THE IMPACT OF LIQUOR INTAKE OF SELECTED COLLEGE

STUDENTS IN BIÑAN CITY, LAGUNA TO THEIR

ACADEMIC PERFORMANCE

A Thesis
Presented to the Faculty of the
Senior High School Department
Lake Shore Educational Institution
Canlalay, Biñan City, Laguna

In Partial Fulfillment of
The Requirements for the Subject of
Practical Research 2

Submitted by:
Oliveros, Karylle
Sayangco, Joly Anne
Soriano, Alyssa Mae
Hernandez, Kris John
Ayson, Nashreen Keeane
Estigoy, Samantha Denise
Peñaflorida, John Mar

Submitted to:
Dr. Suzette Geromina Lim

January 2023
 1. INTRODUCTION

1.1 Background of the Study

Alcohol has historically and continues to play an important role in many people's social
engagement and bonding. For many people, social drinking or moderate alcohol consumption is
pleasurable (Ritchie, 2018).
Alcohol has been consumed widely across a variety of cultures, populations, and nations.
Numerous human disorders that emerge as a result of alcohol usage are linked to negative social and
economic effects on societies. More than 200 health issues, such as alcoholism, liver cirrhosis,
malignancies, cardiovascular illnesses, injuries sustained in violent crimes, and auto accidents, are
associated with alcohol usage. Significantly, the burden associated with alcohol consumption is
disproportionately affecting younger age groups, which can hinder their capacity to learn and eventually
contribute to the socioeconomic growth of their country. The World Health Organization (WHO) reported in
2020 that alcohol use was a factor in 3 million deaths annually or 5.3% of all fatalities worldwide, and that it
was also a factor in 13.5% of fatalities among persons aged 20 to 39 (Tandin, D. et al, 2020).
According to Collins, et al. (2018) college provides students with their first chance to make
decisions on their own, and frequently it is used as a synonym for drinking. College life may be
characterized by heavy alcohol use due to factors like independence, peer pressure, academic stress, the
availability of drugs and alcohol, and general cultural norms. Regardless of their age, sexual orientation, or
academic interests, most college students have had some experience with alcohol. Alcohol intake is a
personal choice that differs from person to person, but it has always been seen as a significant aspect of
college culture. Most people are aware that academic performance generally refers to how effectively a
student completes his or her assignments and studies, but many other aspects affect the degree of
performance.
Alcohol usage among college students may be a coping mechanism for stress and unfavorable
feelings, or to make them appear more adult. Alcohol misuse or use by students as a coping mechanism is
also possible. Students who use alcohol as a coping strategy typically drink more, and they may also
employ defense strategies like denial and rationalization. Whatever their motivations, drinking alcohol in
college is a highly prevalent and severe issue on university campuses. The usage of alcohol harms some
students and drinking appears to be a normal part of the college experience and can be associated with
high-risk behavior, such as driving under the influence, risky and unplanned sexual behavior, and fighting,
according to their study. This can affect families by potentially leading to dropouts and failing classes.
Alcohol use in college does not appear to harm all students. It appears that some college students can use
alcohol sensibly. Some students can balance their social lives with their academic obligations without letting
social drinking compromise their academic achievement performance (Collins, et al., 2018).
In this paper, researchers will seek a better understanding and a clearer view of the impact of
alcohol use on college students' academic performance in selected college students in Biñan City, Laguna.
Drawing on the cited previous articles, the researchers hypothesize that liquor consumption among
students significantly can be a problem in relevance to their academic performance if not handled well. To
test this hypothesis, a study survey regarding the paper will be conducted by the researchers on the college
students in Biñan City, Laguna.

