The onset of the action of caffeine takes 5-30

minutes, and the duration of its effect is up to 12 hours. Such an effect involves rapid

breathing and heartbeat, mental alertness, and physical energy. Although low doses of

caffeine cause feelings of alertness and attention, higher doses cause anxiety and

difficulty sleeping. Like many other drugs, tolerance to caffeine develops, requiring

higher consumption to produce the same effects.

Caffeine Side Effects

According to Raj et al. (2018), caffeine is a natural stimulant that activates the

central nervous system. Activation in this case is usually in terms of concentration

improvement, better memory, and physical performance. Caffeine has become popular

for students looking for academic improvement. It is known to enhance alertness and

sharpness, helping to focus and achieve mental clarity. This should be remembered

because even though energy drinks are known for their caffeine content, they contain

high sugar amounts and other unhealthy ingredients detrimental to health.

According to Kharaba et al. (2022), many students consume energy drinks in huge

amounts because they are also attracted to the caffeine within them. Although these

beverages may offer a temporary fix, one must remember that they are high in sugar and

other unhealthy ingredients, which negatively affect health. In addition, without all these

extra ingredients, caffeine overdose can cause the side effects of panic attacks,

insomnia, and chronic fatigue among students. It has been established that consuming

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400 mg of caffeine in a day is deemed to be safe, while higher doses, approximately

between 500-600 mg a day, will lead to the occurrence of several health hazards.

According to Camargo (2019), the effects of caffeine are different for everyone;

they depend on factors like weight and how often someone consumes caffeine. Chronic

consumption of 100 mg of caffeine per day is equivalent to about one and a half cups of

instant coffee, three and a half cups of instant tea, three bars of milk chocolate, two cans

of cola-based soft drink, or one can of energy drink. This means that a body adapts to

this constant intake of caffeine. Then the expected effects-the heightened arousal and

energy maybe not noticeable. However, when habitual users abstain from the intake of

this stimulant for four days, then they lose adaptation. Upon resuming use, caffeine's

effects should be very observable.

Level of Awareness

Kobiks and Aryee in 2024 found that youths are attracted by energy drinks that are

marketed in the form of boosting energy, performance, and generally being energetic to

perform. Yet, though their temporary benefits lie in them, energy drinks contain health

risks or dangerous behaviors on the part of boys who engage in more such consumption.

As mentioned by Costa et al. (2024), adolescents have heard of energy drinks, but

many are unlearned as regards the components within the beverages. In general, most do

not recognize differences between an energy drink, soft drink, or sports drink. Younger

adolescents report they use them in addition to another beverage to "get the extra boost",

"to gain more energy," and for "getting together with friends". Energy drinks use has

some physical effects temporarily. The view of the younger adolescents toward using

energy drinks can be highly influenced by the parents as well as through advertisement.

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These results imply that the majority of the young adolescents are taking these drinks

without the proper understanding of the ingredients involved and the resultant risk.

According to Saskia et al. (2021), people's intake of caffeine depends on various

factors that influence the expectations, preferences, environment, and social influences

about what they perceive they will be affected by once they consume it. The reasons

behind the intake also differ from the type of beverage to who takes it. Some reasons

will always push a person to take the beverage due to its positive impacts, while the

negative effects might deter the intake. Other influences include genetics and knowledge

in nutrition.

Caffeine Patterns

Camargo et al. (2019) performed a literature review to understand the major effects

of caffeine in the human body. Caffeine is a widely used stimulant that elevates energy

metabolism in the brain, while cerebral blood flow decreases, thus providing a relative

diminution of blood supply to the brain. It stimulates norepinephrine neurons and

modulates the release of dopamine, and the stimulation of serotonin neurons may

explain some of the warning effects. A review of available data concluded that the effect

of caffeine on anxiety and sleep varies in response to sensitivity to the substance among

individuals. The central nervous system does not appear to tolerate significant amounts

of caffeine, yet symptoms of dependence and withdrawal have been noted.

Mcllvain et al. (2020) anonymously surveyed 300 freshmen at one of the

southeastern universities. The findings indicated that 83% of students reported at least

one symptom of caffeine intoxication, and 51% reported at least one symptom of

caffeine withdrawal. According to the study, students consumed three to five times the

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recommended amount of caffeine. Factors significantly associated with caffeine use

were father's social index, participation in organized activities at university, and answers

to questions concerning alertness such as concentration, staying awake, and waking up.

Dalayi et al. (2019) found that most MSU students consume caffeine and many do

it to stay awake while studying. While many students are aware of the effects of

caffeine, many are dependent. This means most students are consuming caffeine without

proper knowledge of the possible effects it might have on them.

Studies

Profile

Le and González (2019) found significant associations between gender and

caffeine intake, with negative effects one hour after ingestion being associated with

gender, while

positive effects were associated with gender. Gender plays a crucial role in determining

the positive and negative effects of caffeine consumption, with females reporting

anxiety and nervousness more frequently. Positive effects were noted by 20% of females

and over 50% of males.

According to Bautista et al. (2019), In terms of grade level, Grade 11 students

consumed the highest average amount of caffeinated drinks (M = 3.55, SD = 1.78),

followed by Grade 12 students (M = 3.50, SD = 1.69). Grade 12 students consumed the

most coffee (M = 1.30, SD = 1.10) and energy drinks (M = 0.53, SD = 0.76), while

Grade 11 students consumed the most tea (M = 0.55, SD = 0.58).

The study of Cañete (2019), which aims to assess and evaluate the effects of

caffeine on the academic performance of the Senior High School STEM students of

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Silliman [Link] how the caffeine consumption of the students can give

advantages and/or disadvantages to them. The research instrument used in this study is a

survey questionnaire with an open-ended question. The survey questionnaire is a

researcher-made questionnaire. The survey was conducted inside the campus of Silliman

University and the target respondents are from the Grade 12 senior high school students,

specifically from the STEM strand.

Gabrish in 2017 study revealed that 63% of students use caffeine when they are

stressed about schoolwork. This means that there is a direct correlation between the

amount of caffeine consumed and how worried people are about school. It was also

established that the more a student performs well in school, the more they consume

caffeine compared to a poor performer. This implies that students who attempt to get

high grades may employ caffeine to make them concentrate more and focus in case they

have much school work.

Caffeine Consumption

Temple et al. (2017) point out caffeine as the most commonly used psychoactive

agent of all time throughout the world. While a natural occurring component of coffee,

tea, and chocolate, it is also added synthetically to foods for stimulation, arousal,

energy, and mood boosting. Recent developments in the launch of new food products

containing caffeine and changing consumption patterns of traditional sources have

drawn greater attention from health authorities and regulatory bodies to the total amount

of caffeine and its potential cumulative effects on behavior and physiology.

