College Drinking and It's Effects On Academic Performance
__________________________________________
A research paper submitted to the
Humanities Division
University of the Philippines Cebu College
Lahug, Cebu City
____________________________________________
In Partial Fulfillment of the Requirements in
Communication II
Shannon Rae F. Bering
Florence C. Pelino
Researchers
Prof. Crina Escabarte Tanongon
Adviser
October 2012
Curriculum Vitae
Shannon Rae F. Bering
Personal Data
Address: Centro, Mandaue City, Cebu
Date of Birth: September 10, 1995
Civil Status: Single
Name of Father: Rodrigo D. Bering
Name of Mother: Louella F. Bering
Educational Background
Tertiary: University of the Philippines Cebu
Bachelor of Science in Computer Science
Secondary: Colegio de la Inmaculada Concepcion Mandaue - March 2012
Elementary: Colegio de la Inmaculada Concepcion Mandaue - March 2008
2
Florence C. Pelino
Personal Data
Address: Mabolo, Cebu City, Cebu
Date of Birth: September 20, 1995
Civil Status: Single
Name of Father: Raul P. Pelino
Name of Mother: Flordeliza C. Pelino
Educational Background
Tertiary: University of the Philippines Cebu
Bachelor of Science in Computer Science
Secondary: Southern Leyte State University-Tomas Oppus Laboratory High
School - March 2012
Elementary: Tomas Oppus Central School - March 2008
3
Acknowledgment
We, the researchers would like to thank the following people who made this
research study successful and possible.
First, we would like to thank the Almighty God for giving us the strength,
determination, and patience to finish this research study.
To our beloved parents, who guided and supported us throughout the making
of this research study. Without their love and support, we wouldn’t be able to finish
this study on time.
To our research adviser, Ms. Crina Tanongon, for guiding us the entire
semester and for imparting her knowledge to us. We are very grateful for the
patience that she showed us in editing and correcting our research drafts and
papers. We also thank her for making herself available for consultations and
research queries.
To Chris Abley, for helping us when we got lost. Thank God he was a boy
scout.
To our classmates, for helping us with the problems and questions we had
about the papers.
And of course to our respondents, who gave their time in answering our
surveys and interviews. Without them, we never could have gotten the result of
this study.
4
Abstract
This study aimed to find out whether or not drinking alcoholic beverages can
affect the academic performance, in terms of attendance in class, submission of
projects and assignments and exam scores, of students at the University of the
Philippines, Cebu College, and whether or not active participation in organizations
and extra-curricular activity can affect the students’ drinking habits. The study was
guided by Travis Hirschi’s Social Bond Theory from his 1969 book Causes of
Delinquency. There were a total of 55 respondents, all either in their second or
third year of studying at the University of the Philippines, Cebu College.
Results from this research found that there was a positive correlation between
the students’ drinking habits and their academic performance. Most, if not all, of
the respondents were infrequent, non-heavy drinkers with good academic
performance in general, confirming the proponents’ first hypothesis. There was
also a negative correlation between participation in organization or extra-curricular
activities. Understanding these relationships will help universities and their
students tackle drinking patterns in an innovative way.
5
Table of Contents
Curriculum Vitae..................................................................................................2-3
Acknowledgment....................................................................................................4
Abstract..................................................................................................................5
Table of Contents...................................................................................................6
List of Tables..........................................................................................................7
List of Figures........................................................................................................8
Chapter
I. Introduction..................................................................................................9
Rationale..............................................................................................9
Statement of the Problem...............................................................11-12
Objectives of the Study........................................................................13
Significance of the Study.....................................................................14
II. Review of Related Literature.................................................................15-20
III. Frameworks..............................................................................................21
Theoretical Framework..................................................................21-23
Conceptual Framework.................................................................24-27
Operational Framework.................................................................28-29
IV. Methodology.............................................................................................30
Research Design.................................................................................30
Sample Procedure...............................................................................30
Respondents.......................................................................................31
6
Research Instrument...........................................................................31
Data Collection....................................................................................32
Data
Analysis.......................................................................................32
V. Presentation, Analysis and Interpretation of Data.................................33-41
VI. Summary, Conclusion and Recommendation...........................................42
Summary........................................................................................42-44
Conclusion..........................................................................................45
Recommendation................................................................................46
List of References................................................................................................47
Appendix.........................................................................................................48-49
7
List of Charts
Chart 1.1 Percentage of students that have consumed
alcoholic beverages.............................................................................0
Chart 1.2 Percentage of students that have consumed
five or more drinks in one sitting..........................................................0
Chart 1.3 Frequency of students in having a drink that
contains alcohol...................................................................................0
Chart 1.4 Number of drinks students have on a typical
day when drinking................................................................................0
Table 1. Academic performance of the students.....................................................0
Table 2. Student’s academic performance and participation
in
student
organizations
in
relation
drinking........................0
to
his/her
Chart 2.1 Percentage of students that believe drinking
can affect one's academic performance............................................0
Chart 2.2 Percentage of students that admitted their
academic performance was affected with drinking............................0
Chart 2.3 Percentage of students that claimed there was
a change on their grades after they started drinking..........................0
Chart 2.4 Percentage of students that believe that focusing
on academics and organizations can refrain one from drinking.........0
8
List of Figures
Figure 1.0 Theoretical Framework of the Study...................................................23
Figure 2.0 Conceptual Framework of the Study...................................................26
Figure 3.0 Operational Framework of the Study...................................................28
9
Chapter I
Introduction
Rationale
After school should be a time for students, especially students from University
of the Philippines Cebu, to relax , do their homework for the next day, start doing
their projects, or study for an exam or quiz. Unfortunately, some students decide
to unwind in another way: they go to a local bar or tavern and they drink. They do
this not only after exams and before weekends, which are both reasonable times
to enjoy a drink or two, but also in the middle of the week, on a school night, and
even worse, between classes.