1.2 Literature Review

The correlation between liquor consumption among students and their academic performance has
been one of the most prevailing topics in the field of research for so many years. A handful of studies
regarding the present study have been conducted and published in several journals. Most of the studies
showed how liquor consumption affects the academic performance of the students.
Drinking in college has become a ritual that many students regard as an essential part of their
college experience. Some students arrive at college with established drinking habits, and the college
environment can complicate the situation. The statement can be backed up by a study conducted by Chung
& Jackson (2019) stating that young adulthood is the time when alcohol use, issues associated with alcohol
use, and dependency reach their highest prevalence. Even though the legal drinking age is 21, most
people start drinking much earlier. Early age of initiation is associated with an increased likelihood of
numerous short- and long-term negative outcomes, including greater alcohol, tobacco, and other drug use,
poor school achievement, unintentional injury, and suicidality. Early alcohol use can be harmful to the
adolescent brain and can interfere with the cognitive and social development necessary for healthy
functioning. The evidence on whether this link results from a shared predisposition to early drinking and
other risky behaviors or because early drinking puts adolescents on a trajectory toward negative outcomes
is conflicting.
According to a national survey, nearly 53% of full-time college students aged 18 to 22 drank
alcohol in the previous month, with approximately 33% binge drinking during the same period. Drinking has
an impact on college students, their families, and the college community. The National Institute on Alcohol
Abuse and Alcoholism (2022) stated that approximately one in every four college students reports
academic difficulties as a result of drinking, such as missing class or falling behind in classwork. In a
national survey, college students who binge drank alcohol at least three times per week were roughly six
times more likely than students who drank but never binged to perform poorly on a test or project as a
result of drinking (40% vs. 7%). Students who binge drank were also five times more likely to be absent
from class (64% vs. 12%).
Some of the studies figured out the advantages and disadvantages of liquor intake. The most often
reported benefits of drinking were social, enjoyability, and psychological, according to Collins, S. et al.,
(2020). These results demonstrate that alcohol is largely used by college students for enjoyment,
particularly in social settings, as well as for stress relief and social anxiety. Participants mentioned drinking
as a way to make new acquaintances, spend time with old ones, or deepen relationships. Alcohol
consumption while socializing was frequently accompanied by affirmations that the activity was enjoyable.
The second most common benefit of drinking was simply "fun." Participants reported drinking to
have a "fun time" or to enhance their enjoyment of certain activities—"to have more fun." Others reported
drinking to reward themselves, celebrate or mark occasions such as holidays, birthdays, and even the
weekend.
The third most common reason for drinking was psychological reasons. This category has been
divided into two subcategories. The first was the use of alcohol as a self-perpetuating coping mechanism.
Some students reported using alcohol for "liquid courage" or confidence in intimidating social situations
(e.g., "breaks down social barriers," "reduces social anxiety"). Others said it helped them "destress from
school and work" or "forget [their] worries." Alcohol played a more positively reinforcing role in the second
and far less represented psychological reasons subcategory: participants reported drinking to achieve a
desired affective state. For example, drinking was thought to help them "feel happy" or "feel elated."
Fourth, participants in the studies stated that they enjoy the taste of alcoholic beverages (for
example, "enjoying the taste of wine," "the taste of my favorite drink, vodka tonic"). The ability to control
one's drinking was the fifth most frequently encountered category. According to studies, students have
control over their drinking.
On the other hand, the physical side effects, cost, and interference with goals were the most often
reported disadvantages of drinking, according to Susan, C. et al., (2020). Students in college claim to
experience bodily adverse effects from drinking in addition to other types of worries (e.g., expense,
calories). The most frequently stated negative impacts were physical ones. This group comprised rapid
intoxication, less focused physical effects, tolerance, more distant or long-term effects, physical withdrawal,
hangovers, and more. Concern over the cost of drinking came in as the second most popular category of
drinking disadvantages. Some individuals were more explicit, saying things like "beer costs a lot of money,"
while others mentioned more general financial worries they had associated with their drinking.
Interference with priorities or goals was the category that was closely followed by expenses.
General goal interference, the first and most often mentioned subcategory, covered how alcohol affected
participants' priorities and life objectives. School-related responses were included in the second
subcategory (examples: "I get less homework done after a night of drinking," "my grades suffer").
It is necessary to conduct more research to ascertain whether drinking behaviors cause poor
academic performance, or whether drinking behaviors cause poor performance. Osain, M.W. et al., (2010)
mentioned that it shows that alcohol use even in moderate doses leads to decrease in academic
performance . The absence of any difference among the non-alcohol and alcohol users on the 1st and 2nd
semesters was probably conditioned by a large number of students (75% of all alcohol users) who reported
alcohol use only in the university. The cases of injuries and blackouts were higher among the alcohol users
by approximately 35 times.
This is due to the fact that alcohol takes time to manifest: the detrimental effects of alcohol use on
students' intellectual activity, measured by academic performance, increase with alcohol dose and
exposure duration.
To conclude, the aforementioned studies have shown liquor intake among young adults that can be
established more during their college and its advantages and disadvantages to them, especially in their
academic performance. Therefore, it showed based on the literature cited that there is a strong correlation
between liquor intake of college students to their academic performance. However, there is little information
and studies that one can find when it comes to the relationship between the Grade Weighted Average
(GWA) of the students and their liquor intake. With that, the present study aims to provide for that gap to be
able to contribute to the existing literature on liquor intake and academic performance and furthermore, to
identify the factors of liquor intake that can affect a student’s academic performance.