Quadra et al. (2022) researched global consumption patterns of caffeine for the last

20 years. Despite widespread use for more than two thousand years, its complete

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consumption patterns and environmental risk remain unknown. Though caffeine is a

ubiquitous compound, present in numerous foodstuffs, its highest concentration source

remains coffee, along with high levels of consumption. It shows a 37% increase in

global per capita coffee consumption over the last two decades, with the highest growth

registered in the Middle East and North Africa (84.2%) and upper-middle-income

countries (86.1%).

According to Volk and Creighton, 2013, "Caffeine is one of the most popular

stimulants in the world and has been shown to have mood and cognitive enhancement

effects, as well as ergogenic benefits in terms of athletic performance. In endurance

events such as running and cycling, such consumption at a dose of 3-6 mg/kg is able to

improve time-to-exhaustion and enhance work capacity while reducing perceived

exertion. The peak blood concentration of caffeine occurs between 30 and 75 minutes

after ingestion, so timing is a significant factor in its performance-enhancing effects.

Level of Caffeine Intakes

Isabela State University (2023), however, reports that students in senior high

schools consume a lot of caffeine. Most students really prefer it for the alertness and

energy increase during school time. Although apparently true, this may adversely

influence health and well-being in the long run. Caffeine tends to interfere with the

concentration abilities of teenagers, though it affects sleep patterns in most cases, which

could delay maturation in the brain. On top of that, caffeine has also been associated

with jitters, heart problems, and sleep. Coffee is among the best-selling drinks globally

and may have several effects on health.

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According to Wang et al. (2015), an estimated 2 billion cups of coffee are

consumed daily globally. Caffeine acts on the brain by blocking adenosine, a chemical

that induces sleepiness. The blockade causes an increase in activity of other chemicals

in the brain, which in turn causes increased alertness, concentration, and anxiety.

Caffeine Side Effects

According to Mahoney et al. (2019), the majority of the students who are in the

senior high school and in college drink caffeine every day, usually to gain numerous

benefits. Most of them often attribute their use of caffeine for them to stay awake, alert,

when they study for long or have tough schedules. This is complemented by

improvement in concentration; hence the student easily concentrates on doing tasks or to

retain information. Many students find caffeine enhances their physical energy. They

can push through most activities and remain active and lively. Caffeine is used beyond

cognition and physical energy. Some people use it to change their mood, alleviate a

feeling of fatigue, or reduce stress.

According to Reyes and Cornelis (2018), while caffeine may offer short-term

advantages for most students, some people overconsume the substance, which

negatively impacts their sleep. In fact, overconsumption of caffeine can disrupt a

person's sleep patterns to the point of sleep deprivation and sleep problems, hence

affecting their overall health and well-being. As a result, students subjected to sleep

deprivation will experience mood swings, inability to focus, and poor academic

performance.

According to Khan (2019), the low doses, ranging from 12.5 to 100 mg, improved

cognitive performance as well as mood in the students especially in high school, senior

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high school and college students. This can be taken to mean that moderate levels of

caffeine would be beneficial to students and potentially improve their focus, learning

capacity, and mood. Nevertheless, too much caffeine is harmful. Heavy intake of

caffeine may bring about several negative effects such as chronic headaches, blood

pressure increase, sleep disorder, anxiety, irritation, and nervousness. All these adverse

effects may contribute to a student's decreased health and wellbeing and hence affect

their ability to learn, sleep, and engage in proper socialization.

According to Dash et al. (2023), caffeine can cause a delay in the body clock and

reduce the total sleep time of an individual. It implies that caffeine intake might disturb

the natural sleep-wake cycle, making it harder to fall asleep at the preferred time and

reducing the amount of sleep an individual can have. This disruption of the body clock

can have serious implications for both physical and mental health, affecting energy

levels, mood, and concentration.

Level of Awareness

Thakre et al. (2015) pointed out that caffeine, an ordinary psychoactive substance,

significantly impacts sleep. Sodas are the common beverages in which children are

taking an increasing amount of caffeine. The adolescent caffeine users are usually not

aware of the amount of caffeine in typical beverages. Such unawareness complicates the

measurement of the effects of caffeine intake on sleep among children since

measurements rely on respondents to differentiate between caffeinated and non-

caffeinated beverages accurately.

Choi (2020) also explored the underlying reasons for students in Korea for

consuming caffeinated beverages. In fact, ready availability and heavy consumption of

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caffeinated beverages, among which are placed coffee, tea, energy drink, and soda,

make their consumption a wide phenomenon among young people. "Students consume

the beverage because its caffeine content activates the desired sensation of alertness and

mood"; however, increased consumption leads to poor sleep. The study identified key

motivations for caffeinated beverage consumption as alertness, taste, mood

enhancement, socialization, perceived health benefits, and habit.

As mentioned by Gusain et al. (2024), caffeine functions through a process known

as blocking adenosine, the chemical that creates sleepiness, leading to elevated levels of

the body's natural stimulants and promoting addiction. Consuming an extreme amount

of caffeine (around 3.5 cups of coffee) significantly influences heart rate, with high

amounts further exacerbating anxiety and likely precipitating panic attacks in

predisposed individuals. Very large amounts of caffeine may lead to significant,

dangerous rhythm disorders of the heart.

Caffeine Patterns

The work of Martyn et al. (2017) based the analysis of patterns of caffeine

consumption among U.S. adolescents and adults using a 7-day online survey for

beverage intake. The majority of the beverage intakes consumed from Monday through

to Sunday do not vary from 13 and above, despite no variation having occurred in

comparison of caffeine between a weekday and the weekend; on the contrary, the

caffeine majorly consumption in the morning occurred because coffee. Adolescents,

who tend to consume fewer total calories of caffeine, tended to distribute their caffeine

intake more uniformly across the day. These results point out that even though total

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intake levels are similar between days, morning intake is an important source of daily

intake, especially among adults, and primarily is due to coffee.

Yang et al. (2014) examined the pattern of high-caffeinated energy drink

consumption and its adverse effects among middle and high school students in Korea.

The study results showed a very high prevalence of HCED consumption, with the

majority of the students being well aware of the high caffeine content. Among middle

school students, the reasons for HCED consumption were mainly curiosities. In contrast,

high school students reported more often that they stayed awake while studying. Some

of the adverse effects linked to the consumption of HCED were reported to be increased

heart rate, inability to sleep, and shaking of hands and the face, which were significantly

higher for high school students. Such study points to how HCED are widespread in

Korean adolescents and the danger tendencies of the use.

Bautista (2022) determined the reasons and motivations for drinking caffeinated

beverages. Among the most highly consumed psychoactive drugs, caffeine is present in

many beverages sold around the globe, such as coffee, tea, soft drinks, and energy

drinks. These caffeinated beverages have now become more widely available to youth

and high school students. While there are a few benefits that can be accrued from

caffeine intake, it does have negative effects, too. This research study would seek to

uncover why people consume caffeinated drinks.

