COLLEGE OF BUILT ENVIRONMENT,
COLLEGE OF BUILT ENVIRONMENT,
UITM SELANGOR BRANCH,
PUNCAK ALAM CAMPUS
PROPOSAL
CAFFEINE USE AND ITS EFFECTS ON ASSIGNMENT COMPLETION AMONG
CFAP221 STUDENTS AT UITM PUNCAK ALAM
NAME
STUDENT ID
MUHAMMAD AFIQ ASYRAF BIN ABDUL AZIZ
2023479724
WAN MOHAMMAD HAIKAL BIN WAN MOHD BOSETAMAN
2023239142
AMER ZAHID BIN MOHAMAD HAIDER
2023643932
HANIS SYAZANA BINTI BASIRAN
2023627684
SYAIDATUL AISHAH BINTI SUHAIMI
2023680736
PREPARED FOR
MISS DIANNA SUZIEANNA MOHAMAD SHAH
EWC661 ENGLISH FOR REPORT WRITING
SUBMISSION DATE: 24 JANUARY 2024
1.0 Background of Study
Globally, caffeine is the most widely consumed psychoactive substance, with approximately
80% of the world's population consuming it daily. On average, individuals consume around
200 mg of caffeine per day, equivalent to three espresso shots (Samoggia & Rezzaghi, 2021).
Coffee remains a central part of Malaysian culture, evolving from being a staple in traditional
"kopitiams" to becoming a popular choice among younger generations. The rise of
international café chains like Starbucks and local brands such as OldTown White Coffee has
contributed to making coffee both accessible and trendy. Additionally, electrolyte drinks,
which often contain caffeine, are also popular and readily available in Malaysia (Maqsood et
al., 2024).
For students, coffee is more than just a beverage. It is consumed as a tool to enhance focus
and combat fatigue, with caffeine shown to temporarily improve alertness and mental
performance (Maspul, 2023). CFAP221, or town and regional planning students at UiTM
Puncak Alam, frequently face demanding schedules due to their studio-based coursework.
These students are required to complete time-intensive tasks like preparing layouts and
detailed reports, often leading to late nights and long hours. Coffee, with its energy-boosting
properties and availability in diverse flavors, has become a popular aid to help them stay
awake and productive (Weinberg & Bealer, 2002). This study aims to explore caffeine
consumption among CFAP221 students and its perceived impact on completing assignments
effectively.
2.0 Problem Statement
Many university students, including CFAP221 students at UiTM Puncak Alam, rely on
caffeine to help them stay awake and focused, especially when managing the heavy workload
of multiple assignments due simultaneously. Caffeine, the most widely used psychoactive
substance in the world (Bonanni et al., 2022), is consumed in various forms, including coffee,
tea, cola beverages, and chocolate products. Research shows that about 92% of university
students consume caffeine-containing drinks (Bonanni et al., 2022) to combat fatigue,
increase wakefulness, and enhance cognitive performance.
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Despite caffeine's widespread use, it remains unclear how often CFAP221 students consume
these beverages, how much they consume, or which types of caffeinated drinks they prefer
when working on assignments. Additionally, while caffeine is often believed to improve
focus and productivity, there is limited research on how students perceive its effectiveness or
whether it may cause negative side effects such as restlessness or impaired sleep. These gaps
in understanding emphasize the need to examine caffeine consumption patterns and their
perceived impact on students’ ability to manage academic tasks effectively.
Caffeine intake among university students has been linked to various factors, including
demographic and behavioral characteristics such as age, gender, and lifestyle habits. Studies
have also suggested that excessive caffeine consumption may contribute to adverse outcomes,
such as reduced sleep quality and increased restlessness (Mahoney et al., 2019). However,
little is known about how these outcomes affect academic performance or whether students
consciously adjust their caffeine consumption to mitigate such effects. Therefore, this study
focuses on understanding the caffeine consumption patterns of CFAP221 students, their
reasons for using caffeine, and its perceived impact on their focus, productivity, and overall
ability to handle academic demands.
Research questions:
1.​ How does caffeine consumption influence focus and productivity when completing
assignments?
2.​ Does caffeine help reduce feelings of fatigue during academic tasks?
