PSY Project

Effect of Coffee Consumption on Academic
Performance
PSY201 Group Project
Date submitted: 27/06/2015
Course/Section: PSY201/51
Instructor: Smitha Sivadev
Students: Anam Sohail (Leader) ID: 1052687 055-6626729
Mariam Al Kaabi ID: 1052871
Yasmeen Mohammed ID: 1049067
Zein Mohammad ID: 1052027
Ghumsha Najmal ID: 1049049

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Table of Contents
CHAPTER 1: PAGE
Abstract……………………………………………………………………………………………………………………………4
Introduction ................................................................................................................. 4
Caffeine, what, why and how..................................................................................... 5
CHAPTER 2:
Hypothesis of study ...................................................................................................... 6
CHAPTER 3:
Plan and Procedure ...................................................................................................... 7
CHAPTER 4:
Review of relatedliterature .......................................................................................... 9
Article numberone: The effectof caffeine oncognitive taskperformanceandmotor
fatigue .................................................................................................................... 9
Article numbertwo:The Effectsof CaffeineDrinksandEnergyDrinksonAcademic
Performance ............................................................................................................ 9
Article numberthree:Effectsof caffeine onperformance andmooddependonthe
level of caffeine abstinence .....................................................................................11
Article numberfour:Effectsof L-theanine orcaffeineintake onchangesinblood
pressure under physical and psychological stresses ...................................................11
Article numberfive:Effectsof caffeine onmoodandperformance:astudyof realistic
consumption............................................................................................................12
Article numbersix:Effectsof caffeine onmoodandperformance:astudyof realistic
consumption............................................................................................................13
Article numberseven:Effectsof CoffeeConsumptiononFastingBloodGlucose and
Insulin Concentrations ............................................................................................14
Article number eight: Effects of Caffeine on Cognitive Tasks ......................................15
Article numbernine:Caffeine ImprovesMemoryPerformance duringDistractionin
Middle-Aged, But Not in Young or Old Subjects .........................................................16
Article number ten: Caffeine has positive effect on memory ......................................17
Summaryof literature reviews………………………………………………………………………………………..18
CHAPTER 5:
Analysis and Interpretation of Data...............................................................................18

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Data collection ........................................................................................................18
Evaluation of Hypothesis..........................................................................................20
CHAPTER 6:
Conclusion ..................................................................................................................35
Future Recommendations……………………………………………………………………………………………….35
CHAPTER 7:
References - Bibliography ............................................................................................36
Contributionof Students………………………………………………………………………………………………… 38
Copy Of Conducted survey ...........................................................................................39

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Abstract
Purpose: Our research aims to investigate the effect of coffee consumption on
academic performance. It also aims to find coffee’s effect on stress, attention and
motor activities.
Methodology: A sample of 50 Abu Dhabi University (ADU) female students was
taken and research was conducted. Results were found using the % analysis and bar
graphs for quantitative data. University students were ideal for this research as they
consume more coffee to stay awake and alert.
Results: It is found that coffee has no effect on academic performance, so the
hypothesis is rejected. The hypothesis that students consume more coffee when they
are stressed, the effect of coffee on attention and the effect of coffee on motor
activities are accepted.
Chapter 1
Introduction
The topic of our project is the impact of coffee consumption on academic performance.
To have a much clearer understanding of this topic, we needed to define caffeine and
caffeinated foods. Also, we had to clarify what caffeine does to the human body and
why some people become addicted to it. Furthermore, coffee consumption can be good
in some ways and bad in other ways. This was our goal. We wanted to know if coffee
consumption is good for the students and if it really improves academic performance.
Caffeine is a substance found in coffee, tea, soft drinks, chocolates and many
others. This substance has many effects on the metabolism of the human body.
However, we never really got the chance to understand why people become addicted to
coffee after few cups. Is coffee healthy? Does it really have a positive impact on
students' minds? In this research, we intend to answer all these questions and find what
is inside this magic brown cup. Moreover, we want to recognize what can coffee do to
increase the academic performance and explore, with the help of others' previous
studies, the effect of coffee consumption in relieving the stress and changing the mood

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of the students positively. Furthermore, after we finish this research, we hope to get an
approval to publish it, thus others can make use of our hard work.
This topic is important because it does have an impact on students’ performance.
Coffee became an integral part of the daily routine of students. Particularly, coffee is
the best friend for students during the day because they don't have enough time to do
their work and study. They feel tired and there aren't enough hours to complete their
tasks. They always find themselves napping and yawning in the class. Therefore, coffee
seems to be the easiest solution for students to increase their attention and keep them
awake for a long time. It is interesting to know the reasons why they consume coffee
and to explore their feelings towards coffee consumption. In the UAE, people consume
more coffee, so it is important to understand why they do so. Students in the UAE also
consume more coffee.
Finally, our purpose of this study is to investigate the positive effect of coffee
consumption in academic performance among the students. Also, we aim to examine
the impact of coffee consumption in stress relief during exams whether it is positive or
negative.
Caffeine, What, why and how
Caffeine is a stimulant drug that acts on the brain and nervous system. It is a natural
compound found in a plant. Coffee contains small amounts of essential nutrients and
minerals that are important for the human body and it is extremely high in
antioxidants. Therefore, coffee reduces many diseases.
If we dive into a typical cup of coffee (240ml), we would find that it contains (SELF
Nutrition Data):
 Vitamin B2 (Riboflavin): 11% of the Recommended Daily Allowance (RDA)
 Vitamin B5: 6% of RDA
 Folate: 1% of RDA
 Manganese: 3% of RDA
 Potassium: 3% of RDA
 Magnesium: 2% of RDA
 Phosphorus: 1% of RDA