Synthesis

The research provides the summary on the caffeine consumption pattern and

caffeine effects on senior high school students and the information about caffeine. This

research also emphasizes the patterns and effect on student’s caffeine consumption. It

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also shows the caffeine intake, particularly among adolescents, becomes widespread, as

energy usage is highly increasing now. Moderate consumption of coffee up to 400 mg

per day is reported to cause no harm, though high concentration, such as 500 – 600 mg

per day, may trigger health negative effects. A low quantity of caffeine, 12.5 – 100 mg,

benefits the cognitive performance of students with enhanced mood. But high intake

leads to adverse effects like headache, increased blood pressure, sleep disorders,

anxiety, and nervousness. The excessive intake will also break the body’s natural cycle

of sleep – wake time, thus decreasing the total sleep time. More students are conscious

of the adverse effects of caffeine. However, much more education is required especially

in those consuming high doses or experiencing side effects. Understanding the patterns

of caffeine consumption, including the frequency, time of day, and setting, is important

to promote informed choices and minimize potential harms.

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Chapter 3
RESEARCH METHODOLOGY
This chapter presented the research methods and procedures that was used in the

study, including the research design, study participants, research instrument, data

collection methods, statistical analysis, and data interpretation.

Research Design

In this study the researchers used quantitative approach. A Quantitative Research

involves collecting and analyzing numerical data to answer research questions and test

hypotheses. Descriptive research design is common in occupational therapy and serves a

number of purposes. Descriptive research depicts naturally occurring events or

characteristics of research participants (e g, behaviors, attitudes, and other attributes;

DePoy & Gitlin, 2010; Polit & Hungler, 1999; Portney & Watkins, 2009).

Descriptive comparative research is a non-experimental, quantitative research

design that aims to describe differences between groups without manipulating variables,

often used to understand relationships between variables or characteristics across

different groups. ( Cantrell 2015)

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In this study, the researchers employed descriptive comparative research design to

identify the caffeine patterns and effects on Grade 11 and 12 STEM, HUMSS and TVL

of students at Isabela School of Arts and Trades. This will be done by gathering data

using questionnaires.

Respondents of the Study

The study's target respondents’ are grade 11 and 12 students at Isabela School of

Arts and Trades in Calamagui 2nd, City of Ilagan, Isabela. With a total of 862 students

during second semester of the school year 2024-2025. Using Slovin's formula, the

sample size for the study will be determined as outlined below:

N
n = (1+ Ne¿¿ 2)¿

Whereas:
n = number of samples
N = population size
e = margin of error (0.05)

n=
862
¿¿¿
n = 273
Respondents from sections of Grade 11 and Grade 12 will be selected through

stratified proportional and purposive sampling. The stratified proportional method

involves dividing the larger population into distinct subgroups, or strata, and then

randomly selecting samples from each group and purposive sampling method represents

a group of different non-probability sampling technique. Purposive sampling relies on

the judgment of the researcher when it comes to selecting the units (e.g., people,

cases/organizations, events) that are to be studied.

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The distribution of respondents across different strands is outlined below:

Table 1. Population and Sample Respondents

Strata Population Percentage Sample

Humanities and Social Sciences 283 33% 86
(HUMSS)
Science, Technology, 150 18% 52
Engineering, and Mathematics
(STEM)
Technical-Vocational-Livelihood 425 49% 135
(TVL)
Total 862 95% 273

Table 1. It presents the breakdown of the respondents according to strand.

Research Instrument

The researchers employed standardized questionnaire: "Exploring Caffeine

Consumption Factors for College Students" by Holly Kreis (2015). Set of questionnaires

focused on caffeine consumption and its effects on students. This questionnaire is

organized in sections which focuses on caffeine consumption and its effects on students.

The standardized questionnaire is organized into three sections: Part one is the

respondent’s demographic profile; Part two identified and assessed caffeine

consumption. In this part respondents will be asked about their caffeine expectation,

social expectation, and setting; and Part three is 4-point Likert scale, respondents are

asked to rate. Every item falls into one of four groups. according to the caffeine

consumption: caffeine expectation, social expectation, and setting.

Data Gathering Procedure

The researchers implemented the following procedures to collect the necessary data

needed for the study.

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First, the researchers conducted a pre-survey to identify and determine how many

students they need to survey. Then, the researchers obtained permission from the school

head and teachers before conducting the research. Once the researchers have received

permission, they distributed questionnaires to the target respondents at Isabela School of

Arts and Trades-Main. Before the students answer the questions, the researchers

ensured they understand the purpose of the study. After collecting the completed

questionnaires, the researchers organized the responses, examine the consumption

patterns and effects, and apply special methods to interpret the data. Finally, the

researchers documented their findings clearly, outlining what they learned about the

amount of caffeine students consume and how it may affect them.

Statistical Treatment of Data

In this section, the statistical tools which was employed in this study are the

following:

1. Frequency and Percentage Distribution. These tools was employed to determine

the percentage of respondents' sex, track, strand, and general weighted average (1st

semester).

2. Weighted Mean and Standard Deviation. These tools was used to assess the

strength and variability of the perception of respondents for a significant understanding

of the factors of caffeine consumption and effect.

3. Independent Samples T-test. These tools was used employed to determine whether

the difference between the means of two independent samples.

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4. Analysis of Variable (ANOVA). This was used to identify significant differences

among respondents within the school concerning the caffeine consumption and its effect

of the senior high school students.

5. Pearson’s Correlational Coefficient. This statistical treatment was utilized to

examine the relationship of the caffeine consumption patterns on the respondents’ and

its effects when grouped according to demographic profile in terms of sex, grade level,

track/strand, and general weighted average (GWA).

The table below was used to interpret the results of student’s caffeine consumption

pattern and effect awareness.

Likert scale for Caffeine Expectation

Range Interpretation
1.0-1.74 Extremely unlikely
1.75-2.49 Somewhat unlikely
2.5-3.24 Somewhat likely
3.25-4.0 Extremely likely

Likert scale for Social Expectation

Range Interpretation
1.0-1.79 Strongly disagree
1.8-2.59 Disagree
2.6-3.39 Neutral
3.4-4.19 Agree
4.2-5.0 Strongly Disagree

Likert scale for Setting

Range Interpretation
1.0-1.79 Never
1.8-2.59 Rarely

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2.6-3.39 Sometimes
3.4-4.19 Often
4.2-5.0 Always

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The results, analysis, and interpretation derived from the collected data are

presented in this chapter. Tables support the explanation. In order to draw conclusions

and offer recommendations, the interpretation projects the synthesis of concepts and

insights.