3.​ What negative effects, such as restlessness or trouble sleeping, do students experience
after consuming caffeine while working on assignments?
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3.0 Objectives of the Study
This research aims to provide a comprehensive understanding of caffeine consumption habits
among university students, particularly CFAP221 students at UiTM Puncak Alam, who face
demanding academic workloads. The general objective of this study is to explore the
relationship between caffeine consumption and its perceived impact on students' focus and
productivity during assignment preparation. To address the research gap identified in the
previous section, the specific objectives of this study are:
1.​ To determine the frequency and amount of caffeine consumed by CFAP221 students
while working on assignments.
2.​ To assess the impact of caffeine on their ability to focus on assignments.
3.​ To identify the types of caffeinated beverages most commonly consumed by
CFAP221 students during assignment preparation.
4.0 Significance of the Study​
This study explores caffeine use among CFAP221 students at UiTM Puncak Alam and its
perceived impact on their ability to complete assignments. Previous studies indicate that
caffeine consumption can enhance focus and productivity in moderate amounts, though
excessive use may lead to adverse effects such as anxiety and disrupted sleep patterns
(Bertasi et al., 2020). By examining these impacts, the study aims to provide insights into
how caffeine affects student well-being and productivity, encouraging students to make
informed decisions about their daily caffeine intake (Lopez & Tan, 2019).
The findings aim to benefit various groups. For students, it offers practical guidance on
balancing caffeine use with sustainable study habits, as over-reliance on stimulants may lead
to long-term health issues (UiTM Student Health Department, 2021). For the institution and
faculty, the research provides data to support the development of initiatives that improve
academic performance while promoting healthier lifestyles. Additionally, the results could
help management in creating better study environments, addressing both physical and mental
health needs (Bertasi et al., 2020).
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Manufacturers and retailers of caffeinated products may also find this study relevant, as it
highlights cultural and regional factors influencing caffeine use among Malaysian students.
By understanding these consumption patterns, businesses can design products or marketing
strategies that align with healthier habits for students (Lopez & Tan, 2019). This study also
contributes to the broader academic community by offering localized insights into global
discussions on caffeine use in educational settings (Bertasi et al., 2020).
5.0 Limitations of the Study
This study has several limitations that may impact the scope and generalizability of its
findings. First, the sample size is relatively small, with data collected from only 30 CFAP221
students. A larger sample would likely yield more robust insights into caffeine consumption
and assignment completion patterns. Additionally, the data was collected solely through
self-reported questionnaires, which can introduce biases, such as over- or under-reporting.
This limitation may affect the accuracy of information related to caffeine consumption habits
and assignment productivity. Finally, as the study focuses exclusively on CFAP221 students
at UiTM Puncak Alam, the results may not fully apply to students from other universities or
programs, where academic demands, schedules, and caffeine consumption patterns may differ
significantly.
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6.0 Previous Studies
Bonanni et al. (2022) explored the relationship between caffeine consumption and academic
performance in their study.The findings revealed that while caffeine intake can enhance
alertness and reduce fatigue, it does not necessarily correlate with improved academic
performance. This suggests that although caffeine is effective in combating fatigue, it should
not be overly relied upon as a tool to ensure academic success.
It is reported in the study by Maqsood et al. (2020) that many students believed caffeine
consumption improved their ability to stay awake and maintain focus during demanding
study sessions and assignments. Therefore, the widespread perception of caffeine as a
performance enhancer underscores its popularity despite its inconsistent impact on actual
academic outcomes.
Similarly, a study by Khan et al. (2024) presented mixed results. While students reported
using caffeine to cope with their rigorous academic schedules, the study suggested that
excessive caffeine consumption could lead to dependency without notable improvements in
academic performance. This underscores the importance of moderate caffeine consumption to
avoid potential adverse effects such as dependency and compromised health.