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The amounts seem not too much for you, but when you drink more than one cup, you
would add up to your daily nutrient intake. However, the question that comes to your
mind is how much coffee is healthy to consume on a daily basis? The susceptibility of
caffeine in the human body depends on many factors such as state of health, body mass,
metabolism and many others. Also, it depends on whether our body is used to getting
regular amount of caffeine. In general, the approximate doses of caffeine intake are up
to 400mg or less per day which is about two to three cups of brewed coffee. This amount
is safe and moderate for most healthy adults.
If you depend on consuming coffee to wake up in the morning and feel more
energetic, don't worry. Caffeine is consumed by millions of people to improve their
concentration and increase their wakefulness. However, have you ever thought about
what is actually going on in our body when you consume a small amount of coffee?
What is happening to the caffeine when it is broken down and how does it affect your
metabolism? We will take just a moment to magnify the caffeine metabolism in our
body and have a clear image about what happens to our nervous system.
As we mentioned earlier, caffeine is a stimulant that can enhance the functions
of the brain. When caffeine enters our bloodstream through the mouth, it is passing
through body membranes easily. The absorption of the caffeine takes about 15-20
minutes through these membranes before the effects of caffeine are realized. Then, as
soon as the caffeine absorbs it is being metabolized the liver (Caffeine Informer).
In the brain, the caffeine blocks the function of the brain neurotransmitter called
(Adenosine). The adenosine helps with sleep and wake cycle. Therefore, by blocking
the adenosine, the caffeine increases the activity of the brain and helps to release other
neurotransmitters such as dopamine and norepinephrine which help to feel more relax
and avoid feeling tired. Caffeine doesn't replace the needs for sleep, but it hides the
symptoms of sleeplessness which adenosine can no longer produce. On average, the
half life of caffeine in the human body is from 4 to 6 hours. For example, if you take
100mg of caffeine at 12p.m, you would still have 50mg in your body at around 4 to 6
p.m. (Caffeine Informer).

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Chapter 2
Hypothesis of Study
1. Coffee consumption has a positive effect on academic performance.
The independent variable is coffee consumption, while academic performance
is the dependent variable.
2. Students consume more coffee when they are stressed.
The independent variable is stress, while coffee consumption is the dependent
variable.
3. Coffee is consumption increases attention and performance of the students.
The independent variable is coffee consumption, while attention and
performance are the dependent variables.
4. Coffee consumption increases cognitive performance of the students but has no
effect on motor activities when they are tired.
The independent variable is coffee consumption, while cognitive performance
and motor activities are the dependent variables.
Chapter 3
Plan and Procedure
Methods:
This research is a descriptive research about “The effect of coffee consumption on
academic performance” of 50 ADU (Abu Dhabi University) female students. The
sample for the study were 50 ADU female respondents which were randomly selected.
The age of the respondents ranged from 17 to 28 years old. A total of 50 questionnaires
were distributed which consisted of 10 questions. The survey questionnaires were
printed and were distributed hand-by- hand and online to university students.
The questionnaire used Lekert scales to assess the “Effect of Coffee Consumption on
Academic Performance” and provided open ended responses for additional comments.
Personal information was also collected. The questionnaire was designed to help us in
approving or disapproving our hypothesis. The survey consisted of questions to help us

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measure the frequency of coffee consumption, it also helped us to find the effect of
coffee consumption on stress, motor and cognitive performances. Finally, we were also
able to identify the effect of coffee consumption on academic performance.
We have chosen to study the effect of coffee consumption on university students
because of its huge consumption by them due to the chaotic academic life which
includes exams or quizzes recitation, projects/assignments, and comprehension of
current topics in subjects. Coffee is widely consumed among university students to pull
whole night, to stay alert during a class or to combat fatigue.
Research Design:
Nature
Of Study
Variables Tools Samples Sample
Size
Nature Of
Analysis
Statistics
Used
Survey
method
ADU students
coffee
consumption and
its effect on
academic
performance
Nominal
rating scale, University
Students
50 female
ADU
university
students
Quantitative
Research
Simple %
analysis.
Bar graphs
Extent rating
scale,
Frequency
rating scale,
Open Ended
questions
Chapter 4

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Review of Related Literature
Article one: The effect of caffeine on cognitive task performance and motor
fatigue.
An investigation was made to find out whether moderate dose of caffeine could attack
the decline in carrying out during a fatiguing motor task. Twenty-four healthy adults
(age 24 ± 6 years, 11 males, and 13 females) participated in this study. The theme had
normal or corrected-to-normal visual sensation and intact auditory sense. Each subject
signed written informed consent prior to the study. All procedure was undertaken with
the blessing of the local ethics commission.23 healthy participants completed these
sessions. People completed a placebo and a caffeine session in a semi-randomized and
double blind order. In the placebo shapes, subjects received decaffeinate brown coffee
in which caffeine (3mg/bodyweight) was dissolved. Subjects were allowed to use milk
or sugar, and they could not distinguish between caffeine and decaffeinate coffee. As
there is evidence that withdrawal outcomes may play a part in the observed caffeine
effects (Rogers et al., 2003), subjects were allowed to consume one cup of coffee before
10 a.m. If they drank their morning coffee, they had to do so on both experimental days.
After CRT task was reported it shows that caffeine improved cognitive task
performance, by decreased reaction times together with unchanged accuracy. Results
found that there is no effect of caffeine on motor task. In conclusion, caffeine has
improved cognitive performance. The decrease in reaction times between the first and
second experiments was influenced by caffeine consumption. People whom consumed
caffeine in the second session were much faster in this session than in the first session,
while subjects who received caffeine in the first session did not improve their reaction
times. (Duiren, Lorist, & Zijdowinen, 2005)
Article two: The Effects of Caffeine Drinks and Energy Drinks on Academic
Performance
A study conducted by small Midwestern College determined the personal consequence
of caffeine beverage and energy drinks on college student’s mental execution when
ingested shortly before the student returns an academic test. 40college students took a
simple mental watchfulness mental test, ingested two of three possible pills that

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contained the caffeine and combining weight to a service size of drip coffee or energy
drink, and then took a second mental vigilance test 30 minutes later. They pointed out
that three experimental approaches are employed in caffeine studies: studies that
equivalence consumers and low /non-consumers, pre-treatment and ad lib consumption
studies, and long-term withdrawal studies. Participants were divided into mathematical
chemical radical (P, Q, R, or S), so that each group contained ten participants.
Participants in group P consumed turbine; participants in group Q consumed caffeine
and turbine; participants in group R consumed caffeine; and those in group S consumed
cornstarch placebo. Having signed an informed consent form, each participant took
Mental test 1, randomly chose (all 40 of which were prepared prior to the study, with
ten enveloped contents prepared per group), and then took Test 2 after 30 minutes had
passed. So that the study included a small sheet of paper in each envelope specified the
letter of the group to which the participant belonged. This letter was collected and
recorded after Test 2 was completed, so that the experimenters were unaware of a
participant’s group until that participant completed his or her part in the study. Each
participant took a test measuring mental vigilance, consumed two pills, and then took
a second test 30 minutes later. The tests were simple mental vigilance tests, designed
by the experimenters to test the mental focus and endurance of participants. Participants
were told to go on to the second sheet if they finished the first, but that they were not
expected to finish both sheets within the allotted test time (i.e., four minutes). When
participants took Test 1, they were given the two sheets in a specific order. Test 2
consisted of the same two sheets presented in the reverse order, to help reduce the
effects of the participants’ experience of, or familiarity with, the tests. The results of
this study indicate that there is no evidence for improved mental functioning upon
consumption of any drinks. The effects of caffeine on performance and mood are
attributable to the reversal of adverse withdrawal effects associated with the short
periods of abstinence from the drug that are typical of studies on caffeine between
subjects ANOVA for the factor of group did not yield significant results for the
differences in scores between the first and second tests, F (3, 36) = .591, p > .05. Almost
all participants scored better on the second test (M = 64.3, SD = 15.5) than on the first
test (M = 60.8, SD = 15.1), but this difference was not significant (M = 3.5, SD = 8.6).
Participants taking medications such as Ritalin for the treatment of ADHD or a similar
disorder had a smaller difference between their first test scores and their second test
scores (M = 1.5, SD = 8.3). (Johns & Svoboda, 2002)