1.3 Purpose Statement

The study gathered related literature and studies based on the students’ liquor intake and their
academic performance, including the advantages and disadvantages to them. However, there are only a
few studies that can be found regarding the relationship between the GWA of the students and their liquor
intake. To supplement for that gap, the researchers have concluded a research question, that the study will
circulate, which focuses on how the following different factors of liquor intake, particularly social, emotional,
psychological, behavioral, organoleptic, and physiological factors, affects the academic performance
through the GWA of the students. Through this, the researchers and the study will be able to contribute to
the existing literature on liquor intake and academic performance.
The researchers have developed a hypothesis that, in relation to the presented research question,
they will be able to ascertain how the different factors of liquor intake can impact the academic performance
of the college students in Biñan, Laguna after gathering the relevant data, which can help beneficiaries of
the study to think of different ways to handle the problems regarding the study. Also, the study can be a
help to the country’s increasing rate of liquor addiction.

1.4 Frameworks for Analysis

1.4.1 Theoretical Framework
The Social Learning Theory and its five tenets by Albert Bandura is the theoretical underpinning of
this study and made it a reference for the researchers in developing the conceptual framework.
In the 1980s, Canadian psychologist Albert Bandura believed that people pick up new behaviors by
watching and copying the actions of others. The behavior was coined observational learning by Bandura,
which means that learning does not require having a firsthand experience of it. To prove his statement, he
conducted an experiment to prove that learners can learn by mere observation. This experiment is known
as the Bobo Doll Experiment, which is a set of controversial studies, which involved preschool children,
adult models, and a stand-up punch doll (Loveless, 2022). And through this experiment, Bandura was able
to develop the Social Learning Theory and with his co-author, Richard Walters, they defined its five tenets:
1) Learning is a cognitive process that takes place in a social setting. 2) Learning can occur by observing a
behavior and the consequences of such. 3) Learning can happen without an observable change in
behavior, because we may learn without displaying what we have learned. 4) Reinforcements play a role
but are not entirely responsible for learning. 5) Cognition, behavior, and environment all mutually influence
each other — a process called reciprocal determinism (Koblin, 2022). Figure 1 illustrates the five key
tenets of the Social Learning Theory.
Figure 1. The five key tenets of the Social Learning Theory (Koblin, 2022).

