ANALYZING THE IMPACT OF SLEEP AND CAFFEINE ON FTU2 STUDENTS LEARNING ACHIEVEMENT

FOREIGN TRADE UNIVERSITYHO CHI MINH CITY CAMPUS ---***---MIDTERM ESSAY ECONOMETRICS – GROUP 5 ANALYZING THE IMPACT OF SLEEP AND CAFFEINE ON FTU2 STUDENT'S LEARNING ACHIEVEMENT Student:

FOREIGN TRADE UNIVERSITY

HO CHI MINH CITY CAMPUS

-*** -MIDTERM ESSAY ECONOMETRICS – GROUP 5

ANALYZING THE IMPACT OF SLEEP AND CAFFEINE

ON FTU2 STUDENT'S LEARNING ACHIEVEMENT

Student: Chu Hải Dương

Văn Bội HânPhu Minh Khang

ABSTRACT 1

1 Introduction 2

2 Literature review 3

2.1 Domestic research 3

2.2 International research 6

3 Methodology and data 8

3.1 Model specification 8

3.2 Data source 10

4 Result 10

4.1 Statistical Significance 11

4.2 Diagnosing model problem testing 11

4.2.1 Multicollinearity testing 12

4.2.2 Heteroscedasticity testing 12

a Park testing 13

b Glejser testing 13

c White testing 14

4.3 Economic Significance 15

CONCLUSION 17

REFERENCE 18

Background

Sleep deprivation is prevalent among college students, even though it is a basic need.However, the elements that induce sleep deprivation and how they impair students' capacity tostudy are yet uncertain The goal of this study is to find out how common drowsiness andsleep deprivation are among Foreign Trade University students, as well as what variablescontribute to inadequate sleep and how sleep affects academic performance

Materials and methods

This is cross-sectional research done at random among students in Foreign TradeUniversity Ho Chi Minh Each was asked to fill out a self-administered questionnaireregarding their lifestyle, sleeping patterns, and academic performance (GPA) throughoutthe previous three months of education The PSQI (Pittsburgh Sleep Quality Index) wasdeveloped to assess the quality and consistency of sleep

Results

From a total of 100 respondents, 74% of study participants may be suffering from sleepdeprivation (obtained less than 7-8 hours recommendation of sleep) Students whose GPAs arehigher, however, reported experiencing a sufficient sleep duration (more than 7 hours)

1 Introduction

Sleep could be a reversible state of reduced response to external stimuli, amidcomplex and predictable physiological changes These changes include coordination,spontaneous and internally generated brain activity, as well as fluctuations in hormonelevels and relaxation of muscle tissue (1) Sleep appears necessary for our nervous systems

to function properly Yet, many college students don't reach these recommendations andget plenty of sleep but 6 hours per night Consequently, lack of sleep leaves us drowsy andunable to concentrate the following day It also ends up in impaired memory and physicalperformance and reduced ability to hold out math calculations Caffeine can effectivelycontrol our mental state Although it is beneficial to restore lower wakefulness levels andoffset cognitive task performance decline caused by sleep deprivation, caffeine willadversely affect future sleep This requires careful consideration of the risks associatedwith sleep deprivation and caffeine intake, especially among students On average, asufficient 7-8 hours of sleep would be considered enough for many people and has beenrelated to good academic performance (2, 3, 4, 5)

Academic performance refers to the short- or long-term educational achievements ofcollege students These goals are expressed in terms of your Cumulative Grade PointAverage (GPA) and your classroom learning outcomes The Cumulative Grade PointAverage is calculated by dividing the total average of credits earned by the total number ofhours attempted Existing research shows that high-dose caffeine has the ability to reversethe alertness and mood changes caused by lack of sleep and there is a correlation betweensleep time and academic performance: those who sleep a lot (more than 8 hours) have ahigher GPA than students with shorter sleep times (less than 5 hours) (6, 7)

In this cross-sectional study, the current hypothesis is whether your academicperformance is affected by lack of sleep and caffeine Many different factors can interferewith a student's sleep However, the factors that lead to insufficient sleep that we mustconsider are: the regularity of the sleep, the interruption of sleep at night, the averageduration of sleep per day and the intake of caffeinated beverages

Therefore, the purpose of current research is to investigate the impact of sleepdeprivation and caffeine intake on academic performance among HCMC Foreign TradeUniversity students.