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Article three: Effects of caffeine on performance and mood depend on the level of
caffeine abstinence
Most studies study the effects of caffeine on performance that have used regular
caffeine consumers who are dispossessed at test. Thirty volunteers (19 women and 11
men) were recruited from students and staff at Sussex University. Potential different
subjects were identified according to self-reported caffeine consumption, based on
many questions. Responses were converted to an approximation of daily caffeine intake
by multiplying reported intake by average caffeine content in each drink30 moderations
caffeine consumers were given a drink containing 0,1,2 mg of caffeine at breakfast
followed after 60 minutes later they give them another drink contain 0 or 1 mg of
caffeine . One difficulty faced by researchers trying to determine the extent and nature
of the effects of caffeine on mood and performance is that the research evidence is far
from consistent. For example, while many studies report faster reaction time measures
following caffeine rather than placebo, other studies failed to find any effect of caffeine
on reaction time and there have even been some reports of caffeine slowing reaction
time. The results show that government activity of both 1 and 2 mg decreased reaction
and 1 mg also increased performance. Both breakfast doses of caffeine improved rated
mental alertness, while the second doses of caffeine has no effect on subsequent
performance in the two groups who had received caffeine at breakfast. In conclusion,
caffeine improves performance on a sustained attention task and increased rated mental
alertness in moderate caffeine consumers who were tested when caffeine –
deprived.(Yeomans, Ripley, & Davies, 2002)
Article four: Effects of L-theanine or caffeine intake on changes in blood pressure
under physical and psychological stresses
Caffeine has been considered as the cause of stress, but it also has a positive impression
on cognition and mood. Sixteen healthy volunteers (students, eight men, eight women;
ages, 22.8±2.1 years) participated in the experiment individually at similar times of the
day at an interval of 7 days. The data from two women were excluded from the analyses
because they were absent on at least 2experiment days owing to temporary illness. All
participants were requested to avoid feeding or boozing, except for water, from 3 h
scratch of each test they study the effect of caffeine on mental task performance under
psychological stress in humans .40 participant have been participated and they separate

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them in three groups the first one will take l- theanine +placebo, the second group will
take caffeine + placebo and the third one will take only placebo. Oral administration of
l- theanine changed the systolic and diastolic blood pressure in the high response group
during the AMT compared with the placebo condition. The AMT measurement was
carried out after participants finished all of the mental tasks and just before the CPT.
The results shows display that l- theanine gain the stemma pressure by performance of
a mental task after placebo intake While caffeine have lower blood pressure on the
mental tasks. The participants felt stressed not only by the mental tasks, but also by
their knowledge that their CPT would be takes in a minute from their blood. In
conclusion, it can be clearly seen that l- theanine and caffeine just not only reduce
anxiety, but also increase blood pressure. There was no interaction affect between group
and treatment. In the AMT period, there was an interaction effect between treatment
and group (F (2, 24) =3.438, P=0.049). The high-response group revealed main effects
of treatment significantly atAMT4, AMT5, and AMT6 and showed a trend atAMT3 (F
(2, 12) =6 .958, 5.500, 7.195, and 2.994, P=0.010, 0.020, 0.009, 0.088). Blood pressure
in the AMT3 period (P=0.082), and showed a significant effect of lower value in the
AMT4, AMT5, and AMT6 periods compared with that of the placebo intake condition
(P=0.008, 0.019, 0.008). Caffeine intake showed a trend of lower systolic blood
pressure than the placebo condition only at AMT4, AMT5, and AMT6 (P=0.099, 0.090,
0.068). (Yoto, Motoki, and, & Yokogoshi, 2012)
Article five: Effects of caffeine on mood and performance: a study of realistic
consumption
Studies make to study the behavioral effects of caffeine consumption. They found that
4*65 mg and over produced the same effects as a single large dose (200mg). Twenty-
four male participant were recruited from the student population of the University of
Bristol. The mean age of the sample was 20.96 years (range 19–23 years); the mean
weight was 71.91 kg (range 60–86 kg); and the mean daily caffeine consumption,
assessed by self-report, 210 mg (range 100–375 mg). In order to directly compare the
two methods of administering the caffeine conditions, it was necessity to control for
factors known to influence caffeine metabolism (Brice and Smith 2001b). Player were
not eligible for the study if they were female, taking medication or if they smoked. All

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included participants were required to sign a consent form that outlined the experiment,
explained that they were free to withdraw at any time and confirmed the confidentiality
of all information. The study was approved by the local ethics committee. Participants
were paid £25.00 (pounds sterling) on completion of the study the participant (n= 24)
attend for four sessions .at each session they measure the mood and performance at
0930 hours. On two of the season’s coffee consumed at 1000, 1100, 1200, 1300hours
and 65 mg caffeine was added to the de- caffeine coffee. In the other two sessions they
consumed coffee at 1300 hours and 200mg of caffeine was added. Mood was assessed
both pre- and post-performance using 18 computerized visual analogue mood rating
scales. Three main factors were derived from these scales; alertness, hedonic tone and
anxiousness. The results show that in both consumption caffeine led to increase of
anxiety and improved performance on a simple tasks. Analyses of co-variance with the
baseline measure as a covariate were carried out. The within-subject variables were
caffeine condition and multiple versus single dose. (Brice & Smith, 2002)
Article six: Effects of caffeine on mood and performance: a study of realistic
consumption
A study explored the effect of caffeine and gender on academic performance among
undergraduate students. Performance on its own is how well an individual tends to
display the learned behavior. pupil tend to exhibit their learned materials through
academic performance (AP) which is highly important to many of them.40 participant
who volunteered to take function in the study were drawn fom100 level students of
psychological science in Enugu state university of science and technology to participate
in the study; they sample contained 16 males and 16 females subject while 32 have
accepted to volunteered and they assign them to groups (experimental and control
group). Age range from 18-24 years with an average age of 20-28 years. Coffee is an
inurement used in the study excuse it was the treatment being administrated to the
experimental group. The coffee used was 2 mg of Nescafe classic which contain about
15.71 milligrams of caffeine. There were instruction for the team groups not to take
their breakfast when coming to school the next day and they should endeavor to be in
school as early as 7:00AM. The first group was conducted from 16 members (8 females
and 8 male) and they take the caffeine as a treatment, while the second group which
also conducted from 16 members were taken a chocolate tea. The results shows non-
significant effect of caffeine on academic performance F (1, 28) =0.56p .0.05 and non