According to the social learning theory, peer groups have a role in creating social norms. In
relevance to the study, knowing which peer group a person belongs to can reveal information about that
person's alcohol usage. It is evident that college students are significantly influenced by and imitate their
peers while engaging in this type of activity, which can affect their academic performance toward their
bachelor’s degree, even though peer influence is crucial to understanding adolescent substance use
(DeSoto et al., 2014, 263). The Social Learning Theory, pertaining to the study, asserts that people develop
an addiction to alcohol as a result of modeling. If someone is raised in a setting where consuming alcohol
seems to be encouraged, they will be highly motivated to imitate that behavior. Alcohol is frequently
marketed as the elixir of life and is closely linked to unwinding and having a great time, which can most
likely end up in addiction if not controlled. Nevertheless, the Social Learning Theory can also be an escape
route from liquor addiction, which can fulfill the objectives of the study. Through the theory, an individual can
learn how to break free from poor behavior toward alcohol by following sober role models. Additionally, this
person is able to experience the advantages of leading a sober lifestyle, which encourages them, even
more, to commit to it (UK Rehab, n.d.).
Bandura concluded his theory by stating that “most of the images of reality on which we base our
actions are really based on vicarious experience.” With the guidance of this theory, this study wants to
know more about the significant impact of liquor intake among selected college students in Biñan City,
Laguna on their academic performance.

1.4.2 Conceptual Framework

The results of studies cited in the review of related literature were made the bases of this particular
study. There were several factors contributing to the academic performance of the students. The grade
weighted average (GWA) represented by numerical rating was the accepted measure of the
students-respondents academic performance.
The independent variables were categorized and the contribution of each independent variable to
academic performance were determined. The conducted study was based on the assumption of the study
that some independent variables explain and show the high-risk drinking and liquor intake among college
students. Other factors that also served as independent variables were examined on the kind of
connection they formed with the academic performance of the college students. The independent variables
studied were the characteristics of the respondents, social factors, psychological factors, behavioral factors,
organoleptic factors, and physiological factors. Figure 2 shows the representational model of the
relationships of different variables used in this research.

Figure 2. A schematic representation of the relationships of the different variables used in the study.
1.5 Significance of the Study
This study is essential on the basis of the following considerations:
This study will greatly benefit the Philippine Government as they may assess through this research
the significant benefits and real problems with liquor intake to the students, not just in Biñan City, but in the
whole country. Moreover, they come up with different plans to solve the problem of liquor consumption by
the college students. This study can also be a help to the country with its issue of increasing liquor
addiction.
Through this study, the City of Biñan may develop different strategies or programs to help the
students whose academic performance is deteriorating due to liquor consumption. The City may also come
up with some policies or protocols for the schools within their scope regarding liquor consumption.
This study will help the school recognize the impact of liquor consumption on their students to their
academic performance. The schools may develop a program or seminar through this study for the students
to orient them regarding liquor consumption.
The students, being the center of this study, will be aware of the impact of liquor intake on their
academic performance, which would help them help themselves drink responsibly.
Lastly, future researchers will benefit from this research to help them gain more knowledge about
the topic and to widen this study. Eventually, the outcomes of this study will help the researchers to look at
and achieve their goals.

1.6 Scope and Limitations of the Study

This study will focus on assessing the impact of liquor intake of selected college students in Biñan
City, Laguna on their academic performance. The respondents of the study will be coming from selected
thirty (30) college students that are currently studying in a university or college in Biñan City, Laguna,
regardless of what kind of degree course they are currently enrolled in, as long as they are a legitimate
college student on one of the universities or colleges in the City of Biñan. The respondents’ responses will
be collected from the survey that the researchers made for collecting data from the respondents.
The respondents of the study will be limited to those 18 years old and above college students who
consume liquor that are currently studying in a university or college in Biñan City, Laguna. The result of the
study will only focus on the collected data from the college students at one of the universities or colleges in
the City of Biñan that consume liquor.
 2. METHODOLOGY

2.1 Research Design

The correlational approach design will be implemented in this quantitative study. According to Price
et al. (n.d.), correlational research entails measuring two variables and analyzing their connection without
changing an independent variable. Although causal relationships between variables cannot be established
using correlational research, correlational research does enable researchers to accomplish several other
key objectives, including establishing reliability and validity, offering converging evidence, describing
relationships, and making predictions.
This study, having two variables: the factors of liquor intake and academic performance of selected
college students, will be having a correlational design to further investigate the relationship between the
independent variable, the liquor intake of college students, and the dependent variable, the academic
performance of the college students. The aforementioned approach is ideal in this study as it aims to
assess the relationship such as describing the relationship itself between the two variables of the study.