College students do not only have vices but also, they make their time
worthwhile in the university by enjoying good grades by studying hard and staying
committed to their studies and by joining organizations, political or not, that catch
their attention and broaden their interests and hobbies. In UP Cebu, there are
numerous organizations and these organizations are very much active on creating
activities that speaks more on what they are trying to say and make a stand on. A
student of UP Cebu can either be involved on a political org, a non-political org, or
not involved at anything at all.
The situations above gave idea to the researchers to conduct a study of what
could be the effect of college drinking to their academic performance.
10
Statement of the Problem
This study aims to determine whether drinking can affect one's academic
performance. Also, it aims to know if involvement and commitment on academics
and school organizations can refrain one from doing such vice.
In particular, this study will attempt to answer the following questions:
A. On the frequency of drinking
1. How often does he/she drink?
2. How many number of drinks does he/she take on a typical day of
drinking?
B. On academic performance
1. How's the student doing on his/her academics?
1.1 Attendance in class
1.2 Performance on quizzes
1.3 Completion of projects
1.4 Submission of assignments
1.5 Participation in class
1.6 Practice of good study habits
C. On drinking in relation to academic performance
1. How did it affect his/her academic performance?
2. How many of them do believe that drinking can affect one's academic
performance?
3. To the drinkers, has it affected theirs? How?
11
4. Was there a change in their grades after they started drinking?
5. Do they believe that focusing on studies and organizations can refrain
one form drinking?
12
Objectives of the Study
This study was conducted in order to achieve the following objectives:
1. To determine whether drinking can affect one's academic performance.
2. To determine whether involvement on academics and organizations can
refrain one from drinking.
3. To know the opinion of the respondents on whether drinking can affect
one's academic performance and whether involvement on academics and
organizations can refrain one from drinking.
13
Significance of the Study
This study will benefit the following:
Students - This will inform them that engaging to such vices will harm their
academic performance. Their commitment and passion to education and
conventional activities can help them refrain from any deviant behavior such as
drinking that will do no good to their academics and not just to that, but also to
their health as well.
Parents - The parents of student drinkers will be informed that drinking will
never do good to their children especially in trying to make a good education.
They should talk to them and be protective so that their deviant behavior will be
ceased at once. To the parents of non-student drinkers, they will be informed that
their children are safe from having the possibility of failing and performing bad in
their academics.
College drinkers - This will inform them and help them understand that if they
continue to drink and increase their level of frequency, it could affect their
academics.
Non-drinkers - This information will help them understand that there could be
things that will be affected if they will engage to drinking. Continuing this status
and stand can help them achieve more and be less dragged to all the negative
possible effects of drinking.
14
Chapter II
Review of Related Studies and Literature
In order to evaluate the relationship between alcohol consumption of college
students and their academic performance, current studies concerning the issues
of alcohol and college students were examined.
This review contains three parts. The first part addresses the relationship
between students and their parents on alcohol consumption and discusses
parenting styles in rural areas. The second part focuses on the relationship
between spirituality and binge drinking among college drinking. The third and final
part summarizes the role of social alcohol expectancies in the college-aged
drinking population.
Students and Parents
Maria E. Perozzi’s (2007) masteral thesis entitled Examining Adolescent
Drinking and Adolescents’ Perceptions of Parental Monitoring, Communication,
and Parental Syle in a Rural Setting of Virginia Polytechnic Institute and State
University focused on the consumption of alcohol among adolescents and the
potential serious consequences stemming from the misuse of it . Perozzi’s thesis
considered the importance of identifying and understanding the factors that put
adolescents at risk for engaging in this behaviour. Perozzi’s study examined
quantitative data collected through the Virginia Adolescent Resiliency Assessment
15
(VARA) (p.31). The survey’s participants were 7th-12th grade students from six
rural high schools in ethnically diverse rural Virginia countries. Parents were
informed of the study and were given the option to not allow their children to
participate. The children could also choose not to participate.
The study revealed that parental monitoring was the most predictive of both
alcohol consumption and binge drinking. Grade and gender of the adolescent
proved to be important when parental styles are being interacted in predicting
consumption of alcohol and binge drinking. Boys reported more consumption of
alcohol than girls. Perozzi’s study also showed that alcohol use increased as
grades of the adolescent increased, consistent with previous findings (p .54).