1. What is the profile of the respondents in terms of:

1.1 Sex
Table 1.

Frequency and Percent Distribution of the demographic profile of the respondents in

terms of sex
Sex Frequency Percent
Female 175 64.10%
Male 98 35.90%
Total 273 100%

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Table 1 shows the frequency and percentage distribution of the respondents’

demographic profile in terms of sex. Female got the highest frequency of 175 with a

percentage of 64.10%. Meanwhile, male got a frequency of 98 and a percentage of

35.90%. The results show that there were more female respondents than male

respondents. Specifically, there were 175 female respondents, which made up 64.10% of

the total number of respondents. There were 98 male respondents, which made up

35.90% of the total number of respondents.

Dillon et al (2019), stated that eighty percent of participants reported current

caffeine use, with women more likely to report use than men (85% vs. 71%).

1.2 Track
Table 2.
Frequency and Percent Distribution of the demographic profile according to track
Track Frequency Percent
Academic 138 50.54%
TVL 135 49.45%
Total 273 100%

The table shows the frequency and percentage distribution of the respondents’

profile in terms of track. Academic track got the highest frequency of 138 with a

percentage of 50.54%. Meanwhile, TVL track got a frequency of 135 and a percentage

of 49.45%. There is a total respondents of 273. The results show that there were slightly

more respondents in the Academic track than in the TVL track.

1.3 Strand
Table 3.

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Frequency and Percent Distribution of the demographic profile of the respondents in

terms of strand
Strand Frequency Percent
Science, Technology, Engineering, and
Mathemetics (STEM) 52 19.05%
Humanities and Social Sciences (HUMSS) 86 31.50%
Industrial Arts 50 18.32%
Home Economics 47 17.22%
Agri-Fishery 17 6.23%
Information, Communication, and Technology
(ICT) 21 7.69%
Total 273 100%
The table presents the frequency and percentage distribution of the respondents’

profile in terms of strand. Humanities and Social Sciences (HUMSS) got the highest

frequency of 86 with a percentage of 31.50%. Moreover, Agri-fishery got the lowest

frequency of 17 and a percentage of 6.23%. The results show that the most common

strand among the respondents was Humanities and Social Sciences (HUMSS), with 86

students choosing it, making up 31.50% of the total. The least common strand was Agri-

fishery, with only 17 students, making up 6.23% of the total.

1.4 General weighted average

Table 4.
Frequency and Percent Distribution of the demographic profile of the respondents in
terms of General Weighted Average
General Weighted Average Frequency Percent
90-100 129 47.25%
85-89 112 41.03%
80-84 32 11.72%
75-79 0 0.00%
Below-75 0 0.00%
Total 273 100%

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The table presents the frequency and percentage distribution of the respondents’

demographic profile in terms of General Weighted Average (GWA). An average of 90-

100 got the highest frequency of 129 with a percentage of 47.25%. Additionally, average

of 80-84 got the lowest frequency of 32 and a percentage of 11.72%. An average of 75-

79 and below 75 got a 0 frequency. The results show that most of the respondents had a

General Weighted Average (GWA) of 90-100. This means that the respondents has a

high average grade across all of their subjects. The second most common General

Weighted Average (GWA) range was 80-84. Very few respondents had a General

Weighted Average (GWA) of 75-79 or below 75.

According to Gabrish (2017), it was also established that the more a student

performs well in school, the more they consume caffeine compared to a poor performer.

2. What are the caffeine consumption in terms of:

Table 5.
Weighted Mean Distribution of the Caffeine Expectation of the respondents
Caffeine Expectation Mean Std. Deviation QD
1. I will feel more content 2.79 0.84 Somewhat likely
2. I will feel more alert 2.82 0.84 Somewhat likely
3. I will feel more energized 3.03 0.84 Somewhat likely
4. I will feel less sleepy 2.92 0.91 Somewhat likely
5. I will feel more talkative or chatty 2.69 0.91 Somewhat likely
6. I will feel more hyper or jacked 2.77 0.87 Somewhat likely
7. I will feel more excited 2.77 0.96 Somewhat likely
8. The more I drink, the more addicted I become 2.68 1.06 Somewhat likely
9. Nausea if I don’t consume it regularly 2.41 0.99 Somewhat unlikely
10. Muscle pain/stiffness if I don’t consume it
2.38 1.04 Somewhat unlikely
regularly
11. Headaches if I don’t consume it regularly 2.28 1.01 Somewhat unlikely
12. Drowsiness if I don’t consume it regularly 2.28 0.99 Somewhat unlikely
13. Trouble focusing if I don’t consume it regularly 2.36 1.05 Somewhat unlikely
14. Fatigue if I don’t consume it regularly 2.36 1.03 Somewhat unlikely
15. Irritability/poor mood if I don’t consume it
2.46 0.98 Somewhat unlikely
regularly
16. Less motivation if I don’t consume it regularly 2.49 0.99 Somewhat unlikely
17. The longer I drink it, the harder it will be to quit 2.6 1.01 Somewhat likely

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18. I will be able to think more clearly 2.76 0.97 Somewhat likely
19. I will be able to pay attention more efficiently 2.8 0.95 Somewhat likely
20. It will help sharpen my memory 2.69 0.96 Somewhat likely
21. It will cause me to shake or be jittery 2.54 0.99 Somewhat likely
22. It will make me tense 2.62 0.97 Somewhat likely
23. It will make my heart race 2.65 0.92 Somewhat likely
24. It will make me feel flushed 2.49 0.99 Somewhat unlikely
25. It will make me anxious 2.48 0.94 Somewhat unlikely
26. It will make me have trouble concentrating 2.53 0.99 Somewhat likely
27. It will make my thoughts race 2.56 0.99 Somewhat likely
28. It will make me restless 2.66 0.99 Somewhat likely
29. It will help me relax 2.89 0.93 Somewhat likely
30. It will help me feel more carefree 2.82 0.93 Somewhat likely
31. It will help me calm down 2.85 0.94 Somewhat likely
32. It will help to center me 2.75 0.95 Somewhat likely
33. It will improve my mood 2.85 0.89 Somewhat likely
34. It will help me be more outgoing 2.62 0.94 Somewhat likely
35. It will help deal with boredom 2.85 1.05 Somewhat likely
SUBMEAN 2.64 0.54 Somewhat likely

The table above shows that the respondents feel more energized when they drink

caffeinated beverages, with the highest mean of 3.03 and a standard deviation of 0.84

and a qualitative description of "Somewhat Likely." Furthermore, the respondents report

that if they do not consume caffeinated drinks, they experience headaches and

drowsiness, with the lowest mean of 2.28 and a standard deviation of 1.01 and 0.99 and a

qualitative description of "Somewhat Unlikely." People feel more energetic after

drinking caffeine, and they tend to get headaches and feel tired when they don't have it.

Berg et al (2017), for students, caffeine consumption is often tied to the expectation

that it will help with alertness during late-night study sessions.

Having a submean of 2.64 and 0.54 implies that the caffeine expectation of the

respondents is somewhat likely.