​
Wimbush (2023).It highlights that while caffeine can enhance concentration and memory,
excessive consumption may lead to negative outcomes, such as increased anxiety and
disrupted sleep patterns, which can ultimately hinder academic performance.This underscores
Caffeine use has a dual impact on assignment completion among CFAP221 students at UiTM
Puncak Alam. While it can improve concentration and memory, excessive consumption may
negatively affect academic performance.​
​
Jamal (2024) found that 60.5% of Malaysian university students prefer coffee over other
caffeinated drinks. Many believe caffeine helps them stay awake and focused for studying,
but it also affects sleep quality. Among CFAP221 students at UiTM Puncak Alam, this
balance between benefits and drawbacks could impact assignment completion. Over
Consumption may lead to issues like anxiety and dependence, raising questions about how
caffeine use influences academic performance.
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Clark and Landolt (2017) conducted a comprehensive systematic review examining the
effects of caffeine consumption on sleep, emphasizing its dual nature. Their findings revealed
that caffeine can be highly effective in combating drowsiness and promoting wakefulness,
making it a popular choice for students tackling late-night study sessions. However, the
review also highlighted the significant drawbacks of excessive caffeine intake, particularly
when consumed close to bedtime. Caffeine can interfere with sleep architecture, reducing
total sleep time and delaying the onset of deep also restorative sleep stages.
Together, these studies lay a strong groundwork for the present research, which focuses
specifically on CFAP221 students at UiTM Puncak Alam. These students face demanding
academic requirements, including intensive project submissions and prolonged study hours,
making it essential to investigate their caffeine consumption habits and its impact on their
focus and productivity.
In their 2024 study which was published in Cureus, Dahlawi et al. conducted a study to
examine the relationship between caffeine consumption and the academic achievements of
students in the Makkah area of Saudi Arabia. The study was designed to establish how
different levels of caffeine consumption can impact the academic achievement of students
particularly because caffeine based beverages are commonly used by students to help them in
their studies.The outcomes identified the positive and negative impacts of caffeine use in
academic settings, thus stressing the importance of moderation for students who want to
achieve academic success.
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7.0 Method
7.1 Research Instrument
The research instrument used to collect data for this study will be an online questionnaire.
The questionnaire will be divided into three sections, using a quantitative approach. Part A
will collect demographic information about the respondents, including details such as age,
gender, academic year, and course of study. Part B will assess students' caffeine consumption
habits, using a Likert scale (ranging from 1-5) to measure their frequency of consumption,
preferred types of caffeinated beverages, and perceived effects on focus and productivity.
This section will also include some yes/no questions about their general awareness of
caffeine's impact. Part C will focus on students’ perceptions of caffeine’s role in their
academic performance, using multiple-choice questions and rating scales. The questionnaire
will be distributed online using Google Forms, shared through popular messaging platforms
such as WhatsApp and Telegram. A total of 30 surveys will be distributed to CFAP221
students to gather data for the study.
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7.2 Respondents
The survey will be distributed to 30 CFAP221 students at UiTM Puncak Alam. The
participants will be selected based on the criteria that they are currently enrolled in the
CFAP221 course. As the research is focused on students’ caffeine consumption habits, only
CFAP221 students who are actively working on assignments will be included. Consent will
be obtained from all participants before they begin the questionnaire. The data will be kept
confidential to ensure privacy and avoid any potential harm to the participants. Only
respondents who give consent will have their data included in the analysis.
7.3 Procedure
The study will follow a quantitative approach to explore the caffeine consumption patterns of
CFAP221 students and its perceived effects on their academic performance. The research
question will be formulated to examine how caffeine consumption influences students' focus
and productivity during assignments. The research objectives will be clearly defined, guiding
the study's design and focus. The questionnaire will be developed to address these objectives
and ensure comprehensive data collection. The online survey will be distributed via Google
Forms, with a link shared through WhatsApp and Telegram to reach the target group. After
collecting the data, it will be analyzed using statistical methods to identify patterns and
correlations, providing insights into the effects of caffeine on students' focus and productivity
during assignments. The results will be presented in relation to the research questions to offer
a detailed understanding of caffeine's role in academic performance.