Perozzi presented these findings through tables and graphs with brief
interpretations.
Perozzi’s results seem causal to those of Errin Jeffes’ (2001) masteral thesis
for the Virginia Polytechnic Institute and State University entitled Alcohol and
College Students: Do Parents Matter?. Jeffes’ study focuses on parental
intervention and how it affects college students’ drinking habits and whether it
promotes a more responsible use of alcohol. The thesis was powered on the
assumption that parents’ additional disciplinary actions do influence the students’
alcohol consumption and this theory was tested with the use of both qualitative
and quantitative means. The qualitative component of the study took the form of
interviews wherein Jeffes interviewed students whose parents were notified of
their alcohol violations, focusing on the relationships between them and their
16
parents before and after college and after parental notification. The quantitative
component explored the students’ experiences with alcohol during the same
periods stated above which was achieved by means of a survey.
The result of the study revealed that parent-student relationships appear to
improve over time and that parents had little control over the students’ alcohol
consumption. Jeffes also revealed that most of the students he interviewed were
comfortable with the concept of parental notification, and that most students came
to college with experience in drinking alcohol who had parents with liberal views
on alcohol consumption in college. He presented his results, both qualitative and
quantitative, through a series of tables and giving brief interpretations of these.
Jeffes’ study was very comprehensive, utilizing both quantitative and
qualitative methods for his data. He also stated in his paper that he conducted
preliminary interviews to ensure that the participants understood his instructions
and that the participants were from all the students who met the criteria that were
invited. This makes his study more truthful as his participants were chosen at
random. Although his findings can only be applied to that of his university, the
researchers of this study can still use the results for a comparison of what would
be the results of this study. Jeffes’ study also provides levels for drinking – such as
no drinker, little drinker, big drinker, etc. – that we can use as basis for our own
survey. Although Jeffes’ initial theory, that parents’ additional disciplinary actions
influence the students’ alcohol consumption, was disproved, his results still
provide us with an insight on how parents of college students who drink view their
alcohol consumption, albeit his study was conducted only in the States.
17
Spirituality and Binge Drinking
A study conducted by James Kutnow III (2010) from the Indiana State
University entitled, Spirituality and Binge Drinking Among College Students
examined the relationship between students’ spirituality, or their personal beliefs
and sense of purpose, and binge drinking among college students at a “large,
Midwestern University” (p. iii). Kutnow theorized that spirituality and student
involvement have an inverse relationship with cases of binge drinking and proved
this theory with his research.
Kutnow (2010) utilized a correlation analysis for his study, comparing the
results of a survey he conducted with the results of a national survey for college
student health habits, behaviors and perceptions. The results proved his
hypothesis and indicated the need for the increase in spiritual programs (p .17)
among colleges and universities. He presented his findings both in written and
tabular form.
Although Kutnow’s study is reliable and valid as he used a national survey to
compare with, his study only applies to students at that particular college in that
particular country. Results from his study may not be applicable here in the
Philippines, where there are already many spiritual programs for students. But in
spite of this, Kutnow’s study is very relevant to this study as he investigates binge
drinking or the “consumption of the equivalent of five or more drinks in a row for
men and four for women” (p.13). His research can provide several angles for our
18
own research which focuses on the effects of drinking on students’ grades. His
tables and methodology give insights on how to approach a subject like drinking.
Role of Social Alcohol Expectancies
Ashlee C. Carter’s (2006) masteral thesis entitled Cue Relativity and the Role
of Social Alcohol Expectancies in the College-Aged Drinking Population of the
University of South Florida was designed to examine how alcohol expectancies
moderate affective processing of alcohol cues and how they relate to other known
risk variables for alcohol use disorders. Carter used quantitative means in order to
achieve this, using a uniquely powerful set of indices for the automatic affective
processing of alcohol-related cues which were offered by psychophysiological
measured, including skin conductance, heart rate, and the acoustic startle
response (p. v). College-aged participants, fifty-eight to be exact, viewed pictures
from these three categories: neutral, alcohol-nonsocial, and alcohol-social. The
participants then gave subjective ratings of valence, arousal, dominance and
craving for each cue. During picture viewing, measures such as skin conductance,
heart rate, and startle responses were obtained.
The results of Carter’s study revealed that college-aged students who have
“greater positive, social and arousing alcohol experiences not only rated
alcohol-related
cues as more
pleasant,
they physiologically processed
alcohol-related cues as less aversive and more arousing from those with more
negative expectancies” (p.49). Alcohol-related cues were viewed as more
pleasing and appetitive than neutral cues, but only among lower-risk individuals.
19
It is conclusive that college students do engage in alcohol drinking . It is clear
that even with parental control, as these students age, their alcohol consumption
increases. These different studies are helpful in understanding the relationship of
college student drinking with factors such as parental interventions, spirituality,
and expectancies.
Carter’s thesis had one main problem: most of her words used were
meaningless. Terms such as “blunted affective processing of alcohol-related
stimuli” needed a dictionary to be understood. This is not a good practice when
making research papers as readers won’t be able to understand anything. Other
than that, the research was fairly interesting as she explored a topic that, in her
words, has “not yet been thoroughly measured in literature.”