Table 6.
Weighted Mean Distribution of the Respondents Social Expectation on Caffeine
Consumption
Social Expectation Mean Std. QD

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Deviation
1. You generally consume caffeine only when you are with other
3.19 1.18 Neutral
people
2. Your peers or friends influence which type of caffeine you
3.15 1.2 Neutral
consume
3. The media and celebrity endorsers influence which type of
3.15 1.27 Neutral
caffeine you prefer
4. TV advertisements have persuaded you to buy certain
3 1.21 Neutral
caffeinated products
5. Online advertisements have persuaded you to buy certain
2.99 1.18 Neutral
caffeinated products
6. Promotions and discounts are important to you when buying
3.25 1.19 Neutral
caffeinated beverages
7. Price is most important factor for you in the caffeine product
3.4 1.12 Neutral
choice
8. If you need caffeine, you will buy a caffeinated products at any
3.2 1.13 Neutral
price
9. You buy products with caffeine strictly for the effects of
3.17 1.11 Neutral
caffeine
10. You consider yourself brand loyal for specific caffeinated
3.18 1.19 Neutral
beverages
11. You will go out of your way to purchase your favorite brand of
3.33 1.21 Neutral
caffeinated product
12. You always go to the same store to get caffeinated products 3.39 1.17 Neutral
SUBMEAN 3.19 0.75 Neutral
Table 6 shows the weighted mean distribution of the respondents social

expectation on caffeine consumption. Price is most important factor for them in the

caffeine product choice with a mean of 3.40 and defined as “Neutral”. The role of price

in caffeine product choice can be influenced by social expectations, as consumer

behavior is often shaped by societal norms, peer influence, and economic considerations.

Price sensitivity reflects broader social and economic expectations, particularly among

adolescents and young adults, who may prioritize affordability over other product

attributes due to financial constraints (Ludden et al., 2017).

Moreover, Online advertisements have persuaded them to buy certain caffeinated

drinks and defined as “Neutral”. This table tells us what's most important to people when

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they're picking out a caffeinated drink. It looks like price is a big deal, but not the only

thing people think about.

Having a submean of 3.19 and 0.75 implies that the respondents social expectation

on caffeine expectation is neutral.

Table 7.
Weighted Mean Distribution of the respondents’ Caffeine Consumption in terms of
Setting
Settings Mean Std. Deviation QD
1. When you didn't get enough sleep 3.48 1.17 Often
2. Studying for an exam 3.58 1.26 Often
3. Driving long distances 2.90 1.39 Sometimes
4. Drinking with alcohol while partying 2.37 1.43 Rarely
5. When hungover 2.44 1.43 Rarely
6. When you have a headache 2.83 1.38 Sometimes
7. At work 2.81 1.35 Sometimes
8. Exercising or playing sports 3.00 1.35 Sometimes
9. Doing homework 3.30 1.35 Sometimes
10. On a date 2.89 1.32 Sometimes
11. Running errands or while shopping 2.87 1.36 Sometimes
12. Out with friends 3.31 1.34 Sometimes
13. At a restaurant 3.28 1.33 Sometimes
14. In class 3.21 1.44 Sometimes

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15. As part of my morning routine 3.46 1.37 Often

SUBMEAN 3.05 0.79 Sometimes

Table 7 presents the weighted mean distribution of the setting. Respondents often

drink caffeinated drinks when they're studying for an exam with a mean of 3.58 and

defined as “often”. Moreover, respondents do not drink alcoholic drinks while partying

with a lowest mean of 2.37 and defined as rarely.

Pattar (2020), stated that the timing of caffeine consumption during finals is a

critical factor that can significantly impact its effectiveness. Consuming caffeine

strategically, such as before a study session or an exam, can enhance focus and cognitive

performance.

A submean of 3.05 suggests that, on average, respondents' views on caffeine-related

settings fall into the "sometimes" category. The standard deviation of 0.79 indicates that

most responses are clustered fairly close to this average.

Table 8.

Summary Table of the Caffeine Consumption of the respondents

Caffeine Consumption Mean Std. Deviation QD

Caffeine Expectation 2.64 0.54 Somewhat Likely
Social Expectation 3.19 0.75 Neutral
Setting 3.05 0.79 Sometimes
GRAND MEAN 2.96 0.57 Sometimes

The summary table shows that social expectation has the highest mean of 3.19

with a standard deviation of 0.75, meaning most people find it "Neutral" to affect their

caffeine use. Setting comes next with an mean of 3.05 and a standard deviation of 0.79

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showing a "Sometimes" response with mixed opinions. Caffeine expectation has the

lowest mean 2.64 and a standard deviation of 0.54, meaning people "Somewhat Likely"

consider social influence. This means personal reasons affect caffeine use the most,

while social influence matters the least.

According to Kruger et al (2024), their study stated that the results indicated that,

contrary to what one might expect, the amount of caffeine consumed in a typical was not

related to attention-related experiences in everyday life. However, we found that those

who are more likely to ingest caffeine to potentially enhance their cognition, or to

experience the reinforcing effects of caffeine, or to help relieve negative affect showed

higher levels of inattention in everyday life.

Table 9.

Significant Difference between Caffeine Consumption in terms of Sex

Sex vs Caffeine Consumption t P-value Decision
Caffeine Consumption 3.81 0.00 Reject Ho
Social Expectation 0.36 0.72 Accept Ho
Setting 3.15 0.00 Reject Ho

This table 9 presents the significant difference between caffeine consumption in

terms of sex differences in caffeine use of three factors. There was a significant

difference (t=3.81, P-0.00) between sex and caffeine expectation (3.45 P=0.00). But no

significant difference in sex and social expectation appeared (t=0.36, P=0.72). The

findings indicate that sex affects patterns of caffeine use, that this effect is context-

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specific, being significant for individual expectations regarding caffeine and setting in

which it is consumed, but not for social pressures

According to Dillon et al (2019), Eighty percent of participants reported current

caffeine use, with women more likely to report use than men (85% vs. 71%, p < 0.0001;

Table 1). Further, there were significant differences by gender in the types of caffeinated

beverages consumed. Men were more likely to report consuming caffeine (p = 0.0121),

and women were more likely to report drinking coffee, tea, soda, and “other caffeinated

beverages” (p ≤ 0.0416 for all).

Table 10.
Significant Difference between Caffeine Consumption in terms of Track
Track vs Caffeine Consumption t P-value Decision
Caffeine Expectation -2.34 0.02 Reject Ho
Social Expectation -1.58 0.12 Accept Ho
Setting -4.11 0.00 Reject Ho

This table the significant difference between caffeine consumption in terms of

track. Three aspects of caffeine consumption are examined: Caffeine expectation , social

expectation, and setting. A p-value below 0.05 generally indicates a statistically

significant difference. The p-value for caffeine expectation is 0.02, which is below the

threshold of 0.05. As a result, the null hypothesis (Ho) is rejected. This indicates a

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statistically significant difference in caffeine consumption related to caffeine expectation

across the tracks. The negative t-value suggests that the average caffeine consumption in

one group is lower than in the other. For social expectation, the p-value is 0.12, which

exceeds 0.05. Therefore, the null hypothesis is accepted, indicating no statistically

significant difference in caffeine consumption related to social expectation across the

tracks. Regarding the setting, the p-value is 0.00, which is well below 0.05.