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- significant influence of gender on academic performance F (1, 28) =1.073, p.0.05 and
no interaction effect of caffeine and gender on academic performance. Caffeine had no
significant effect on academic performance .The determination of the study are
summarized that there is no significant effect of caffeine and gender on academic
performance and there is no interaction effect of caffeine and gender on academic
performance. (H. & Valentine, 2015)
Article seven: Effects of Coffee Consumption on Fasting Blood Glucose and
Insulin Concentrations
Caffeine intake can lower insulin sensitivity and increase glucose concentration. The
department of Nutrition and Health studies the effect of coffee and caffeine on fasting
blood concentration of glucose and insulin over 2until 4 weeks. The first study include
40 volunteers used (70g of coffee ground for 4 weeks), 14 participants did not complete
the experience because of sickness and restlessness (n=7), possible capability to reserve
effects of caffeine intake (n=3), or reasons unrelated to the treatment (n=4), 26% of
participants were included in the analysis. The second study designed with three
treatments given in random at 2 weeks (870 mg in 6 capsules) (52g coffee /day in 0.19).
54% were volunteers 6 of them withdrew because of severe headaches (n=2), study
related illness (n=1), or reasons unrelated to the treatment (n=3). For the current
analysis they excluded participants because of missing blood samples (n=1), not
complete the whole caffeine intervention (n=1), or who were clear outliers for an insulin
concentration (n=1). They measured the plasma glucose concentration and also the
serum insulin concentration. Study 1 shows that the participants whom complete the
study were 62% and were woman between age 12 and 37. It shows that after 2 weeks
coffee consumption lead to fasting glucose concentration and fasting of the insulin
concentration after 4 weeks (insulin: P= 0.79; glucose: P = 0.27). Study 2 shows that
the participants who completed the test were 56% and they were woman from age (14-
40). Fasting glucose concentration was similar after the caffeine period, but fasting
insulin concentration tend to be higher. After the studies we found that become absent-
minded conceited coffee forth for 4 weeks increased licentiously insulin concentrations
compared with coffee abstinence. Lassitude of measure weaker coffee and caffeine
aliment were no significantly associated with higher fasting insulin concentrations. Toy
wide affirmative of coffee or caffeine on fasting glucose concentrations were observed.

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The increased fasting insulin publicity halt pompous coffee voiding in our study
probably reflects decreased insulin sensitivity. (Dam, Pasman, & Verhoef, 2004)
Article eight: Effects of Caffeine on Cognitive Tasks
A study made to study the effects of caffeine on 24 healthy control subjects. Twenty
four healthy (nonsmoking) volunteers aged between (19-38 years) participated in this
experiment with a mean age of (26.5), with no history of psychiatric disease. All
subjects gave written informed consent to take part in the study, which was approved
by the Human Research Ethics Committee, Swinburne University of Technology. They
study 1, 2 and 3 back tasks under the coffee condition. Mean reaction time and accuracy
data were collected and analyzed by the way ANOVA which is test the effect of caffeine
on group A and group B .group A consisted of participants consuming placebo first and
coffee in the second session. While group B consumed coffee in the first session and
placebo in the second session a double blind, counter-balanced, placebo controlled,
crossover was used. Each participant was tested under two different drug conditions
[placebo and caffeine (250mg)] separated by a seven-day ‘wash-out’ period. ANOVA
testing was conducted to determine any significant differences between MRTS for the
groups, their treatment and their interaction. The results show that it can be concluded
that changes produced by caffeine support the hypothesis and that caffeine acts as a
stimulant. Caffeine was associated with a significant in alerts. However there was no
significant relationship between the intake of caffeine and cognition tasks. Analyses
between caffeine/placebo conditions, found significant results in 1-back and 2-back.
On the other hand, results were not significant with n-back 3. This performance
decrement could be due to familiarity of content, and counteracted by caffeine Optimal
level of performance was achieved with caffeine, when comparing the two groups in
Fig. 2, providing support for the hypothesis, that caffeine improved response time.
Whereas MRT was slightly higher for the coffee group in the 3-back task, this could be
attributed to memory load or other variables. It can be clearly observed that MRT
increases with memory load of n-back 3 in both group conditions. As the task difficulty
and memory load increased, reaction time also increased. The 3-back task required
judging whether an item matched any item up to and including 3-back. Reduced MRT
suggests that three items could not be effectively maintained in focal attention
(Valladares, Cosic, & Bedford, 1974)

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Article nine: Caffeine Improves Memory Performance during Distraction in
Middle-Aged, But Not in Young or Old Subjects
A study evaluated the effect of caffeine on performance of young age, middle aged and
older groups and the number of participants were (n=60). The objective of the present
study was to evaluate the effects of caffeine on cognitive functions in three age groups:
young, middle-aged, and old healthy subjects. Sixty healthy subjects were recruited by
means of an advertisement in a local newspaper. The mean age of the young group (n
= 20) was 29.4 (range: 26±34 years), the mean age of the middle aged group (n= 20
was 49.6 (range 46±54 years), and the mean age of the eldest subjects (n = 20 was 69.1
(range: 66±74 years). Subjects were pre- selected over the telephone. Only subjects
without any previous adverse health-related factors were included Groups were
participating as their level of education and gender. The results were analyzed using a
two-way analysis of variance (ANOVA) with the factor `drug' (caffeine, placebo) and
the factor `age' (young, middle-aged, old). The results that caffeine is responsible for
reduced cognition performance of middle aged people. It shows positive effect in the
middle aged people in the working learning test, and negative effect on short-term
memory for young people, which shows that middle aged people consume twice than
younger and older people. Results show that age has subtle effects on memory functions
under conditions of distraction. In addition, caffeine has different effect on cognitive
performance in different age-groups. The decreased performance in the middle-aged
subjects who drank decaffeinated coffee may be due to a caffeine withdrawal effect,
which is stronger than in subjects of other ages because the habitual caffeine
consumption in middle-aged subjects was twice as high. The present findings are
important for cognitive aging research in view of the fact that cross-sectional studies
usually do not control for caffeine use. In addition, the neurocognitive paradigm used
(measurement of memory performance under distraction) may prove relevant to
cognitive aging research. The habitual use of large amounts of caffeine by middle-aged
subjects may be a means to overcome the age-related decrease in cognitive functioning
that is caused by changes in information processing. (E. Hogervorst, 1998)
Article ten: Caffeine has positive effect on memory
Caffeine is the energy for people who want to stay up. A researcher at johns Hopkins
University found that caffeine has positive effect on our-long term memory for at least