(1) https://www.britannica.com/science/sleep

(2) pdf-508.pdf (page 4)

https://www.education.ninds.nih.gov/brochures/Brain-Basics-Sleep-6-10-08-(3) https://www.researchgate.net/profile/Ljubomir_Jacic2/post/How_much_sleep_we_we_really_need/attachment/59d61dd879197b807797aba6/AS%3A273674467250193%401442260485704/download/Ferrara+%26+De+Gennaro%2C+2001-

How+much+do+we+sleep.PDF

(4) https://www.hindawi.com/journals/sd/2013/910104/

(5) https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.692.3996&rep=rep1&type=pdf

student’s academic performance Our group has found the following research publications

on the topic:

Vo Thi Tam (2010) investigated the overall level of performance of nearly 4000

students at the University of Economics in Ho Chi Minh City Learning motivation,learning persistence, competition, impression of the institution, and learning methods,according to her, account for almost half of the changes in academic achievements Three

of them have a positive relationship with educational outcomes Learning approaches

(β=.511), learning perseverance (β=.119), and university impression (β=.116) are listed in), and university impression (β=.116) are listed in) are listed in

descending order The other two factors, learning motivation and competitiveness, have nodiscernible impact on learning outcomes

https://drive.google.com/file/d/1BQhEhZWTa8lI3l8srduU19Ct0DvH3Tij/view

(page 80-83)

Dung, Oanh and Hai (2017) using multiple regression models identified four key

characteristics that influence learning outcomes of Business Administration majors at VietnamNational University of Forestry Similarly, the study reveals that learning methods are the mostimportant factors, with those who devote extra time to self-study using computers, the Internet,and other resources being more likely to succeed academically

http://vnuf.edu.vn/documents/4400543/5703735/17.Nguyen.Thuy.Dung.pdf

(page 140)

Nguyen Thi Nga (2013) correlates academic achievements to top-of-the-class

performance in high school, learning interest, self-study length, learning methods, andteaching methods, utilizing qualitative and quantitative methodologies Nearly 40% of theultimate result is determined by these factors Surprisingly, while self-study hours are lesslikely to be a deciding factor, others demonstrate a clear positive link with students'academic performance

https://drive.google.com/file/d/1aV6PUW4BKPyILe01r5N6FCLm5Gwy3SS4/view (page 89-92)

Van Viet and Thu Phuong (2017) carried out 7 factors that affect the learning

outcomes of students at the University of Information Technology in Ho Chi Minh Cityincluding: study interest, social pressure, infrastructure, intellectual capacity, peer pressure,scholarship and family motivation Specifically, the strongest impact on students' learningresults is the study interest (β = 0.216) are listed in); the second factor is infrastructure (β =0.19), and university impression (β=.116) are listed in6); the third factor is social pressure (β=0.177); the fourth factor is peerpressure (β = 0.178); the fifth is Intellectual capacity (β = 0.16) are listed in2); the sixth is thescholarship (β = 0.182) and the last is parent motivation (β = 0.131)

https://drive.google.com/file/d/1KJkTlu6ZVEI1oVjd8yl6DSFzJCSJpgmS/view

(page 29 – 33)

Cong Toan, Minh Tri, Van Hau, Cam Hong and Van Quan (2015) analyzed 10 main

characteristics affecting the learning outcomes of university students majoring in RuralDevelopment in Can Tho University Surprisingly, factors of gender, time of self-study,number of absences from school and the source of materials provided by lecturers have aninfluence on the economic performance of students majoring in rural development with asignificance level of 10% Other factors such as part-time work, extra-curricular activities,group study, learning about the content and objectives of the course or the amount ofallowance from the student's family have an unknown influence on the student'sperformance

https://drive.google.com/file/d/1oztxVehZIknYSMhEBeD7lknszRTE9w2T/view(page 76 – 80)

Hoang Hung and Thanh Tam (2020) researched the overall level of performance

among more than surveys of 500 students of different majors and courses of HanoiUniversity of Industry According to them, factors including Learning motivation and

Motivation for learning However, the result shows that there is no difference in academic performance in terms of gender and permanent residence.

https://drive.google.com/file/d/1WWB9rEgM3yrKblVXw2JSLjEKZ6FgVfr_/view(page 127 – 130)

2.2 International research

Many college students are sleep deprived these days because they go to bed late andwake up for school or work before getting enough sleep Sleepiness and irregular sleepingpatterns have a variety of unexpected repercussions, one of which is a reduction in learningability, memory, performance, and GPA The exact details of the association betweensleep and GPA are still being worked out However, many international researchers havefound a link between sleep deprivation and GPA