Carter’s use of quantitative measures to gather data made her research very
scientific. She could have conducted interviews for qualitative components, but
her methods made the research data very specific. Carter’s research is related to
this study as both are looking into alcohol consumption. With her results, we can
assume that students who have greater positive, social and arousing alcohol
expectancies are more likely to drink within the school year and vice versa.
The current study differs from all those studies as it explores more on how
college students’ frequency on alcohol consumption can affect their academic
performance. Utilizing the data that each of the aforementioned researchers have
collected, the researchers of this study have increased their knowledge on binge
drinking and learned how to approach students engaging in it. The researchers
believe that this study will add to the current knowledge of people on student
20
binge drinking and will benefit students engaging in such activities.
Chapter III
Study Frameworks
Theoretical Framework
The Social Bond theory was formulated by Travis Hirschi(1969), and was
used to explain deviant behaviors such as stealing, smoking, drinking, ditching
school, and whatnot. According to Hirschi, we are moral beings to the extent we
are social beings and that we are in need of a social bond, which essentially
refers to the "connection between the individual and the society" (Shoemaker,
1996).
The theory simply posits that deviance occurs when the social bond becomes
weak. When an individual lacks connection to the society, it is more likely that
he/she will develop such deviant behavior. The social bond, according to
Hirschi(1969), has four elements: attachment, commitment, involvement, and
belief.
According to Hirschi, the first element of social bond, attachment, is the tie
that an individual has to significant others such as family members. Attachment
involves the degree to which the individual has affectional and emotional ties to
these people, their relationship with them, and how they identify with them . The
theory states that the less attachment the individual has, the more likely he/she is
to engage in any deviant behavior.
21
The second element is commitment, which refers to the individual's
investment of time, energy and resources in conventional activities such as
getting an education. The Social Bond theory posits that individuals with strong
commitments do not want to jeopardize that by engaging in any deviant behavior .
The third element of the social bond is involvement. This refers to the amount
of time an individual spends engaging in conventional activities . According to the
Social Bond theory, individuals involved in such activities simply do not have the
time to engage in any deviant behavior.
The last element is belief. It is the acceptance of the conventional moral
system which includes a general acceptance of rules and regulations given as
well respect for authority. The Social Bond theory states that any weakening of
such belief increases the likelihood that an individual will engage in any deviant
behavior.
The diagram on the next page shows the elements of Hirschi's Social Bond
Theory and its relationship with this study. The weakening of one or more of the
elements of social bond as stated in the Social Bond theory results in deviant
behavior, which will be measured by the researchers of this study according to
frequency and level and will be compared with the individual's performance in a
certain field.
22
Elements of Social Bond
(Social Bond Theory)
Deviant Behavior
Level
Frequency
Academic
Performance
Figure 1. Theoretical Framework
23
Conceptual Framework
The conceptual framework of this study takes the Social Bond theory
designed by Hirschi which explains how individuals with stronger social bonds in
the four elements defined are less likely to concur deviant behavior and acts in
their lifestyle. Theoretically, the theory further explains how the respondents of this
study with strong social bonds may avoid acts of deviancy due to to their strong
bonds in their attachment to other people, commitment, involvement in various
activities and their acceptance to the conventional moral system. This would
denote that students who do not have a strong social bond may commit acts of
deviancy or may encompass a deviant behavior due to the weakening of one or
more of the elements defined by Hirschi in his theory. Based on this theory, the
researchers theorize that students who have a healthy interaction with their
friends and families, are fully committed and involved in their studies, and wholly
accept the moral system in their life are less likely to indulge in deviant acts such
as drinking alcoholic beverages that may affect their academic performance.
In the first element Hirschi identified in the Social Bond theory, a healthy
degree of affection and emotional ties that a student has with those around
him/her greatly contributes to his/her social bond. As students are fully enveloped
in the daily interactions with those in his/her environment, the theory expounds
that this attachment to families and peers aid the student in avoiding deviant
behaviour. In similar fashion, the students who do not have any attachments with
the their family, friends or society in general, may engage in such behavior due to
24
the absence of any affectional or emotional ties.
The second element, commitment, is applicable to the students in terms of the
level of commitment they have in their education. The students' commitment to
their studies is determined by the degree of hard work and determination that they
show in the various schoolworks assigned to them. The respondents' investment
of their time, energy and resources to their studies indicate their commitment to
their education. Thus, students with strong commitments do not want to
jeopardize their academic standing through deviant behavior, opting to stray away
from acts that may hinder their learning. Students with no commitment, however,
have no interest in maintaining a decent academic performance, hence indulging
in deviant behavior, such as vices, do not seem like an impediment in their life.
Involvement, which is the third element of Hirschi's theory, explains how
students who participate and involve themselves in various conventional,
organizational or school-based activities are less likely to engage in deviant
behaviour due to the lack of time in doing them. As they are preoccupied with the
different activities that they have involved themselves to, these students simply do
not have the time for deviancy, compared to their counterparts.
