CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This part of the study discusses about the findings of other researchers that is related and
significant to the study in order to support the results and other information in the research.
The content of this chapter was gathered from different websites, articles and other
secondary base of studies and literature.

2.1 Related literature

2.1.1 Foreign Literature

According to Pullen (1994), many researchers have been conducted to show the impact of
alcohol drinking on academic performance on high school students.

Alcohol, one of our most common drugs, is far more dangerous than its broad social
acceptability would imply. Its abuses are more likely to die violen and unnatural deaths –
to be murdered, to die in accidents, or to commit suicide (Haberman and Natarajan, 1986)

The few correlation studies that have been conducted to find out the impact of alcohol on
the academic performance among the high school student has produced results that are
inconsistent (Pullen 199).

On one side of the national survey conducted, it revealed that heavy alcohol drinkers had
a high likelihood of missing classes, having reduced responsibility on class work and also
having a poor performance on the test done and the class projects than non-heavy drinkers
of alcohol. Other surveys have also revealed that alcohol consumption led to reduced
grades in the class work as the students committed few hours on the class (Pullen 1994).

On the other hand, it was revealed that the students involved themselves in heavy drinking
but this did not affect the academic performance. (Pullen 1994)

Dee and Evans (2003) finds that although binge drinking does not affect high school
completion rates, it does significantly increase the probability that a student graduates with
a GED rather than a high school diploma. Drinking could affect learning through a variety
of mechanisms. Recent neurological research suggests that underage drinking can impair
learning directly by causing alterations in the structure and function of the developing brain
with consequences reaching far beyond adolescence.

Chatterji (2006) used a bivariate profit model of alcohol use and educational attainment to
gauge the sensitivity of the estimates to various assumptions about the correlation of
unobservable determinants of these variables. She concluded that there is no evidence of a
causal relationship between alcohol use and educational attainment when the correlation
coefficient is fixed at plausible levels.

Bray (2005) analyzed this issue indirectly by studying the effect of high school students’
drinking on subsequent wages, as mediated through human capital accumulation. He found
that moderate high school drinking had a positive effect on returns to education and
therefore on human capital accumulation. Heavier drinking reduced this gain slightly, but
net effects were still positive.

Koch and Ribar (2001), who find small effects of drinking on school completion for males
and non-significant effects for females. However, our analysis of school-related difficulties
suggests that females are not immune to the consequences of drinking. Namely, females
are able to compensate for the negative effects of drinking (e.g., by working harder or
studying more) so that their grades are unaffected.

Brown et al., 2000; Giancola & Mezzich, 2000; Tapert & Brown, (1999) Alcohol use could
also have an impact in the academic performance by reducing the number of hours
committed to studying, completing homework assignments, and attending school.

Conflict within a family is associated with higher levels of alcohol use and greater risk of
alcohol-related harm among offspring (Bray at al. 2000; turner et al. 2000) Conflict are
more likely to see alcohol as potential harmful and to avoid alcohol misuse (Hawkins et al.
1997) Communication can also influence adolescents selection of peers, with good parent-
child communication being found to be associated with the choice of fewer alcohol-
consuming friends (Bray et al. 2000). However not all parental communication concerning
alcohol use positively influences adolescent alcohol consumption (Jackson et al. 1999).
Consumption of alcohol can have dangerous consequences, especially for teenagers and
tertiary level students, given its negative impacts on brain health and the implications for
poor academic performance. (Dr. Karla Hylton 2016, 04 June)

Many researches have been conducted to show the impact of alcohol consumption on
academic performance. (Pullen, 1994) Frequent binge drinkers are more likely to miss a
class, fall behind in their schoolwork (Wechsler et al., 1998)

“However, impacts the remain significant after accounting for unobserved heterogeneity
and are relatively large for risk averse, future-oriented and drug-free students suggest that
binge drinking might slightly worsen academic performance.” DeSimone Jeff, (2008,
November 26)

“Heavy drinking by students can lead to positive blood alcohol levels the next day,
affecting whether or not they even get up for class and, if they do, the quality of how
information is processed and ultimately stored” Schwartz, Ginny (2001, November)