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up to 24 hours after it is consumed. "We've always known that caffeine has cognitive-
enhancing effects, but its particular effects on strengthening memories and making
them resistant to forgetting has never been examined in detail in humans," said Yassa,
senior author of the paper. "We report for the first time a specific effect of caffeine on
reducing forgetting over 24 hours." The research conducted a number of participants
who doesn’t eat or drink any caffeine products they give a 200 milligrams of caffeine
to them after they show them some pictures then they take from them a salivary test
before and after drink caffeine. Then in the next day they choose a number of two
groups to look at the same pictures which show them from the day before and they add
also a new picture. They found that the brains of them have the ability to recognize
between two similar but not identical items which called pattern separation, reflects a
deeper level of memory retention. "If we used a standard recognition memory task
without these tricky similar items, we would have found no effect of caffeine," Yassa
said. "However, using these items requires the brain to make a more difficult
discrimination—what we call pattern separation, which seems to be the process that is
enhanced by caffeine in our case." After long time studying they found that the general
consensus was that caffeine has little or no effects on long- term memory retention.
"Almost all prior studies administered caffeine before the study session, so if there is
an enhancement, it's not clear if it's due to caffeine's effects on attention, vigilance,
focus, or other factors," Yassa said. "By administering caffeine after the experiment,
we rule out all of these effects and make sure that if there is an enhancement, it's due to
memory and nothing else." According to the US food and drug administration 80
percent of adults consume caffeine every day and the average they take is about 200
milligrams. "The next step for us is to figure out the brain mechanisms underlying this
enhancement," Yassa said. "We can use brain-imaging techniques to address these
questions. We also know that caffeine is associated with healthy longevity and may
have some protective effects from cognitive decline like Alzheimer's disease. These are
certainly important questions for the future." (Gatlin, January 12, 2014 )
Summary:
In these articles, they showed the effect of caffeine consumption of academic
performance on students. Some investigations were made to study the effects of coffee
consumption on academic performance. The studies also compared gender and
seniority of the people. Caffeinated drinks are becoming popular among students from

18 | P a g e
all ages. Although these drinks give these students a boost in mental and physical
capabilities, they also have numerous health risks including difficulty sleeping, and
heart problems. Two of the primary reasons for this are widespread use are lack of
knowledge about health risks and aggressive, pervasive marketing by caffeine
companies. Evidences also exists that caffeine are utilized as a psychological crutch,
not unlike alcohol, cigarettes, or illegal drugs. The studies revealed that students under
greater degrees of stress tended to utilize caffeine more often. Coffee consumption was
inversely proportional to grade point average, again suggesting negative effects overall.
In terms of gender, men claimed to have consumed more coffee than women at every
year level. This is in accordance with male socialization which condones aggressive,
poorly thought out, risky behavior. When comparing year levels alone, juniors tended
to consume the most drinks, most likely due to entrance into numerous difficult courses
for their majors. Unfortunately, a lack of predictable trends indicates that consumption
patterns are unique for different students rather than being universally habitual.
Furthermore, additional researches are needed to pursue avenues of prevention,
intervention, public awareness, healthy alternatives, and reasons for gender disparities.
Overall, the alarming popularity of caffeine use on students must be better understood
in order to address academic inconsistencies, health problems, and unusual behavior.
Chapter 5
Analysis and Interpretation of Data
Report:
This research is a Quantitative research, specifically a non-experimental, survey
research. This research study is about “The Effect of Coffee Consumption on Academic
Performance”. The sample for the study were 50 ADU female respondents which were
randomly selected. The respondents were asked to fill the questionnaire regarding their
coffee consumption and its effect on them. After that, all the surveys were answered,
and the conclusion was drawn.
The data was tabularized for an efficient analysis. Next, graphs and charts were made
to make a clearer and more efficient presentation of the data gathered and it was
statically analyzed. Every question is put into a table where the data collection is filled

19 | P a g e
with the required information, graphs, interpretation of the data, and a brief elaboration
of data are provided. Finally, the hypothesis was tested and conclusions were drawn.
This questionnaire was designed to help us in accepting or rejecting our hypothesis.
The survey consisted of questions to help us measure the frequency of coffee
consumption, it also helped us to find the effect of coffee consumption on stress, mood,
motor activity which is tiredness and cognitive performance. Finally, we were also able
to identify the effect of coffee consumption on academic performance.
As per the survey, we found that coffee consumption increases in the age group of 17-
22 that is from 22% to 36%, the vulnerable years in the life of a human being with fall
in the % of coffee consumed around 23-28 which falls from 36% to 12% as a person
becomes more mature and responsible. Then, our research also found that stress is a
trigger for coffee consumption as stress increases the amount of coffee consumed by
individuals also increases that is 50% of individuals who only got stressed when needed
used coffee to release their stress so there is a positive relationship between coffee
consumption and stress. (Yeomans, Ripley, & Davies, 2002) (Brice & Smith, 2002)
The research also revealed that coffee consumption makes them alert with 52% of
respondents choosing yes; whereas, for attentiveness 58% of respondents choosing yes
when they drink coffee which shows that coffee consumption has a positive effect on
cognitive performance of an individual. (Johns & Svoboda, 2002) On the contrary, huge
coffee consumption habits have no positive affect on academic performance. (H. &
Valentine, 2015) Finally, 64% of respondents choosing that tiredness or motor
performance is not affected by coffee consumption. (Duiren, Lorist, & Zijdowinen,
2005)
Evaluation of results:
This chapter deals with the analysis and interpretation of data collected on the effect
of coffee consumption on ADU female students’ academic performance.
Table 1: Ages of Respondents
Age Frequency Percentage