According to A Souza and S Traslavia's (2013) study, 994 undergraduate students

from four universities in Chile's Magallanes Region investigated the links betweendifferent types of stimulant beverages and poor sleep quality Short sleep may alsocontribute to the frequent use of drugs and alcohol as sleep aids and stimulants to boostdaytime alertness, according to researchers Stimulants (coffee, caffeine shots, and energydrinks) have become more popular in recent years Participants who reported drinkingenergy drinks (including Red Bull, Dark Dog, Battery, Red Devil, Shark, and TurboEnergy) had the highest prevalence of poor sleep quality Participants who drank coffee,yerba mate, or cola had lower prevalence estimates Although this link did not achievestatistical significance, those who reported drinking three or more stimulant beverages perweek had a higher prevalence of poor sleep quality (data not shown) Around 18.5 percent

of participants said they drank energy drinks as a result of sleep loss, while another 27.3percent said they drank energy drinks to meet a general need for energy and another 29.5

percent said they used energy drinks to study Approximately 11.3 percent of those polledsaid they mixed energy drinks with alcohol at parties.

https://www.hindawi.com/journals/sd/2013/910104/ (page 3 – 8)

Insaf Altun of Kocaeli University's High School of Health's Department of

Fundamentals in Nursing (2012) conducted a study on the elements that contribute to

university students' poor sleep experiences A descriptive survey of 256 university students

in Turkey was undertaken at random Following their research, they came to the conclusionthat the most common self-reported cause of bad sleep experiences amongst universitystudents were exposure psychological problems (67.2%), stress (64.8%), exposure totobacco smoke in the sleeping room (63,7%), pain (62,9%), having family problems

(62,5%), being patient (55,1%), air quality of the room (55,1%), strenuous physical activity(53,9%), fatigue (53,5%), sadness (53,1%), noise that caused by other people in the room(52.0%), room scents (sweat, perfume, humidity, naphthalene, etc.) (53.1%), depression(51, 6 %), anxiety, and tension (51, 1%)

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3634295/#

Erwiza*, Sri Kartiko, Gimin (2019) explored the factors that influence concentration

and critical thinking on student learning achievement that have both direct and indirectimpact on economic subjects in Madrasah Aliyah Negeri 1 Pekanbaru (MAN 1Pekanbaru) They focused on 95 students and considering the results, the non-physicalschool environment had an effect on learning achievement directly by 24.2% andindirectly had an effect of 12% Learning interest influences students's performancedirectly by 27.1% and indirectly by 8.8% Learning concentration directly affects learningachievement by 19.5% Critical thinking directly influences learning outcomes by 27.3%.https://drive.google.com/file/d/1OLXmoTh9FF9j9xvpILqvFelV0S9AeL4i/view(page 208 – 214)

Alya Atieah Al Ghamdi (2013) did research about the relationship between the sleep

deprivation and academic performance of students in college of nursing at King SaudUniversity A descriptive survey was conducted randomly on 114 university students.After investigating and researching, they come to conclude that the association betweeninsufficient sleep duration lifestyle and lower university grades are understandable becausestudents who score B sleep less than usual, they spend more time than intermediatestudents who score A level on research or final exams

The model we employ to estimate sleep-related factors of Foreign Trade Universitystudents' GPA in HCMC is as follows:

ln(GPA) = β 0 + β 1 SLPOS + β 2 SLPINTRPT + β 3 SLPLENGTH + β4CAFFEINE + u* Description of variables:

GPA: GPA of students in Foreign Trade University in HCMC

SLPOS: Sleep regularity

SLPINTRPT: Existence of interruptions during sleep over

SLPLENGTH: Average length of sleep

CAFFEINE: Consumption of caffeinated beverage 2 hours before sleep

u*: the error term denotes omitted variables that collectively affect GPA

From the effects of the independent variables in the model on GPA, we expect thecoefficient of sleep regularity ( β1 ) to be positive Since this binary variable helps determinesleeping habits, the expectation is based on the result of “The Relationships between

Sleep-Wake Cycle and Academic Performance in Medical Students” study, stating that

considerable variations in bedtime leads to decrease in academic outcomes

β3 , the coefficient of average sleep length, also bears the same positive sign Sleepdeprivation has a major impact on students' capacity to perform effectively in class,according to a 2001 study by William E Kelly, Kathryn E Kelly, and Robert C Clanton As

a result, it's reasonable to predict an increase in GPA percentage in proportion to thenumber of daily hours students sleep, and vice versa

In contrast, the binary variable SLPINTRPT should have negative coefficient (β2).According to the National Sleep Foundation, those who have disturbed sleep are at risk ofhaving their attention span, reaction speed, and memory diminished, all of which arecrucial to a learner's success

Caffeine suppresses sleep-inducing hormones, causing insomnia and disrupted sleep,according to Henry Ford Health System experts in "Caffeine Effects on Sleep Taken 0, 3,

or 6 Hours Before Going to Bed." As a result, it is reasonable to assume that the sign ofthis indirect cause of learning ability impairment is negative

Table of Parameters’ expectation:

Independent Variable Measurement Parameters’ expectation