Consequently, the null hypothesis is rejected, revealing a statistically significant

difference in caffeine consumption related to the setting across the tracks.

According to Navarez (2024), This study focused on the senior high school

students enrolled in the technical and vocational livelihood track at Buruanga Vocational

School and their regards on the growing importance of vocational education in job

creation and national support. Each student responded to self-report survey questionnaire

that revealed academic preparedness.

Table 11.
Significant Difference between Caffeine Consumption in terms of strand
Strand vs Caffeine Consumption F P-value Decision
Caffeine Expectation 5.171 0.000 Reject Ho
Social Expectation 1.634 0.151 Accept Ho
Setting 7.948 0.000 Reject Ho
This table displays the results of the significant differences in caffeine

consumption across various "strands". Three aspects of caffeine consumption are

analyzed: caffeine expectation, social expectation, and setting. The caffeine expectation

(F=5.171, p= 0.000) and the setting has a p-value below 0.05, (F=7.498, p=0.000)

generally indicates a statistically significant difference. The social expectation the p-

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value of 0.151, which is significant. There is a statistically significant difference in

caffeine consumption related to caffeine expectation across the different strands. The p-

value is 0.151 , which is greater than 0.05 the null hypothesis is accepted. There is no

statistically significant difference in caffeine consumption related to social expectation

across the different strands. The p-value is 0.000 , which is less than 0.05 . The null

hypothesis is rejected. There is a statistically significant difference in caffeine

consumption related to setting across the different strands.

The study of Arboleda (2022), highlights the different strands in Mintal

Comprehensive High School in Davao City which is HUMSS, GAS, ABM and STEM

that consumed caffeine like coffee and energy drinks. This study there is a significant

between strands and caffeine consumption.

Table 12.
Significant Difference between Caffeine Consumption in terms of General Weighted
Average
General Weighted Average vs
F P-value Decision
Caffeine Consumption
Caffeine Expectation 0.963 0.428 Accept Ho
Social Expectation 1.584 0.179 Accept Ho
Setting 2.180 0.072 Accept Ho
Table 12 presents the significant difference between Caffeine Consumption in

terms of GWA. Three aspects of caffeine consumption are examined: caffeine

expectation, social expectation, and setting. The setting is (F=2.180, p=0.072) therefore,

the null hypothesis is accepted, indicating no statistically significant difference in

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caffeine consumption related to setting across the general weighted average. The social

expectation is (F=1.58, p=0.179) the null hypothesis is accepted, indicating no

statistically significant difference in caffeine consumption related to social expectation

across the general weighted average. Additionally, caffeine expectation is (F=0.963,

p=0.428) the null hypothesis is accepted, indicating no statistically significant difference

in caffeine consumption related to social expectation across the general weighted

average. In this table, all p-value are above 0.05 which indicates a statistically not

significant difference in terms of general weighted average.

Gabrish in 2017 study revealed that senior high school students who consumed

caffeinated drinks according to their performance in school that there is no significant

difference in consuming caffeine.

Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presented the findings, conclusion and recommendations from the

result of the study. The study determined the effects of caffeine on senior high school

students of Isabela school of Arts and Trades.

Summary of Findings

The following findings are obtained based on the analysis and interpretation of data.

1. Demographic Profile of the Respondents

The findings showed that the majority of the respondents were female which

numbered the highest frequency of 175 with a percentage of 64.10%. Meanwhile, male

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got a frequency of 98 and a percentage of 35.90%. The results show that there were

more female respondents than male respondents. The distribution of of respondent by

their track was almost the same, with the largest group of respondents was from the

Academic track which got the highest frequency of 138 with a percentage of 50.54%.

Meanwhile, TVL track got a frequency of 135 and a percentage of 49.45%. The largest

group respondents came from Humanities and Social Sciences (HUMSS) which got the

highest frequency of 86 with a percentage of 31.50%. Moreover, Agri-fishery got the

lowest frequency of 17 and a percentage of 6.23%. In terms of general weighted average

an average of 90-100 got the highest frequency of 129 with a percentage of 47.25%.

Additionally, average of 80-84 got the lowest frequency of 32 and a percentage of

11.72%. An average of 75-79 and below 75 got a 0 frequency.

2. The result revealed that the respondents' caffeine expectations shows that respondents

feel more energized when they drink caffeinated beverages, with the highest mean of 3.03

and a standard deviation of 0.84 and a qualitative description of "Somewhat Likely".

Furthermore, the respondents report that if the respondents do not consume caffeinated

drinks, experience headaches and drowsiness, with the lowest mean of 2.28 and a standard

deviation of 1.01 and 0.99 and a qualitative description of "Somewhat Unlikely." People

feel more energetic after drinking caffeine, and tend to get headaches and feel tired when

they don't have it. The findings also showed that the respondents’ caffeine social

expectation that the weighted mean distribution of the respondents’ social expectation on

caffeine consumption. Price is most important factor for them in the caffeine product

choice with a mean of 3.40 and defined as "Neutral". Having a submean of 3.19 and 0.75

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implies that the respondents' social expectation on caffeine expectation is neutral. The data

also indicated that the respondents' caffeine consumption in terms of setting revealed that

the respondents often drink caffeinated drinks when they're studying for an exam with a

mean of 3.58 and defined as "often". Moreover, respondents do not drink alcoholic drinks

while partying with a lowest mean of 2.37 and defined as rarely.

3. The findings showed that the respondents' caffeine consumption according to sex

showed that there was a significant difference (t=3.81, P=0.00) between sex and caffeine

expectation (t=3.81, P=0.00) and setting (t=3.15, P-0.00). But no significant difference in

sex for social expectation appeared (t=0.36, P=0.72). Meanwhile the findings showed that

the respondents' caffeine consumption according to track it shows that the respondents'

caffeine consumption according to track it shows that the P value column displays the p-

value for each track. consumption related to setting across the different tracks.

Conclusions

The findings of the study yielded the following conclusions:

1. The researchers concluded that females consumed caffeinated drinks more frequently. The

distribution of respondents by track was nearly identical, with the Academic track having

the highest number of respondents, while the TVL track had the lowest. Among the

strands, the largest group of respondents came from Humanities and Social Sciences

(HUMSS). Meanwhile, the Agri-Fishery track had the lowest. Additionally, the

researchers concluded that respondents with a General Weighted Average (GWA) of 90-

100 had the highest frequency while the 75-79 and below-75 General Weighted Average

got lowest frequency.