Lastly, the students' acceptance of the conventional moral system plays a
significant role in their avoidance of deviancy. These students respect authority
and follow strict observance to the rules and regulations imposed upon them in
their educational institution. Hence, these students do not engage in deviant
behaviour due to their firm belief of the moral system. Likewise, students who do
not accept the moral system are more prone to committing acts of deviancy
25
because they do not conform to any law, rule or regulation.
Figure 2 on the next page illustrates the flow of the fundamental concepts
of the study. According to the Social Bond theory, if a student has little or no
commitment and involvement in school organizations and extra-curricular
activities, or if their commitment and involvement is weak, it is more likely that
he/she participates in alcohol drinking.
26
Weak Commitment and
Involvement in School
Organizations and
Extra-Curricular Activities
Alcohol Consumption
Frequency
Level
Students' Academic
Performance
Figure 2. Conceptual Framework
27
Operational Framework
Alcohol drinking is not a unique case among schools and among students.
In this operational framework, the researchers assumed that alcohol drinking
occurs in the University of the Philippines Cebu College and that second year and
third year students are involved in it.
The researchers assumed that the commitment and involvement, two
elements of social bond as stated in the Social Bond theory, of the student to
academics, school organizations, and extra-curricular activities can refrain them
from drinking. Thus, if their commitment and involvement are little, the
researchers assume that these students engage to any vices, drinking for this
matter, and are showing low performance in academics.
The diagram on the next page shows the researchers' assumptions of the
study. Weak or no membership, little commitment and participation to academics,
school organizations, and extra-curricular activities result in, according to the
Social Bond theory, an increased chance that the students engage in alcohol
consumption. Then it was assumed that a large estimate in the number of times
and amount of alcohol consumption results to a poor academic performance of
the second and third year college students of the University of the Philippines
Cebu.
28
Membership and Level of
Participation in School
Organizations, Academics, and
Extra-Curricular Activities
Alcohol Consumption
Estimate Number of
Estimate Amount of
Times Alcohol is
Alcohol Consumption
Consumed
in one session
Academic Performance
of Second and Third Year
Students of UP Cebu
Figure 3. Operational Framework
29
Chapter IV
Methodology
Research Design
The researchers used the quantitative method in order to provide information
with the use of questionnaires that focused on the frequencies that can be easily
analyzed statistically. Evaluated results provided answers for this study.
A quantitative approach was used in this study because this research focused
more on numbers and frequencies rather than on experiences. Thus, it showed
the effects of student drinking in their academic performance. Also, the method
helped show how commitment to academics and school organizations affected
the chance of engaging to drinking which is a deviant behavior.
Sample Procedure
Non-probability sampling procedure, a kind of sampling technique wherein
samples are chosen through subjective judgment rather than random sampling
was used by the researchers. The respondents were chosen based on a specific
criteria.
The researchers’ criteria for the respondents of this study were students who
are currently in their second and third year in UP Cebu regardless of their course,
and must be active in academics/organizations and/or in drinking.
30
Respondents
The respondents for this research were students who are currently in their
second and third year in UP Cebu. The respondents were chosen randomly
regardless of what program they're from. The total number of respondents is fifty
five (55).
The researchers chose them to be the respondents since they are the ones
who are known to be engaging in drinking and/or active in school activities.
Research Instrument
Online questionnaires were distributed to the selected respondents to gather
information.
The questionnaire composed of three parts: (I) Drinking Frequency, (II)
Academic Performance, (III) Drinking and Academic Performance.
Part I addressed the drinking frequency of the student. The respondent were
asked how many times in a week he/she consumes alcohol and how many drinks
he/she takes in a drinking session. Part II focused on the respondent's academic
performance such as class attendance, performance on quizzes and exams,
completion of projects and participation. Part III, divided into two subparts A and B,
contained questions about the student’s academic performance in relation to
his/her drinking and the student’s participation in student organizations, and then
about the student’s opinion whether or not drinking has affected their academics
and whether joining an organization refrained them from drinking.
31
Data Collection
For the data collection, the researchers contacted the randomly selected
students and sent him/her the questionnaire made online. Because of the number
of respondents, collection of data was done in about 3 days.
Data Analysis
The answers collected from the 55 respondents were tabulated by the
researchers in order to prove or reject their hypotheses. The final results of this
tabulation were calculated to determine the percentage of each answer. The
answer with the highest percentage was considered the general answer to the
question.
The results were compared to find a relationship between both drinking and
academic performance, and student involvement and drinking. This allowed the
researchers to provide a conclusion to their problem.
32
Chapter V
Presentation, Interpretation, and Analysis of Data
This chapter presents the data gathered by the researchers from the
respondents who answered the questionnaires given to them. The data collected
is comprised of the respondent's frequency in drinking, performance in academics,
involvement to school organizations, and the involvement of alcohol on both
academics and organizations. These collected data are then analyzed in form of
graphs and then related to the sub-problems of the study.