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8.0 References
1.​ Balters, J. (2021). Determination of caffeine use and its effects on university students.
https://repository.tcu.edu/bitstream/handle/116099117/49035/Balters__Jason-Honors_
Project.pdf?sequence=1
2.​ Bertasi, J., Smith, A., & Johnson, M. (2020). Caffeine consumption and academic
performance: A global perspective. Journal of Educational Health, 12(3), 34-50.
https://rsisinternational.org/journals/ijriss/articles/caffeine-consumption-and-academic
-performance-a-cross-sectional-study-among-university-students-in-malaysia/
3.​ Bertasi, R. A. O., Humeda, Y., Bertasi, T. G. O., Zins, Z., Kimsey, J., & Pujalte, G.
(2021). Caffeine intake and mental health in college students. Cureus.
https://doi.org/10.7759/cureus.14313
4.​ Bonanni, M., & Olivia, O. (2022). Caffeine: Effects on sleep and academic
performance in college students. Journal of Family and Child Health, 2 Dec. 2022,
www.familyandchildhealth.com/content/health-promotion/caffeine-effects-on-sleep-a
nd-academic-performance-in-college-students/
5.​ Choi, J. (2020). Motivations influencing caffeine consumption behaviors among
college students in Korea: Associations with sleep quality. PMC.
https://pmc.ncbi.nlm.nih.gov/articles/PMC7231156/
6.​ Jamal, N. F. (2024). Caffeine Consumption Pattern and Perception of Its Effect among
University Students in Malaysia. ideas.repec.org.
https://ideas.repec.org/a/bcp/journl/v8y2024i3sp3219-3226.html
7.​ Khan, M. S., Nisar, N., & Ahmed Naqvi, S. A. (2024). Caffeine consumption and
academic performance among medical students of Dow University of Health Science
(DUHS), Karachi, Pakistan. ResearchGate.
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8.​ Lopez, K., & Tan, M. (2019). Effects of caffeine on memory retention and cognitive
load among university students. Neuroscience and Education Review, 18(2), 123-135.
https://www.ncbi.nlm.nih.gov/books/NBK209050/
9.​ Maqsood, U., Latif, M. Z., & Zahra, R. (2020). Caffeine consumption & perception of
its effects amongst university students. ResearchGate.
https://www.researchgate.net/publication/345495856_Caffeine_Consumption_Percept
ion_of_Its_Effects_Amongst_University_Students
10.​Mahoney, C. R., Giles, G. E., Marriott, B. P., Judelson, D. A., Glickman, E. L.,
Geiselman, P. J., & Lieberman, H. R. (2019). Intake of caffeine from all sources and
reasons for use by college students. Clinical Nutrition, 38(2), 668–675.
https://doi.org/10.1016/j.clnu.2018.04.00
11.​Maspul, K. A. (2023). Brewing Community, Cultivating Mindfulness: The
Intersection of Specialty Coffee and Mental Health. Jurnal Pendidikan Dan Konseling
(JPDK), 5(2), 4536–4551. https://doi.org/10.31004/jpdk.v5i2.14157
12.​Samoggia, A., & Rezzaghi, T. (2021). The consumption of caffeine-containing
products to enhance sports performance: An application of an extended model of the
theory of planned behavior. Nutrients, 13(2), 344. https://doi.org/10.3390/nu13020344
13.​Siddharta, A. (n.d.). Malaysia: Total coffee consumption 2024. Statista. Retrieved
November 19, 2024, from
https://www.statista.com/statistics/877125/malaysia-total-coffee-consumption/
14.​UiTM Student Health Department. (2021). Annual health report on stimulant use
among students. Universiti Teknologi MARA.
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15.​Weinberg, B. A., & Bealer, B. K. (2002). The Caffeine Advantage: How to Sharpen
Your Mind, Improve Your Physical Performance, and Achieve Your Goals--the
Healthy Way. Simon and Schuster.
16.​Wimbush, R. (2023, May 25). Caffeine: can it help or hinder our studying abilities? MyLaTrobe. MyLaTrobe.
https://www.latrobe.edu.au/mylatrobe/caffeine-can-it-help-or-hinder-our-studying-abil
ities/#:~:text=Caffeine%20promotes%20alertness%20and%20enhances,absorb%20ne
w%20information%20more%20effectively.&text=Coffee%20increases%20the%20lev
els%20of,less%20blue%20and%20more%20refres
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