2.2 Participants
The technique researchers used in this study is a purposive sampling technique. This technique is
also known as judgment, selective, or subjective technique, where the researchers would rely on their own
judgment when it comes to selecting participants for this research. Using this technique would be beneficial
for the researchers as this technique is one of the most cost-effective and time-efficient sampling
techniques accessible. Also, this technique would help the researchers to have more freedom in choosing
the best participants, the liquor drinker college students participants to be specific, which would greatly help
them for this study.
The main participants of this study are college students from different college universities in Biñan,
Laguna. There are approximately a total of 100 participants in this study. For this researcher’s selected
number of participants, it is based on Cridland (n.d.), stating that the majority of statisticians concur that
100 responses constitute a minimum sample size needed to provide any form of significant results.
Participants studying in any of the college schools available and operating in the city of Biñan who
also have a history of liquor intake are illegible in participating in this study. These volunteers who are
directly participating will help the researchers gain more knowledge and understanding about this study.
2.3 Instrumentation
The researchers will be gathering the data needed for the study by doing an online survey of the
selected research participants. The quantitative approach of survey research involves asking a large group,
or sample, of people a set of predetermined questions. Survey research is a particularly helpful method
when a researcher wants to describe or explain the characteristics of a relatively large group. A more
concentrated, in-depth study employing time-consuming techniques like in-depth interviews or field
research may be prepared using this method as a quick way to learn some broad information about one's
population of interest. In this situation, a survey could be useful in helping a researcher pinpoint particular
individuals from whom to gather more information (Blackstone, 2012).
The researchers will make their own group of survey questions relevant to the study. The interview
questions will be based on the research questions of the study. Before conducting the survey, the set of
questions made by the researchers will be validated by a teacher or someone who has knowledge
concerning the right arrangement of the questions for this study to check the validity of the content of the
interview questionnaires. The researchers will consult the teacher about the content of the interview and
the consent letter to perform the survey.

2.4 Procedure
In this study, necessary data will be gathered through an online survey, and quantitative data
analysis will be performed to analyze and interpret the collected information from the participants.
According to Mander (2022), quantitative data get your hands on a larger sample: With a quantitative
survey, a much broader study can be done – one which involves more people. Naturally, you’ll be able to
more accurately generalize your results across an even wider group of people.
After the validation of the instrument, the researchers secured consent from the office of Lake
Shore Educational Institution to conduct the study. Class advisers were informed to have a schedule for the
survey. The researchers conducted the survey through Google forms where college student respondents
answered. The participants were chosen randomly from the college students who are studying here in
Biñan City, Laguna. After the survey, the data from the participants’ answers were gathered and analyzed
to know the survey results.
2.5 Treatment of Data
The data that will be collected by the researchers from the answers that was gotten from the
respondents during the conducted online survey will be treated and analyzed through descriptive statistics,
such as mean, frequency, and percentage, in accordance with the study’s research question, to organize,
summarize, and present the gathered data in an informative way.
To ensure that the encoded data are accurate, the researchers will do data verification techniques,
including proofreading of data, and cross-validation to check the range, format, and consistency of the data.
To present the findings of the data in an informative and clear manner, the researchers will employ using
statistics graphic organizers to effectively convey the research findings.

2.6 Research Ethics

The research “The Impact of Liquor Intake of Selected College Students in Biñan City, Laguna to
their Academic Performance” would accept any willing participants as long as they are in college and have
experience in drinking liquor. The researchers would not force anyone to participate as it is their human
rights and would ask their permission and consent first before conducting the survey. The respondents will
be oriented first before proceeding to the survey regarding the study and what will the researchers do to the
data that would be coming from them. The researchers will give importance to the privacy of each
participant and ensure that researchers will respect their answers. This research will use google forms to
provide the participants a hussle free, effortless way of answering the questions. If any of the participants
feel offended or uneasy they can skip or not answer the given question in the google forms. And if they
wish to remain anonymous the researchers will obey and conceal their identity and contact details as it is
their right as a respondent.
Survey Questionnaire