I. Frequency
On the first part of the questionnaire, the respondents were asked if they have
consumed drinks with alcohol, how many times in a week he/she consumes
alcohol and how many drinks he/she takes in a drinking session. It addressed the
drinking frequency of the student.
Chart 1.1 Percentage of students that have
consumed alcoholic beverages
In chart 1.1, it shows that out of 55 students, 43 of them have consumed
33
alcoholic beverages.
Chart 1.2 Percentage of students that have
consumed five or more drinks in one sitting
In chart 1.2, it reveals that out of the 43 students that have consumed
alcoholic beverages, only 25 of them have consumed five or more drinks in one
sitting. These students are considered to be binge drinkers.
Chart 1.3 Frequency of students in having
a drink that contains alcohol
Chart 1.3 reveals the frequency of the students in drinking. Out of five
varying frequencies, the second choice "monthly or less" had the most number
of students. 26 out of 55 students have a drink that contains alcohol monthly or
less, indicating that these students don’t drink frequently.
34
Chart 1.4 Number of drinks students have
on a typical day when drinking
The graph tells us that out of 55 students, although 12 of them have never
consumed alcoholic beverages, a total of 19 students have zero (0) number of
drinks when drinking on a typical day. The next most number of answers out of the
six varying amounts tells us that 17 students out of the 43 students who have
consumed alcohol take one to two drinks when drinking on a typical day.
II. Academic Performance
The second part of the questionnaire focused on the respondent's academic
performance such as class attendance, performance on quizzes and exams,
completion of projects and participation. The respondents were made to rate their
performance on a scale of 1 to 5. 1 as Poor, 2 as Fair, 3 as Good, 4 as Very Good,
and 5 as Excellent.
Attendance in class
Performance on quizzes
Completion of projects
Submission of assignments
Participation in class
Practice of good study habits
P
0
0
0
1
1
2
F
2
1
0
0
4
14
G
8
26
9
8
19
23
VG
21
23
23
19
25
13
Table 1. Academic performance of the students
35
E
24
5
23
27
6
3
On table 1, it shows that the students' academic performance is of good
condition. A large amount of responses are observed on the positive side of the
scale. Out of 55 students, 24 students claimed to have an excellent attendance in
class; 26 students said to have good performance on quizzes; 23 students
claimed to have excellent completion on projects; 27 students said to have
excellent submission on assignments; 25 students were very good in participating
in class; and 23 students claimed to have a good practice on study habits.
III. Academic Performance and Drinking
The third part, divided into two subparts A and B, contained questions about
the student’s academic performance in relation to his/her drinking and the
student’s participation in student organizations, and then about the student’s
opinion whether or not drinking has affected their academics and whether joining
an organization refrained them from drinking.
The respondents were made to rate their experiences on a scale of 1 to 5; 1
as Never, 2 as Sometimes, 3 as Often, 4 as Very Often, and 5 as Always.
Accepted an alcohol offer
Experienced
peer
pressure to drink
Had a hangover
Performed poorly on a test
or important project
Missed a class
Prioritized drinking over
studying
N
15
21
S
20
15
O
8
9
VO
9
8
A
3
2
28
18
12
22
7
7
8
8
0
0
27
46
16
6
6
2
6
1
1
0
36
Participated in your org's
activities
Ditched
drinking
with
friends to participate on my
org's activities
Ditched
drinking
with
friends to focus first on
your studies
8
5
16
18
8
17
3
9
10
16
9
1
6
12
27
Table 2. Student’s academic performance and participation
in student organizations in relation to his/her drinking
Table 2 tells us the different experiences of the students and how often they
have undergone each.
Out of 55 students, 20 of them said that there were times they have accepted
alcohol offers while 15 said they have never accepted any, and only three
students have always accepted such offers.
In terms of peer pressure, 21 out of 55 students said that they have never
engaged into drinking because of it. Only two students claimed being peer
pressured to drink.
28 students, which is 51% of the total respondents, claimed they have never
experienced a hangover. 8 students said they experience it very often.
Out of 55 students, a number of 22 students said that sometimes they perform
poorly on a test or an important project while 18 students said they have never
performed poorly on a test or an important project.
27 students out of 55 claimed they have never missed a class while 16
students admitted they missed classes sometimes, not never.
85% of the total respondents, exactly 46 students, claimed to have never
prioritized drinking over studying. Although that is a big percentage, a total of three
37
students still often did prioritize drinking over studying.
Only eight students said that they have always participated in their org's
activities. 16 students said they often did, while 8 admitted they never have
participated in any org's activities.
Out of 55 students, 16 said they have always ditched drinking with friends to
participate on their org's activities. 17 students also admitted that they have never
ditched drinking to participate on their org's activities.
27 students claimed they always ditch drinking to focus first on their studies.
Chart 2.1 Percentage of students that believe
drinking can affect one's academic performance
Chart 2.1 tells us that there is a large percentage of the total respondents that
believe that drinking can affect one's academic performance. 41 out of 55
students said yes, while 14 students said no.