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Table 1: This graph is an illustration of the age of the female students in the age
group of 18-19 that is the first year students and 26-28 who are further
progressed university students. This graph shows how the coffee consumption
increases from 22% in the beginning of the University years that is at the age of
18-19, then becoming stable around the age 20-25 with slight difference of 6%
and finally falling to 12% at the Age of 26-28 .
Table 2: Do You Have Headaches After Skipping Coffee?
Headaches from skipping coffee Frequency Percentage
always 15 30%
rarely 15 30%
sometimes 20 40%
0%
5%
10%
15%
20%
25%
30%
35%
40%
18-19 20-22 23-25 26-28
Ages of Respondents
17-19 11 22%
20-22 18 36%
23-25 15 30%
26-28 6 12%

21 | P a g e
Table 2: This graph illustrates the number of people who have headaches when
they skip coffee. Around 15 female students always had headache when they
skipped coffee that is 30%, another 15 female students rarely had headache that
is 30% and finally around 40% of female students were found to have sometimes
headache when they skipped coffee that is 20 students.
Table 3: How Often Do You Feel Stressed?
No. of Times felt stressed Frequency Percentage
everyday 17 34%
once a month 8 16%
only when needed 25 50%
0%
5%
10%
15%
20%
25%
30%
35%
40%
always rarely sometimes
Count of headaches skipping coffee

22 | P a g e
Table 3: This graph display the number of times female students felt stressed.
About 17 female students that is 34% felt everyday stressed, 8 female students
that is 16% felt stressed once a month, whereas; 25 female students that is 50%
felt stressed only when needed.
Table 4: How Often do you Drink Coffee?
Oftentimes of Drinking Coffee Frequency Percentage
daily 20 40%
occasionally 17 34%
rarely 13 26%
0%
10%
20%
30%
40%
50%
60%
everyday once a month only when needed
No. of Times felt Stressed

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Table 4: This graph illustrates howoften coffeeis drank .About20 female students
which is about 40% drank coffee daily, 17 female students that is 34% drank
coffee occasionally and 13 female students that is 26% drank coffee rarely.
Table 5: What Do You Do When You Are Stressed?
Activities when Stressed Frequency Percentage
dance 2 4%
drink coffee 23 46%
listen to music 3 6%
meditate 8 16%
pray 3 6%
short snooze 2 4%
sleep 9 18%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
daily occasionally rarely
Oftentimes of Drinking Coffee

24 | P a g e
Table 5: As you can see this graph is about the activities performed when they are
stressed. About 23 of female students that is 46% drink coffee when they are
stressed, when asked about the activities that they perform when they are
stressed which is the highest, followed by sleep with 18% and meditate with
16%;with both listening to music and pray with 6% and finally with dance and
short snooze with 4% each.
Table 6: Do You Feel Alert After Drinking Coffee When You Are Tired?
Feeling Alert After Drinking Coffee Frequency Percentage
No 24 48%
Yes 26 52%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
dance drink
coffee
listen to
music
meditate pray short
snooze
sleep
Activities Done to Reduce Stress

25 | P a g e
Table 6: This Graph illustrates alertness after drinking of coffee when a person is
tired. About 24 female students said no which constitutes 48%, whereas 26 of
female students which is about 52% of students said that yes they feel alert after
drinking coffee when they are tired.
46%
47%
48%
49%
50%
51%
52%
No Yes
Feeling Alert After Drinking Coffee
Table 7: Do You Feel You Are More Attentive When You Drink Coffee?
Attentiveness Frequency Percentage
No 21 42%
Yes 29 58%

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Table 7: This graph illustrates the attentiveness when coffee is consumed. About
21 female students chose no that is they do not feel attentive when they drink
coffee which is about 42%, whereas 29 female students chose yes that is they feel
attentive when they drink coffee which is about 58%.
0%
10%
20%
30%
40%
50%
60%
No Yes
Consumption Of Coffee Affects
Attentiveness
Table 8: Do Your Coffee Consumption Habits Affect Academic Performance?
Effect on Academic performance Frequency Percentage
No 30 60%
Yes 20 40%

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Table 8: This graphillustrates whether the consumptionof coffeeaffectsacademic
performance. About 30 female students chose no that is coffee consumption do
not affect the academic performance which constitute about 60%; whereas, 20
students chose yes that coffee consumption affects the academic performance
which constitutes about 40%.
0%
10%
20%
30%
40%
50%
60%
No Yes
Effect of Coffee Consumption
Habits on Academic Performance
Table 9: Does Your Tiredness Decrease After Coffee Consumption?
Reduction of Tiredness Frequency Percentage
No 32 64%
Yes 18 36%

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Table 9: This graph illustrates the reduction oftiredness aftercoffeeconsumption.
About 32 female students chose no that there is no reduction of tiredness after
coffee consumption which constitute about 64%; whereas, 18 female students
chose yes that there is reduction of tiredness after coffee consumption which
constitutes about 36%.
Table 10: Before Doing Any Academic Activity Such As Exams/Quizzes, How Much Coffee Do You Consume?
Consumption of Coffee Before Academic Activities Frequency Percentage
a little 13 26%
a lot 9 18%
moderate 24 48%
not at all 4 8%
0%
10%
20%
30%
40%
50%
60%
70%
No Yes
Reduction of Tiredness

29 | P a g e
Table 10: This graph illustrates the amount of coffee consumption beforedoingany
academic activity such as exams/quizzes. About 13 female students chose that they
consume a little coffeebefore academic activitieswhich constitutes about 26%; whereas,
9 female students chose that they consume alot of coffeebeforeacademic activitieswhich
constitutes about 18%; furthermore, about 24 female students chose that they consume
moderate coffee before academic activities which constitutes about 48%, and finally
about 4 female students chose that they do notconsume coffeebeforeacademic activities
which constitutes about 8%.
Table 11(a): Effect of Coffee in the Success of Exams/Quizzes on a Scale (1-5)
Exams/Quizzes Frequency Percentage
1 14 28%
2 10 20%
3 11 22%
4 7 14%
5 8 16%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
a little a lot moderate not at all
Consumption Of CoffeeBefore Academic Activity

