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Australian Institute of Language and Further Education
Certificate IV (Further studies)
Title: The Effects of Low Doses Caffeine Consumption to Students’ performance
Student Name: Shea Leng Ang (Xellrene)
Trainer: Katherine Zhang
Date: 25/04/2018
SWEANA 406A 1
Research Question:
How do low doses of caffeine consumption effect to students’ performance?
Introduction:
Caffeine have diverse advantageous effects, especially for students, it can possibly have a great impact on education field by consume it in moderate amount. Because of its’ potential effects on enhances human performance, the population of student consumers is increasing from day to day. Yet ordinary students may not aware of the amount they should consume per day. This research is going to review the literatures related to the effects of the caffeine and examine the effects of lower doses of caffeine(20-25 mg) consumption is it remains the same as moderate doses(150-300 mg).
Literature Review:
One of the major benefit of consuming caffeine would be support student to absorb or develop new knowledge. According to Ritchie (1975), he acknowledges that 150 to 250 mg of caffeine (approximately two cups of coffee) produces more speedy and clearer thinking, increases the capability of maintain the intellectual effort and more complete connection of ideas.

Fatigue is a common phenomenon in continuous tasks such as long-hour study and this issue can be solved by consuming an appropriate amount of caffeine. Glade (2010) claimed that with the consumption of decent amounts of caffeine will increases energy availability, decreases physical and mental fatigue, alleviate sleepiness and tired and increases the ability to concentrate and focus attention. Furthermore, the study of Michael et al. (2008) showed that 200mg caffeine was able to reduce drowsiness and increase alertness. He used different ocular variables to detect subtle changes in alertness induced by caffeine and these changes persisted for 3 to 4 hours.
In another area of research, caffeine demonstrates a significant sustain on helping student to avoid some mistakes during study or exam period. Another idea by Tieges et al. (2004) showed that doses of 3 and 5 mg/kg body weight of caffeine consumers indeed reduced the rate of errors, by increased controlling of ongoing cognitive processes for signs of erroneous outcomes.

In spite of that, a large amount of caffeine consumption can be detrimental to human body. In 1912, a study sponsored by Coca Cola discovered that at doses of 65 to 130 mg of caffeine resulted in substantial effects for both mental and body performance. However, some detrimental symptoms such as tremors, terrible motor performance and insomnia were caused when consumed 300 mg of caffeine. (Hollingsworth, as cited in Stephenson, 1977)
Analysis:
The general conclusion from these sources, moderate doses of caffeine consumption can increase human in physical and mental performance, although high doses of caffeine consumption may produce detrimental effects. However, there hasn’t any research about the effect of doses lower than 50 mg caffeine consumption among the students. This research will address this issue by demonstrating a questionnaire about the physical and mental reaction of student after consuming 20-25 mg of caffeine.
Methods:
This study is going to use a quantitative methodology based on the approach promoted by Punch (2009).This research will survey seven male and seven female students who are taking English course in AILFE and investigate about how to conduct low doses of caffeine consumption effect to students’ performance.
Participants will receive 20-25mg of caffeine (dark chocolate) and a questionnaire (see Appendix 1) will distribute to them to answer after they consumed it. The questionnaire will be collected immediately once the participants complete it.

Results:
Effects of 20-25 mg caffeine on students’ performance (male and female groups)

781050-4445

These charts describe about the beneficial and detrimental effects of 20-25 mg caffeine on male and female students’ performance. In Figure 1 reveal that more than half male students do not have harmful responses after consuming 20-25 mg caffeine. 86% of them no feeling of nausea, 14% feel the opposite way; 71 % of male students’ heartbeat remain and only 29% feeling rapid heartbeat. However, female students have significant differences. 100% of female students no feeling of nausea; 57% of them feeling rapid heartbeat and 43% do not feel that. (see Figure 2) In term of beneficial effects, one noticeable difference of the effect is fatigue. 71% of female students have decreased fatigue and 29% remain the same. In the other way, there are slightly more male students still feeling tired, which is 57% and 43% have decrease tiredness. 29% of both groups of students have increased the capability to capture new knowledge and 71% remain the same. For the other effects like drowsiness decrease, increase of study mood, alertness, focus and concentration, two groups of students have the similar results which are around 50% choose yes and around 50% choose no.

Discussion:
This finding demonstrate that low doses of caffeine have enhanced students’ performance in class. According to the result of the questionnaire, approximately half of the students have increased the vitality to study without much detrimental effects. These results go beyond previous reports, showing that although less than 50 mg of caffeine consumption but it still have great beneficial effects. This study yields an important implication for student performance in school. Therefore, this research should remain to investigate more methods for student in performance improvement.

Conclusion:
This study confirm that low doses of caffeine (20-25 mg) have beneficial impact on students’ performance same as moderate doses (150-250 mg). However, students need to be aware that do not consume more than 250 mg per day as it will caused detrimental effects. Therefore, teachers may prepare some low doses caffeine products for students during class to improve their learning efficiency.

References:
RITCHIE, M.J., GOODMAN, L. and GILMAN, A.(1975). The Pharmacological Basis of Therapeutics. 5th Ed., MacMillan : New York.

STEPHENSON, P.E.( Sept. 1977). Physiologic and Psychotropic Effects of Caffeine on Man. J. Am. Dietetic Assoc.
Michael, N., Johns, M., Owen, C., & Patterson, J. (2008). Effects of caffeine on alertness as measured by infrared reflectance oculography. Psychopharmacology (Berlin)
Tieges, Z., Richard Ridderinkhof, K., Snel, J., & Kok, A. (2004). Caffeine strengthens action monitoring: Evidence from the error-related negativity. Brain Research. Cognitive Brain Research, 21(1)
Michael J Glade Ph D (2010). Caffeine—Not just a stimulant. The Nutrition Doctor, Skokie, Illinois, USA
Punch, K.F. (2009). Introduction to Research Methods in Education. London: SAGE.

Effects of 20-25 mg caffeine on students’ performance
left27559000What is your gender?
Male
0-63500 Female
Does it decrease your fatigue? (For example: tiredness from long-term study)
12287256350000-63500 Yes No
Does it enhance your focus and concentration?
12287256350000-63500 Yes No
Does it keep you alert? ( For example: maintain your energy or answer the question immediately)
12287256350000-63500 Yes No
Does it lift your study mood? ( For example: Feel more happy and willing to study)
12287256350000-63500 Yes No
Do you feel easier to capture new knowledge? (For example: remember more words)
12287256350000-63500 Yes No
Does it reduce your drowsiness? ( For example: sleepiness in class)
12287256350000-63500 Yes No
Do you feel nauseous? (For example: feeling to vomit)
12287256350000-63500 Yes No
Does your heartbeat increase?
12287256350000-63500 Yes No
Thank you very much

Post Author: admin