38
Chart 2.2 Percentage of students that admitted their
academic performance was affected with drinking
Out of the 41 students that believe drinking can affect one's academic
performance, only 2% of the total respondents or exactly one student admitted
that his/her academic performance was affected with drinking. According to the
follow-up question on this one, the student said that it affected his/her academic
performance by making her miss classes which is considered a negative effect of
drinking.
Chart 2.3 Percentage of students that claimed there
was a change on their grades after they started drinking
When asked about the change on their grade after they started drinking, all of
the 50 respondents answered no, meaning that according to them, their drinking
has not affected their grades in any way.
39
Chart 2.4 Percentage of students that believe that focusing on
academics and organizations can refrain one from drinking
According to Chart 2.4, 33 of the 55 respondents agree with one of the
researcher’s initial hypothesis, which is focusing on academics and organizations
can refrain one from drinking.
To summarize, these figures show that the researchers’ initial theory, that
drinking can affect the student’s academic performance, was true. This is due to
the students giving more priority to their studies rather than to drinking. Infrequent
and light drinkers are more likely to perform better in class compared to heavy
drinkers who drink often. According to the survey presented, the students who did
drink said that their academic performance was not affected by drinking although
they believe that drinking can affect academic performance whatsoever. Their
answers also correspond with the researcher’s second theory that focusing on
studies and organization activities will refrain one from drinking. This is because
the respondents gathered are college students studying in a prestigious university
so they are more likely to prioritize studying over drinking.
These results also correspond with the notion of the Social Bond Theory of
Travis Hirschi. Social Bond theory is applied when the respondents said that
focusing on studies refrain them from drinking. The more involved one is with his
40
studies and extracurricular activities, the less likely he is to engage in vices like
drinking.
41
Chapter VI
Summary of Findings, Conclusions, and Recommendations
Summary of Findings
Chapter five is divided into three parts. The first part was about the
respondents’ alcohol consumption and frequency while the second part was about
the respondents’ academic performance during the second semester of S.Y.
2012-2013. These parts correspond with the subdivisions of the researchers’
sub-problems as stated in Chapter I. The third part shows the relationship
between drinking and academic performance, asking whether the respondents
skipped classes to drink, etc.
Frequency – The answers of the respondents in this section showed that,
while most of them have had alcoholic beverages, less than half of them have
consumed five or more drinks in a sitting, indicating that most of them are not
binge drinkers. The results also show that their drinking is infrequent, as most of
them, specifically 26 of the 55, only have a drink monthly or less. It also shows
that most of the respondents have two or less drinks when drinking, indicating that
while infrequent, they also do not consume a lot of alcohol when they do drink.
The researchers noticed that the respondents were neither binge drinkers nor
frequent drinkers so, in accordance with their hypothesis, theorized that the
respondents’ academic performance would be good, i.e. they perform better in
class, attend class consistently, etc. The researchers classified the respondents
as light drinkers, seeing as most of them only have two or less drinks while
42
drinking.
Academic Performance – This part inquired about the respondents’
academic performance: their attendance in classes, performance in quizzes,
completion of projects, submission of assignments, class participation and
practice of good study habits. Most of the respondents have very good to
excellent attendance in class, with none of them answering “poor” to the question.
Despite this, their performance in quizzes was mostly only good to very good. And
while submission of assignments and completion of projects were very good to
excellent, the respondents’ participation in class was only good to very good. The
lowest scored question inquired about the respondents’ study habits, with most of
the respondents only choosing good and two choosing poor.
The results of this part in the questionnaire correspond with the theory of the
researchers. Since most of the respondents were light and infrequent drinkers, it
was expected that academic performance would be good. The researchers
realized that since the respondents’ time was not wasted on drinking, the
respondents would have more time for their academics.
Academic Performance and Drinking – This section, which is divided into
two parts, not only synthesizes two parts stated above, asking questions
pertaining to both the respondents’ academic performance and their drinking
habits, but also asks the respondents their opinions about the relationship
between academic performance and drinking. The first question asks how often
the respondents accepted an alcohol offer, and most of the respondents
answered either sometimes or never, which further solidifies the thought that they
43
are infrequent drinkers. Most of the respondents have never experienced peer
pressure to drink, indicating that when they do drink, it is their decision; most have
also never had a hangover. In accordance with the researchers’ hypothesis, most
of the students have only sometimes to never performed poorly on a test or
important project and missed a class. Nearly all of the respondents never prioritize
drinking over studying, and most of them participate in their organizations’
activities. The respondents were divided at the extremes when asked how often
they ditched drinking to participate in organization activities, with 16 answering
always and 17 answering never. Most of the respondents would always ditch
drinking to focus on their studies.
The results of this part proved the researchers’ second hypothesis: that
focusing on studies and organization activities would refrain one from drinking.
The researchers realized that, while most of the respondents would ditch drinking
to focus on studies, a lot of them would never ditch drinking to participate in
organization activities, which means that students give greater value to their
academics compared to their organizations. The results of this part also showed
that most of the respondents believe that drinking can affect their academic
performance, despite that it hasn’t affected theirs, but this is only due to the fact
that most of the respondents were light and infrequent drinkers.