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2. The Caffeine expectations of the respondents shows that they feel more energized when

they drink caffeinated beverages. Furthermore, the respondents report that if they do not

consume caffeinated drinks, they experience headaches and drowsiness. The data also

indicated that the respondents' caffeine consumption in terms of social expectation revealed

that price is most important factor for them in the caffeine product choice. The data also

indicated that the respondents' caffeine consumption in terms of setting revealed that the

respondents often drink caffeinated drinks when they're studying for an exam.

3. In terms of strand, there is a statistically significant difference in caffeine consumption

related to setting across the different strands. The findings of caffeine consumption across

different tracks reveals significant differences related to caffeine expectations and the

setting, but not social expectations. The table shows that there is no significant difference

between caffeine consumption and academic performance (GWA).

Recommendations

Based on the conclusions, the following are some recommendations to observed and

address the consumption of caffeine among senior high school students at Isabela School

of Arts and Trades:

1. The researchers recommend implementing educational programs to school

administrators that provide accurate information about caffeine's effects on the body and

brain, addressing specific concerns of senior high school students, such as impact on

sleep, concentration, and overall health. Encourage critical thinking about advertised

benefits of caffeine and promote a balanced understanding of its potential risks and

benefits.

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2. The researchers recommend that Parents should engage in open communication with

children about caffeine consumption, discussing potential risks of excessive intake and

encouraging healthy habits at home. Be aware of the diverse sources of caffeine,

including energy drinks, sports drinks, and certain medications, to guide their children's

choices.

3. The researchers recommend that School increasing the availability of healthy

alternative beverages, such as water, fruit juice, and unsweetened tea, in school

cafeterias, vending machines, and during events. Collaborate with local health

organizations to provide resources and information about healthy hydration, such as

interactive workshops, taste tests, and educational materials.

4. The researchers recommend that Student engaging in open discussions about caffeine

consumption, its effects, and the importance of making healthy choices. Encourage peers

to make informed decisions about caffeine and support each other in making positive

choices.

5. The researchers recommend exploring how different settings (study sessions, sports

activities, social gatherings) influence caffeine consumption among senior high school

students. Identify factors contributing to high caffeine consumption in specific settings

and develop targeted interventions to promote healthy choices.

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Saraiva, S. M., Jacinto, T. A., Gonçalves, A. C., Gaspar, D., & Silva, L. R. (2023).

Overview of caffeine effects on human health and emerging delivery strategies.

Pharmaceuticals, 16(, 1067. [Link]

Saskia, S., Ali, A., Wham, C., Knightbridge-Eager, T., & Rutherfurd-Markwick, K.

(2021). Caffeine consumption habits of new zealand tertiary students. Nutrients,

13(5), 1493. [Link]

Sharma, V. K., Sharma, A., Verma, K. K., Gaur, P. K., Kaushik, R., & Abdali, B.

(2023). A Comprehensive Review on Pharmacological Potentials of Caffeine.

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Journal of Applied Pharmaceutical Sciences and Research, 6(3), 16-26.

[Link]

Temple, J. L., Bernard, C., Lipshultz, S. E., Czachor, J. D., Westphal, J. A., & Mestre,

M. A. (2017). The safety of ingested caffeine: a comprehensive review. Frontiers in

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Thakre, T. P., Deoras, K., Griffin, C., Vemana, A., Podmore, P., & Krishna, J. (2015).

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students and caffeine: consumption habits, motivations, and experiences. Nutrients,

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Vinícius, Í., Brietzke, C., Franco-Alvarenga, P., Vasconcelos, G., Saunders, B., Santos,

T. M., & Pires, F. O. (2024). Efficacy of caffeine as an ergogenic aid in multiple

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Enhanced Sports Performance, 487-495. [Link]

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Wang, L., Shen, X., Wu, Y., & Zhang, D. (2016). Coffee and caffeine consumption and

depression: A meta-analysis of observational studies. Australian & New Zealand

Journal of Psychiatry, 50(3), 228-242. [Link]

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APPENDICES

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PERMISSION LETTER

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ENGLISH CRITIQUE CERTIFICATE

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SUMMARY/TALLY OF DATA

SOP 1

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SOP 2

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SOP 3

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QUESTIONNAIRE

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CURRICULUM VITAE
Name : HANNAH M. RIVERA

Address : SANTO DOMINGO, QUIRINO ISABELA

Date of Birth : NOVEMBER 02, 2006

Age : 18

Place of Birth : ILAGAN CITY

Sex : FEMALE

Civil Status : SINGLE

Nationality : FILIPINO

Religion : ROMAN CATHOLIC

Mother’s Name: HELEN GRACE M. RIVERA

Father’s Name:MANJONEL C. RIVERA

CONTACT INFORMATION:

Number :0945-289-4490
Email Address: migzhannah@[Link]

EDUCATION

Elementary : LUNA-SUERTE ELEMENTERY SCHOOL

JHS : QUIRINO NATIONAL HIG SCHOOL
SHS : ISABELA SCHOOL OF ARTS AND TRADES

AWARDS RECEIVED: GRADE 7-11 WITH HONORS

Name : SANDIE T. APALISOC

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Address : BRGY, CALAMAGUI 1ST, CITY OF ILAGAN,

Date of Birth : MAY 13, 2007

Age : 17

Place of Birth: CITY OF ILAGAN, ISABELA

Sex : FEMALE

Civil Status : SINGLE

Nationality : FILIPINO

Religion: CATHOLIC

Mother's Name: CARMENCITA T. APALISOC

Father's Name: JESUS B. APALISOC

CONTACT INFORMATION:

Number: 09202238089
Email Address: apalisocsandie7@[Link]

EDUCATION:
Elementary: ILAGAN SOUTH CENTRAL SCHOOL
JHS: ISABELA SCHOOL OF ARTS AND TRADES
SHS: ISABELA SCHOOL OF ARTS AND TRADES

AWARDS RECEIVED: GRADE 6-11 ATHLETE

Name : MARK JAY S. CRISOSTOMO

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Address : ALIBAGU, CITY OF ILAGAN, ISABELA

Date of Birth : MARCH 10, 2007

Age :18

Place of Birth : CITY OF ILAGAN, ISABELA

Sex : MALE

Civil Status : SINGLE

Nationality : FILIPINO

Religion : UECDFI

Mother’s Name: JOCELYN S. CRISOSTOMO

Father’s Name: JERSON B. CRISOSTOMO

CONTACT INFORMATION:

Number : 09703631302
Email Address: crisostomomarkjay71@[Link]

EDUCATION

Elementary : DIVILACAN CENTRAL SCHOOL

JHS : DIVILACAN NATIONAL HIGH SCHOOL
SHS : ISABELA SCHOOL OF ARTS AND TRADES

AWARDS RECEIVED: GRADE 10 WITH HONORS

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Name : WARREN CLEI L. CAMONAYAN

