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Caffeine Intake & Academic Performancce

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Chave Cale

on 26 November 2012

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Transcript of Caffeine Intake & Academic Performancce

BY: Amber Banks, Chavé Cale, ELena Delle-Donne, Lisa Berry, & Rebecca Reiss non experimental research
Type of Research= Correlational
Research Design= cross sectional/longitudinal Procedures... Purpose of Our Research Hypothesis Statistical Tests If students drink caffeine then
they are more likely to have a
higher GPA, leading to a
better academic
performance. We hope to learn if their is a relationship between caffeine intake and academic performance (higher GPA)

In addition, we would like to see if there is any relationship between the year in college and caffeine intake, however this is not the focus of our study.

We hope that our research study will provide some more insight into this topic and will help further other caffeine related studies amongst college students Measures References: Alfred Lerner College of Business & Economics

Population consists of approximately 2800 students. 1200 Female and 1600 Males


Sample of 200 students:
50 Seniors
50 Juniors
50 Sophomores
50 Freshman CAFFEINE INTAKE & ACADEMIC PERFORMANCE Literature Review In a Study that looked at caffeine and illicit prescription stimulants, researchers found that there was a high prevalence for college students to use caffeine for academic performance. Caffeines Effect on True/False Memory found that caffeine intake seemed to increase students' recall memory. It seemed to intensify the strength of connections among words. Correlation= degree to which 2 variables are associated
0 to +1= positively correlated
0 to -1 = negatively correlated
The correlation coefficient "r" will help increase the reliability of our test.
The "r" value should also be close to a +1 to prove our hypothesis is correct
Take the mean of the grades with people who use caffeine and compare it to the mean of the GPA's of people not using caffeine SAMPLE/POPULATION One study aimed to look at the effect of caffeine supplements on mood states, concentration, and arousal during a 75 minute lecture. The 2 week study showed that after a low dose of caffeine, students reported better mood states, concentration, and arousal. (Peeling & Dawson, 2007) One study surveyed college students using
a perceived stress scale that revealed benefits of using caffeine supplements, but that the more energy drinks a student consumed, the
poorer they did on
their academic
(Pettit& DeBarr,
2011) Nominal level
gender and year in college interval level
GPA Reliability= Consistency standardize instructions
maintain consistent scoring methods
use test re-test reliability by surveying students more than once Sample Selection The sample will utilize probability sampling, more specifically stratified sampling
subgroups(freshman, sophomore, junior, senior) of college students from University of Delaware's Business College Validity= Accuracy Content validity
call in experts such as nutritionist and an academic advisor Criterion and concurrent validity
compare to past studies and use that information to predict the future of our study
look at studies specifically related to GPA and caffeine intake Threats to internal validity
history of the student
maturation of the student and their academic year
testing conditions and honesty on the surveys
selection of participants and generalizability to population Method for Conducting Research: Survey
Application of attitude test
closed questions(yes or no)
some "yes" questions may proceed with a Likert Scale question: Informed Consent:

We will create a Web link to informed consent. The informed consent will let the student know that the confidentiality will be held in the highest degree and they are able to stop at any time. One has to be 18 years or older to be in the study (no older than 25 because we want the study to look at mainly undergraduate students). Participants will receive course credit for participation in the study. General outline of study:
1. Obtain ID numbers, no names. Randomly select students from each grade level.
2. Send email asking selected students for participation and web link for informed consent
3. Assign students a second two digit identifier separate from their student ID
4. Participants take study (questionnaire)
5. Gather data from first semester and analyze
6. Complete second semester study to re-test hypothesis
7. Analyze Data and report findings Independent variable= caffeine intake of the student This is what we are predicting to affect the dependent variable. dependent variable= GPA
academic performance outcome variable We are predicting that a higher GPA will be the outcome Extraneous/Confounding variables: Limitations... history of student
situations in the student's life
intelligence levels
average amount of sleep student receives
amount of studying a student participates in/studying habits
levels of stress/anxiety
participation in extracurricular activities Our study will provide whether there is a relationship between caffeine intake of college students and higher academic performance(GPA) however, the study will not...
provide direct cause and affect relationship
generalize the study to the whole University of Delaware Student population
declare that caffeine intake is necessary for academic success
In addition, the study will look at the issue from a different perspective, instead of focusing on the biological effects we focus on the psychological effects. Sleep disturbances are more prevalent with individuals who drink caffeine. That being said, the study indicated that while caffeine effected individuals sleep, it still had beneficial effects on academic performance. How many glasses, cups do you consume every day of coffee, tea, cola drinks and energy drinks that contain caffeine?
Response options 1 = never, 2 = one glass/cup, 3 = two glasses/cups, 4 = three glasses/cups,
5 = four glasses/cups, 6= five glasses/cups and 7 = 6 glasses/cups or more. Caffeine reliably enhances vigilance and psycho-motor performance. It has been suggested that their is beneficial effects of caffeine on cognitive performance. Bruyne, Tad T., et al. (2012) Thank You! By:
Amber Banks
Chavé Cale
Elena Delle-Donne
Lisa Berry
Rebecca Reiss
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