44
Conclusion
Based on the data gathered and analysed by the researchers, the
researchers concluded that drinking can affect a student’s academic performance.
This is due to the students giving more priority to their studies rather than to
drinking. Infrequent and light drinkers are more likely to perform better in class
compared to heavy drinkers who drink often.
The researchers also concluded that focusing on studies and schoolwork can
refrain one from drinking. This can be attributed to the Social Bond theory by
Travis Hirschi, which states that people who actively participate in curricular and
extracurricular activities are less likely to engage in deviant behaviour, one of
which is drinking. People who are more involved are less likely to drink than
someone who is not involved in anything at all.
45
Recommendations
Though this study were able to find answer the study’s main problem and
sub-problems, there are still points that this research needs to be improved.
The researchers only conducted this study with 2 nd and 3rd year students
studying in the University of the Philippines Cebu College. The researchers
recommend the future researchers of this study to broaden their scope, both in
location and year range.
The researchers also did not take into consideration the equal number of the
respondents of different years. So they advise the future researchers of this topic
to set equal number of respondents for each year.
Finally, the researchers recommend the future researchers to make their
questionnaire shorter and more concise so that it won’t take much time of the
respondents.
46
List of References
Thesis/Research Papers:
Carter, A. C. (2006). Cue Relativity and the Role of Social Alcohol
Expectancies in the College-Aged Drinking Population. (Unpublished Masteral
Thesis). University of South Florida, Florida, USA.
Jeffes, E. J. (2001). Alcohol and College Students: Do Parents Matter?.
(Unpublished Masteral Thesis). Virginia Polytechnic Institute and State
University, Blacksburg, Virginia.
Kutnow, J. M. (2010). Spirituality and Binge Drinking Among College Students.
(Unpublished Masteral Thesis). Indiana State University, Terre Haute, Indiana.
Ozbay, O., et al (2006). A Test of Hirschi’s Social Bonding Theory.
(Unpublished Masteral Thesis). Middle East Technical University, Middle East.
Perozzi, M. E. (2007). Examining Adolescent Drinking and Adolescents’
Perception Of Parental Monitoring, Communication, and Parenting Style in a
Rural Setting. (Unpublished Masteral Thesis). Virginia Polytechnic Institute
and State University, Falls Church, Virginia.
Porter, S.R., & Pryor, J. (2007). The Effects of Heavy Episodic Alcohol Use on
Student Engagement, Academic Performance, and Time Use. Journal of
College Student Development, 48(4), 455-467
47
Appendix
Good day! We are both 2nd year BA Computer Science students at the
University of the Philippines Cebu conducting a study on College Student Drinking
and Its Effects on the Student's Academic Performance. This is in partial fulfillment
of the requirements in Communications 2 (Comm 2). Please answer as honest as
possible. Rest assured that your identity and your answers will be kept
confidential. Thank you!
Shannon Rae F. Bering
Florence C. Pelino
Year level: __Sophomore __Junior
Program: ____________________
Organization/s: _________________
_________________
_________________
Age: ______
Gender: ______
For the purposes of this study, a drink is defined as a bottle of beer, a glass of
wine, a wine cooler, a shot glass of liquor, a mixed drink, or a similar drink
containing alcohol. Refer to your experience on the 2 nd sem of School Year
2012-2013.
I. Frequency
1. Have you ever
alcoholic beverages ?
_ Yes
_ No
consumed
_ Monthly or less
_ 2-4 times per month
_ 2-3 times per week
_ 4+ times per week
2. Have you ever consumed five or
more drinks in one sitting?
_ Yes
_ No
4. Number of drinks on a typical
day when you are drinking:
_0
_ 1-2
_ 3-4
_ 5-6
_ 7-8
_ 10+
3. How often do you have a drink
that contains alcohol?
_0
II. Academic Performance
Check column (P) for Poor, (F) for Fair, (G) for Good, (VG) for Very Good, and
(E) for Excellent.
48
P
F
G
VG
E
5. Attendance in class
6. Performance on quizzes
7. Completion of projects
8. Submission of assignments
9. Participation in class
10. Practice of good study habits
III. Drinking and Academic Performance
A. Indicate how often you have engaged in these following behaviors.
Always
Very Often
Often
Sometimes
Never
11. Accepted an alcohol offer
12. Experienced peer pressure
to drink
13. Had a hangover
14. Performed poorly on a test or
important project
15. Missed a class.
16.Prioritized
drinking
over
studying
17. Participated in your org's
activities
18. Ditched drinking with friends
to participate in my org's
activities
19. Ditched drinking with friends
to focus first on your studies
B.
_
I
kept
on
exams/quizzes
_ I missed classes
_ I lost interest
20. Do you believe drinking can
affect one's academic performance?
_ Yes
_ No
failing
22. Was there a change in your
grade after you started drinking?
_ No
_ Yes, it increased
_ Yes, it decreased
21. Has it affected yours? How?
_ Yes
_ No
If Yes, how? (You can choose
more than 1 of these options)
49
23. Do you believe that focusing
on academics and organizations can
refrain one from drinking?
_ Yes
_ No
50