Address : LULLUTAN, CITY OF ILAGAN, ISABELA

Date of Birth : JULY 29, 2007

Age : 17

Place of Birth : CITY OF ILAGAN, ISABELA

Sex : MALE

Civil Status : SINGLE

Nationality : FILIPINO

Religion : CATHOLIC

Mother’s Name: WILMA L. CAMONAYAN

Father’s Name: REYVITO P. CAMONAYAN

CONTACT INFORMATION:

Number :0917384409
Email Address: warrenclei22@[Link]

EDUCATION

Elementary : LULLUTAN ELEMENTARY SCHOOL

JHS : ILAGAN WEST NATIONAL HIGH SCHOOL
SHS : ISABELA SCHOOL OF ARTS AND TRADES

AWARDS RECEIVED: GRADE 10 WITH HONORS

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Name : STEPHANIE GWEN A. FIGAROLA

Address : AGGASSIAN, CITY OF ILAGAN, ISABELA

Date of Birth : SEPTEMBER 15, 2006

Age : 18

Place of Birth : AGGASSIAN, CITY OF ILAGAN, ISABELA

Sex : FEMALE

Civil Status : SINGLE

Nationality : FILIPINO

Religion : ROMAN CATHOLIC

Mother’s Name: MARICEL A. FIGAROLA

Father’s Name: FERMIN A. FIGAROLA

CONTACT INFORMATION:

Number : 09979876318
Email Address: stephaniegwenfigarola37@[Link]

EDUCATION

Elementary : AGGASSIAN ELEMENTARY SCHOOL

JHS : ISABELA SCHOOL OF ARTS AND TRADES
SHS : ISABELA SCHOOL OF ARTS AND TRADES

AWARDS RECEIVED: GRADE 7-11 WITH HONORS

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Name : JANE R. PASCUA

Address : UPI, GAMU, ISABELA

Date of Birth : JANUARY 30, 2006

Age : 18

Place of Birth : UPI, GAMU, ISABELA

Sex : FEMALE

Civil Status : SINGLE

Nationality : FILIPINO

Religion : ROMAN CATHOLIC

Mother’s Name: ANA MARIE R. PASCUA

Father’s Name: RICHARD E. PASCUA

CONTACT INFORMATION:

Number : 09614255717
Email Address:rosietepascuajane@[Link]

EDUCATION

Elementary : UPI ELEMENTARY SCHOOL

JHS : GAMU RURAL SCHOOL COMPLEX
SHS : ISABELA SCHOOL OF ARTS AND TRADES

AWARDS RECEIVED: GRADE 9-10 WITH HONORS

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Name : SYRISH NICOLE AGGARAO

Address : NAGUILIAN NORTE, CITY OF ILAGAN

Date of Birth :SEPTEMBER 27, 2007

Age : 17

Place of Birth : NAGUILIAN SUR, CITY OF ILAGAN, ISABELA

Sex : FEMALE

Civil Status : SINGLE

Nationality : FILIPINO

Religion : ROMAN CATHOLIC

Mother’s Name: SUSAN R. AGGARAO

Father’s Name: NICANOR R. AGGARAO

CONTACT INFORMATION:

Number : 0991957112
Email Address: syrishnicolea@[Link]

EDUCATION

Elementary : NAGUILIAN BACULUD ELEMENTARY SCHOOL

JHS : ILAGAN WEST NATIONAL HIGH SCHOOL
SHS : ISABELA SCHOOL OF ARTS AND TRADES

AWARDS RECEIVED: GRADE 7-10 WITH HONORS

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Name : VENCH MARK L. BARNACHA

Address : SIFFU, CITY OF ILAGAN, ISABELA

Date of Birth : AUGUST 01, 2007

Age : 17

Place of Birth : CITY OF ILAGAN, ISABELA

Sex : MALE

Civil Status : SINGLE

Nationality : FILIPINO

Religion : METHODIST

Mother’s Name: AMALIA L. BARNACHA

Father’s Name: JOELIVER L. BARNACHA

CONTACT INFORMATION:

Number : 09215417792
Email Address: barnachavenchmark@[Link]

EDUCATION

Elementary : SIFFU ELEMENTARY SCHOOL

JHS : ISABELA SCHOOL OF ARTS AND TRADES
SHS : ISABELA SCHOOL OF ARTS AND TRADES

AWARDS RECEIVED:

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Name :RONIELYN ESCARET

Address : UPI, GAMU, ISABELA

Date of Birth : JULY 08, 2007

Age : 18

Place of Birth : STO. NIÑO, TAGUM CITY

Sex : FEMALE

Civil Status : SINGLE

Nationality : FILIPINO

Religion : CATHOLIC

Mother’s Name:MELODILYN P. VISTAL

Father’s Name: RONIE C. ESCARET

CONTACT INFORMATION:

Number : 09531595374
Email Address: foryoureyesollie@[Link]

EDUCATION

Elementary :SOUTHERN DAVAO ELEMENTARY SCHOOL

JHS :GAMU RURAL SCHOOL ANNEX
SHS : ISABELA SCHOOL OF ARTS AND TRADES

AWARDS RECEIVED:

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Name : SHELLA JACOBEN ASUERO

Address : STA. ISABEL SUR, CITY OF ILAGAN, ISABELA

Date of Birth : JULY 08, 2007

Age : 18

Place of Birth : ILAGAN CITY

Sex : FEMALE

Civil Status : SINGLE

Nationality : FILIPINO

Religion : CATHOLIC

Mother’s Name: SOLEDAD J. ASUERO

Father’s Name: SAMUEL C. ASUERO

CONTACT INFORMATION:

Number : 09510709185
Email Address: shellaasuero@[Link]

EDUCATION

Elementary : STA. ISABEL SUR ELEMENTARY SCHOOL

JHS : STA. ISABEL NATIONAL HIGH SCHOOL
SHS : ISABELA SCHOOL OF ARTS AND TRADES

AWARDS RECEIVED: GRADE 10-11 WITH HONORS

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Name : LORGILENE R. DUMALAG

Address : CAB:#3 SAN FERNANDO CITY OF ILAGAN

Date of Birth : NOVEMBER 02, 2006

Age : 18

Place of Birth : CAB:#3 SAN FERNANDO CITY OF ILAGAN, ISABELA

Sex : FEMALE

Civil Status : SINGLE

Nationality : FILIPINO

Religion : ROMAN CATHOLIC

Mother’s Name: LORNA R. DUMALAG

Father’s Name: GILBERT D. DUMALAG

CONTACT INFORMATION:

Number : 09065495417
Email Address: dumalaglorgilene@[Link]

EDUCATION

Elementary : CAB:#3 SAN FERNANDO CITY OF ILAGAN ISABELA

JHS : SAN ANTONIO NATIONAL AGRO INDUTRIAL AND VOCATIONAL
HIGH SCHOOL
SHS : ISABELA SCHOOL OF ARTS AND TRADES

AWARDS RECEIVED: ELEMENTARY to 11-WITH HONORS

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