1. State your name. (Optional)

______________________________________

2. Are you currently enrolled in a University or College?

Yes
No

3. Age
18 - 19 years old
20 - 21 years old
22 - 23 years old
23 - 24 years old
25 - 26 years old
Others

4. Gender
Female
Male

5. Academic Year Level

Freshman (1st Year)
Sophomore (2nd Year)
Junior (3rd Year)
Senior (4th Year)

6. Grade Weighted Average (GWA)

1.25 - 1.00
1.75 - 1.50
2.50 - 2.00
2.75 - 3.00
4.00 - 5.00

7. Type of liquor you usually drink:

Brandy
Gin
Rum
Tequila
 Vodka
Whiskey
Others (Please specify)

8. How often do you drink liquor per month?

Always
Usually
Sometimes
Rarely
Never

9. Number of hours spent on academic and non-academic activities on a weekly basis.

1 - 5 hours per week
6 - 10 hours per week
11 - 15 hours per week
16 - 20 hours per week
21 - 25 hours per week
25 - 30 hours per week
31 - 35 hours per week
36 - 40 hours per week
41 - 45 hours per week
46 - 50 hours per week
Others (Please specify)

10. On a scale of 1 to 10, how healthy do you consider yourself?

Not at all likely Extremely likely

0 1 2 3 4 5 6 7 8 9 10

11. How would you evaluate your overall health? Would you say you are:
In good physical health (No illness or disabilities).
Mildly physically impaired. (Minor illness or disabilities).
Moderately physically impaired. (Requires substantial treatment).
Severely physically impaired. (Requires extensive treatment)
Totally physically impaired. (Confined to bed)
 12. Check one that applies. (1 - Never, 2 - Rarely, 3 - Sometimes, 4 - Usually, 5 - Always)

Academic Performance 1 2 3 4 5

Drinking due to academic problems

Being unable to fulfill obligations at school because of liquor

intake

Been absent from school due to liquor consumption

Poor memory retention due to drinking

Continuing to drink liquor despite the poor academic

performance due to it

13. Check one that applies. (1 - Never, 2 - Rarely, 3 - Sometimes, 4 - Usually, 5 - Always)

Social Factors 1 2 3 4 5

Drinking liquor as influenced by friends and blockmates

Drinking liquor due to family order

Drinking liquor as influenced by family’s history with liquor

Drinking liquor due to culture

Drinking liquor due to family or relationship problems

14. Check one that applies. (1 - Never, 2 - Rarely, 3 - Sometimes, 4 - Usually, 5 - Always)

Emotional Factors 1 2 3 4 5

Feeling happy and joyful when drunk

Feeling sad or down when drunk

Feeling mad or grumpy when drunk

Feeling relaxed or chill when drunk

Feeling more confident when drunk

Feeling anxious when drunk

 15. Check one that applies. (1 - Never, 2 - Rarely, 3 - Sometimes, 4 - Usually, 5 - Always)

Psychological Factors 1 2 3 4 5

Drinking to cope with stress

Drinking to cope with anxiety

Drinking to cope with depression

Drinking to self-medicate and escape from reality

Continuing to drink liquor despite the presence of a

psychological problem that is probably due to liquor intake

16. Check one that applies. (1 - Never, 2 - Rarely, 3 - Sometimes, 4 - Usually, 5 - Always)

Behavioral Factors 1 2 3 4 5

Tends to disclose private informations when drunk

Tends to be aggressive when drunk

Tends to be clingy when drunk

17. Check one that applies. (1 - Never, 2 - Rarely, 3 - Sometimes, 4 - Usually, 5 - Always)

Organoleptic Factors 1 2 3 4 5

Drinking liquor due to its taste

Drinking liquor due to its smell

Craving or desire to drink liquor

18. Check one that applies. (1 - Never, 2 - Rarely, 3 - Sometimes, 4 - Usually, 5 - Always)

Physiological Factors 1 2 3 4 5

Drinking liquor because you are in the mood to do so

Having trouble concentrating on things when drunk

Having trouble on communicating when drunk

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