30 | P a g e
Table 11(a): This graph is about the effect of coffee on the success of the students in
exams /quizzes on a scale of 1-5, with 5 being the highest and 1 being the lowest, the
rate of effectiveness of caffeine in the success of the exam/quizzes is illustrated. About
14 female students, chose 1 (the lowest rate of effectiveness of caffeine in the success
of the exam/quizzes) which constitutes about 28%, while 10 female students rated it 2nd
which constitutes about 20%; whereas, 11 female students rated it 3rd which constitutes
about 22%; furthermore, about 7 female students rated it 4th which constitutes about
14%. And finally about 8 female students, rated it as the highest contributing factor
which constitutes about 16% to the success in exams and quizzes.
Table 11(b): Effect of Coffee on Recitation on a Scale (1-5)
Recitation Frequency Percentage
1 8 16%
2 13 26%
3 17 34%
4 7 14%
5 5 10%
0%
5%
10%
15%
20%
25%
30%
1 2 3 4 5
Effect of Coffee on Exams or
Quizzes

31 | P a g e
Table 11(b): This graph is about the effect of coffee on the success of the students in
recitation on a scale of 1-5, with 5 being the highest and 1 being the lowest, the rate of
effectiveness of caffeine in the success of the recitation is illustrated. About 8 female
students, chose 1(the lowest, rate of effectiveness of caffeine in the success of the
recitation) which constitutes about 16%; while 13 female students rated it 2nd which
constitute about 26%; whereas, 17 female students rated it 3rd which constitutes about
34%; furthermore, about 7 female students rated it 4th which constitutes about 14%.
And finally about 5 female students which constitutes about 10%, rated it as the highest
contributing factor to the success in recitation.
0%
5%
10%
15%
20%
25%
30%
35%
1 2 3 4 5
Effect Of Coffee on Recitation
Table 11(c): Effect of Coffee on Project/Assignments on a Scale (1-5)
Projects/Assignments Frequency Percentage
1 8 16%
2 11 22%
3 17 34%
4 9 18%
5 5 10%

32 | P a g e
Table 11(c): This graph is about the effect of coffee on the success of the students
in Project/Assignments on a scale of 1-5, with5 being the highest and 1 being the lowest,
the rate of effectiveness of caffeine in the success of the Project/Assignments is
illustrated. About 8 female students, chose 1 (the lowest, rate of effectiveness of
caffeinein the success of the Project/Assignments) whichconstitutes about 16%; while,
11 female students rated it 2nd which constitutes about 22%; whereas, 17 female
students rated it 3rd which constitutes about 34%, furthermore about 9 female
students rated it 4th which constitutes about 18%. And finally about 5 female
students which constitutes about 10%, rated it 5 which is the highest contributing
factor to the success in Project/Assignments.
Table 11(d): Effect of Coffee on Comprehension of Current Topics in Subjects on a Scale (1-5)
Comprehension of Current Topics in Subjects Frequency Percentage
1 13 26%
2 10 20%
3 13 26%
4 9 18%
5 5 10%
0%
5%
10%
15%
20%
25%
30%
35%
1 2 3 4 5
Effect of Coffeeon Projects/Assignments

33 | P a g e
Table 11(d): This graph is about the effect of coffee on the success of the students in
Comprehension of Current Topics in Subjects on a scale of 1-5,with 5 being the highest
and 1 being the lowest, the rate of effectiveness of caffeine in the success of
Comprehension of Current Topics in Subjects is illustrated. About 13 female students,
chose 1 (lowest, rate of effectiveness of caffeine in the success of the Comprehension
of Current Topics in Subjects) which constitutes about 26%; while, 10 female students
rated it 2nd which constitutes about 20%; whereas, 13 female students rated it 3rd which
constitutes about 26%; furthermore, about 9 female students rated it 4th which
constitutes about 18%. And finally about 5 female students which constitutes about
10%, rated it as the highest contributing factor to the success in Comprehension of
Current Topics in Subjects.
Discussion:
Based on the findings in this study, the first hypothesis which stated that coffee
consumption has a positive effect on academic performance is rejected, coffee
consumption has no significant effect on academic performance. Hence null hypothesis
is accepted. Thus in line with studies carried (Attah Nnamdi Valentine, Mgbenkemdi
Ejike H., 2015)
The second hypothesis which stated that students consume more coffee when they are
stressed is accepted according to our survey because as 46% of them said that they
0%
5%
10%
15%
20%
25%
30%
1 2 3 4 5
Effect of Coffee on Comprehensionof
Current Topics in Subjects

34 | P a g e
reduce their stress by consuming coffee to relax and change their mood, so it is in line
with the studies carried by (Yeomans, Ripley, & Davies, 2002) (Brice & Smith, 2002)
The third hypothesis that coffee consumption increases cognitive performance of the
students but has no effect on motor activities during tiredness is accepted, since 64% of
respondents said that their tiredness do not decrease after coffee consumption; therefore
it is in line with the research of (Duiren, Lorist, & Zijdowinen, 2005)
The fourth hypothesis that coffee consumption increases cognitive performance of the
students but has no effect on motor activities during tiredness is accepted, since the
result of our survey indicate that coffee increases attentiveness with 58% and alertness
by 52% opting for yes that coffee is a contributor; on the contrary our result say that
coffee consumption has no effect on tiredness with 64% opting for no that coffee do
not decrease tiredness. This results is in line with the previous studies. (Duiren, Lorist,
& Zijdowinen, 2005) (Yeomans, Ripley, & Davies, 2002)
The limitations of this study is that it only uses survey that is data collection through
questionnaire for proving or rejecting the hypothesis due to limited time in presence of
various research tools. The sample of this study is limited to ADU (Abu Dhabi
University) of only 50 female respondents. These limitations can be terminated by
surveying larger population and using different study tools like interviewing or using a
correlational study. The results of this study could have been generalized if it included
male respondents. With these considerations future studies can strength this research.
Chapter 6
Conclusion and Recommendations
Our extensive study suggests that there is no relation between coffee consumption and
academic performance with 60% of female students’ agreement; however, stress and
cognitive performance has positive relation with coffee consumption .Moreover, the
study revealed that there is no relation between coffee consumption and decrease in
tiredness.

