Does Drinking Caffeine Affect Student’s Performance on Test?

Introduction 

The question of whether caffeine enhances student’s performance is debatable. The researcher found the study question rather interesting and relevant because the intake of caffeine, especially among students is increasingly becoming a trend. Experts have pointed out that consuming caffeine improves the mental and physical functions because it is a stimulant (Aljaloud, 2016) . Consequently, some students believe that taking caffeine stimulates their mind and keeps them focused in class or when doing their homework, and thus it helps them do their school work well, thus boosting their performance (Champlin, Pasch & Perry, 2016) . So, this study sought to validate these beliefs and whether it is true that caffeine indeed enhances academic performance. The study population was students from Wilmington Manor Elementary School, in which a sample of 178 students was selected from a population of 355 students. The variables involved were drinking caffeine (independent variable) and student’s performance during the test (dependent variable). 

Data Collection 

Overall, quantitative data collection was used for gathering data for this research. Quantitative techniques emphasize objective measurements as well as the mathematical, numerical or statistical analysis of data gathered. The reason why quantitative data collection method was used is that it can be applied within a shorter period and it is also a very cost-effective means technique of data collection (Goldstein, 2011). Also, making a comparison of the results would be easy using this method due to the high levels of standardization which is usually applied in quantitative methods. 

For this study survey method was employed to collect data. A survey method is a research method for data collection from a pre-defined group of participants to get insights and information on the topic of interest. For this study, the survey technique involved two standardized procedures of collecting data which included conducting interviews and administering questionnaires. Besides, random sampling was used, in which students were given questionnaires prepared by the researcher about the study question. 

Data Organization 

The data collected during the research was presented using tables as they can communicate information on their own because of their versatile nature. All the students selected in the sample were provided with a form containing the research questions. The first question was asking the students, “How many cups of coffee do you take per day?” This question was used to help the researchers to identify the percentage of students who know the existence of caffeine. This was to raise the confidence of the results of the research and its significance to the intended audience. The results found from the first question were as follows: 

118 out of 178 students drink 2 cups of coffee or less, where in addition 35% of the students who drink coffee drink it to help them in their studies and 42% drink it when they are stressed. The results obtained from the above survey are as recorded in the table below; 

Table 1 

Number of cups taken	Number of students
0	63
1	22
2	25
3	26
4	21
5	13

The last question in the survey form was, “Does drinking caffeine affect your performance?” The question was answered according to the education level of the students selected that is to say from Grade one to twelve. The sample was divided into two, those who take caffeine and those who don’t. The results obtained from those who take caffeine are as shown in the table below; 

Table 2 

Grade	Average Test score (%)
1	74
2	68
3	73
4	68
5	67
6	82
7	80
8	78
9	64
10	72
11	76
12	81

The results obtained from those who do not take caffeine are as shown in the table below; 

Table 3 

Grade	Average Test score (%)
1	48
2	54
3	47
4	46
5	44
6	39
7	41
8	40
9	58
10	52
11	47
12	50

From the school records, the researchers also took the average score on various tests done by students according to the number of cups of coffee they consume per day. The results found are as recorded in the table below; 

Table 4 

Number of Cups of coffee taken	The average score on exam test
0	41
1	48
2	54
3	52
4	59
5	67

Data Analysis 

A regression analysis was performed using Excel to determine the relationship between the number of cups of coffee taken by the students and their average score on the exam test they did previously. The output summary as obtained from Excel software is as follows; 

SUMMARY OUTPUT
Regression Statistics
Multiple R	0.96036
R Square	0.922291
Adjusted R Square	0.902864
Standard Error	2.792848
Observations	6
ANOVA
	df	SS	MS	F	Significance F
Regression	1	370.3	370.3	47.47436	0.002326
Residual	4	31.2	7.8
Total	5	401.5
	Coefficients	Standard Error	t Stat	P-value	Lower 95%		Upper 95%	Lower 95.0%	Upper 95.0%
Intercept	42	2.021315	20.77855	3.17E-05	36.38793		47.61207	36.38793	47.61207
X Variable 1	4.6	0.667618	6.890164	0.002326	2.746394		6.453606	2.746394	6.453606
RESIDUAL OUTPUT
Observation	Predicted Y	Residuals
1	42	-1
2	46.6	1.4
3	51.2	2.8
4	55.8	-3.8
5	60.4	-1.4
6	65	2

From the best fit plot above, it is clear that there is a positive relationship between the number of cups of coffee drunk by the students and the average score on exam test. 

Conclusions 

Overall, the data collected supported my research question by showing that taking caffeine enhances students’ performance. By comparing the average test score of students who take caffeine with who do not take caffeine, it is evident that those who consumed caffeine performed better. Besides, from the analysis, a higher consumption of caffeine result in higher average test scores, as shown in table 4. Also, based on regression analysis and from the best fit plot above, it is clear that there is a positive relationship between the number of cups of coffee drunk by the students and the average score on exam test. The research confirmed the findings by Pettit (2011) and Lohi (2007) that caffeine enhances student performance. 

References 

Aljaloud, S. O. (2016). Use of energy drinks among college students in Saudi Arabia.  Am. J. Sports Sci ,  4 , 49-54. 

Champlin, S. E., Pasch, K. E., & Perry, C. L. (2016). Is the consumption of energy drinks associated with academic achievement among college students?.  The journal of primary prevention ,  37 (4), 345-359. 

Goldstein A., O. W. (2011). Psychotropic effects of caffeine in man. Clinical Pharmacology & Therapeutics , 489 - 497. 

Lohi, J. J. (2007). Effect of Caffeine on Simulator fight performance. Military Medicine , 982 - 987. 

Pettit M.L., D. K. (2011). Energy drink consumption, and academic performance. Journal of American College health , 335 - 341.