35 | P a g e
Future Recommendations:
 Don’t drink too much coffee.
There are many health concerns related to drinking too much coffee. Limit your
daily intake of coffee to only 2 cups. Consuming large amounts of coffee might
cause headache, anxiety, agitation, ringing in the ears, and irregular heartbeats.
It may also cause insomnia, indigestion and menopause symptoms.
 Avoid drinking coffee when you’re stressed.
Our research proves that coffee consumption has an effect on stress. They may
be refreshing for people who are tired, but they also cause an increase in stress
levels. Try drinking other beverages such as water and juices which will keep
you hydrated. Coffee can reduce your glucose levels which can increase your
risk of diabetes.
 Eat fresh fruits and vegetables.
They have plenty of vitamins and minerals that will improve your health and
reduce your stress levels. Instead of drinking coffee when you’re stressed. You
can switch to eating fresh fruits and vegetables that are not only good for your
health but they are also good for reducing the risk of getting diseases.
 Don’t drink coffee late in the day.
As coffee is a stimulant, it reduces your sleep and causes you to be alert. You
will have sleep problems if you consume coffee before going to sleep. Students
need sleep to be able to perform well in their studies. So they need to get 6-8
hours of sleep every night.
Chapter 7
Bibliography
Attah Nnamdi Valentine, Mgbenkemdi Ejike H. (2015). EFFECT OF CAFFEINE
AND GENDER ON ACADEMIC PERFORMANCE. Global Journal of Applied,
Management and Social Sciences (GOJAMSS), pp. 147-153.

36 | P a g e
Brice, C. F., & Smith, A. P. (2002). Effects of caffeine on mood and performance:a
study of realistic consumption. Psychopharmacology.
Caffeine. (2015, March 2). Retrieved April 11, 2015, from MedicinePlus:
http://www.nlm.nih.gov/medlineplus/caffeine.html
Caffeine Metabolism. (n.d.). Retrieved May 3, 2015, from Caffeine Informer:
http://www.caffeineinformer.com/caffeine-metabolism
Coffee and tea consumption jumps in Arab World. (2012, July 15). Retrieved April 5,
2015, from Emirates247 news: http://www.emirates247.com/business/economy-
finance/coffee-and-tea-consumption-jumps-in-arab-world-2012-07-15-1.467335
Dam, R. M., Pasman, W. J., & Verhoef, P. (2004). Effects of Coffee Consumption on
Fasting Blood Glucose and Insulin Concentrations. Department of Nutrition and
Health, Faculty of Earth and Life Sciences, Vrije Universiteit.
Duiren, H. v., Lorist, M. M., & Zijdowinen, I. (2005). The effect of caffeine on
cognitive task perfromance and motor fatigue. Psychopharmacology, 539-547.
E. Hogervorst, W. J. (1998). Ca€eine Improves Memory Performance
DuringDistraction in Middle-Aged, But Not in Youngor Old Subjects. Department of
Psychiatry and Neuropsychology, Maastricht University,, 277±284.
Gatlin, L. (January 12, 2014 ). Caffeine has positive effect on memory, Johns
Hopkins researchers say. National Institute , National Science Foundation.
Gunnars, K. (n.d.). Coffee: Good or Bad? Retrieved May 1, 2015, from Authority
Nutrition: http://authoritynutrition.com/coffee-good-or-bad/
H., M. E., & Valentine, A. N. (2015). Effect of Caffeine and Gender on Academic
Performance. Global Journal of Applied, Management and Social Sciences, 147 –
153.
Johns, J., & Svoboda, K. (2002). The Effects of Caffeine Drinks and Energy Drinks
on Academic Performance. Beloit College.

37 | P a g e
Medicines in my Home: Caffeine and Your Body. (2007). Retrieved April 5, 2015,
from US. Food and Drug Administration:
http://www.fda.gov/downloads/UCM200805.pdf
Nutrition Facts: Coffee, brewed from grounds, prepared with tap water. (n.d.).
Retrieved 5 1, 2015, from SELFNutritionData:
http://nutritiondata.self.com/facts/beverages/3898/2
The Half Life of Caffeine. (n.d.). Retrieved May 2, 2015, from Caffeine Informer:
http://www.caffeineinformer.com/the-half-life-of-caffeine
Valladares, L., Cosic, I., & Bedford, A. (1974). Effects of Caffeine on Cognitive
Tasks. RMIT University.
Yeomans, M. R., Ripley, T., & Davies, L. H. (2002). Effects of caffeine on
performance and mood depend on the levelof caffeine abstinence.
Psychopharmacology, 241–249.
Yoto, A., Motoki, M., and, S. M., & Yokogoshi, H. (2012). Effects of L-theanine or
caffeine intake on changes in blood pressure under physical and psychological
stresses. Journal of Physiological Anthropology, 31:28.
Contribution of Students:
Name ID Contribution
Anam Sohail 1052687  Abstract
 Future
Recommendations
 Editing and
Compiling
Mariam Al Kaabi 1052871  Introduction
 2 Hypothesis
 Plan and Procedure
Yasmeen Mohammed 1049067  Literature Reviews
 Summary of
Literature Reviews

38 | P a g e
Zein Mohammad 1052027  Analysis and
Interpretation
(Tables and
Graphs)
Ghumsha Najmal 1049049  Analysis and
Interpretation
(explanations)
 Discussion
 Conclusion
 2 Hypothesis
 Plan and Procedure
Copy of Questionnaire:
Instructor: Smitha Dev
Students: Anam Sohail, Ghumsha Najmal, Mariam Al Kaabi, Yasmeen Mohammed,
Zein Mohammed
Introduction: This is a research to study the effect of coffee consumption on academic
performance. It also aims to investigate how coffee affects stress in students.
Demographic Data:
Name: Gender: Age:
Directions:

39 | P a g e
Please tick the answer of your choice. Your data will be kept confidential.
Questions:
1) Do you have headache if you skip your coffee?
Always
Sometimes
Rarely
2) How often do you feel stressed?
Once in a month
Everyday
Only in case of a unexpected test
3) How often do you drink coffee?
Rarely
Occasionally
Daily
4) What do you do when you are stressed?

40 | P a g e
a. Drink coffee.
b. Meditate (pray, yoga, etc.)
c. Nothing of the above. (Please. mention: ___________________)
5) Do you feel alert after coffee consumption when you are tired?
Yes.
No.
6) Do you think you are more attentive when you drink coffee?
Yes
No
7) Do you think that your coffee consumption habits affect your academic performance?
Yes.
No.
8) Does your tiredness decrease after coffee consumption?

41 | P a g e
a. Yes.
b. No.
9) Before doing any academic activity such as exams/quizzes, how much coffee do you
consume?
A little
Moderate
A lot
Not at all
10) On a scale of 1-5, with 5 being the highest and 1 being the lowest, rate the
effectiveness of caffeine in the success of the following academic activities
Scale 1 2 3 4 5
Exams or Quizzes
Recitation
Projects/Assignments
Comprehension of Current Topics in Subjects

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