“Drinking can have an impact in the biological development of young people as well as
their school-related achievement and behavior. Scientists know that alcohol problems are
tied to lower grades, poor attendance and increases in dropout rates.” Jairus Uko Enyi, et
al (2017, April)

“Alcohol dependence influences academic achievement negatively, as it is observed in

most research cases that as the number of days alcohol is consumed increases the level of
academic performance decreases.” The Carribean Current (2015, October 15)

Dee and Evans (2003) finds that although binge drinking does not affect high school
completion rates, it does significantly increase the probability that a student graduates with
a GED rather than a high school diploma. Drinking could affect learning through a variety
of mechanisms. Recent neurological research suggests that underage drinking can impair
learning directly by causing alterations in the structure and function of the developing brain
with consequences reaching far beyond adolescence.

“Excessive alcohol consumption can take a toll on a student’s academics. Drinking may
even become a priority over attending classes, completing homework and studying for
exams. An estimated one in every four college students admit to having poor grades or
other academic problems because of their drinking behavior.” Galbicsek Carol, (2019, July
24)

Frequent binge drinkers are more likely to miss a class, fall behind in their schoolwork
(Wechsler et al., 1998). The number of drinks consumed correlates positively with the
number of classes missed (AlcoholEdu, 2008-2009). Frequency of alcohol consumption
was associated positively with absenteeism from classes disliked (Wyatt, 1992)

Alcohol consumption has a negative predictive effect on study hours under all definitions
of drinking (binge, frequent binge, drunkenness, and frequent drunkenness) (Wolaver,
2002). More frequent use of alcohol usually produces larger negative effects on study
hours, with frequent drunkenness having the largest negative effect (Wolaver, 2002). There
is a negative relationship between heavy episodic alcohol use and the time students spend
on academics (Porter & Pryor, 2007)

Binge drinking two or more times in a typical two week period is linked to significantly
lower semester grades (Pascarella et al., 2007). The probability of getting a high GPA
significantly decreases as the frequency of heavy episodic drinking increases(Porter &
Pryor, 2007). The heaviest drinkers obtain the lowest grades (Preseley, 1993). The amount
of alcohol consumed correlates significantly with GPA (Singleton, R. 2007)

Alcohol consumption has a negative predictive effect on GPA under all definitions of
drinking (binge, frequent binge, drunkenness,and frequent drunkenness) (Wolaver, 2002).
Heavy college drinking predicts a reduction in the probability of having an “A” average
cumulative GPA (Wolaver, 2002)

There is a significant relationship between GPA and the percent of students who drink or
are heavy drinkers (Engs et al., 2001). Among drinkers, the lower the GPA the higher the
percentage who drank or were heavy drinkers (Engs et al., 2001). Those students with 4.0
GPAs consumed a third fewer drinks compared to those with GPAs under 2.0 (Engs et al.,
2001). There is a significant decline in GPA when comparing abstainers to heavier drinking
categories (Rau & Durand, 2000)
Personality profiles have shown elevations in certain areas such theories that address heavy
alcohol consumption as depression, hypomania and psychopathic deviate scales (Donovan,
Chaney, & O'Leary, 1978; Pettinati, Sugerman and Maurer, 2008). Many studies assess
personality factors to determine whether they are important predictors of alcohol intake,
frequency, and risk for alcohol dependency (Donovan et al., 1978).

2.1.2 Local Literature

Ethanol, also called alcohol is a colorless flammable liquid which can be found in wine,
beer, spirits and other drinks. It can also be used as fuel or and as industrial solvents.
Alcohol is the product of fermentation of yeast, sugars and starches. Alcohol is a drug (Bai,
Anderson, & Moo-Young, 2008) and it is classified as a depressant. Alcohol is no ordinary
commodity but a drug that can be depended upon (Gureje et al, 2007)

Graetz (1995) suggested that a student’s educational success is contingent heavily on social
status of student’s parents/ guardians in the society. Considine and Zappala (2002) noticed
the same that parent’s income or social status positively affects the student test score in
examination.

Considine and Zappala (2002) also having the same views as Graetz (1995), in their study
on the influence of social and economic disadvantage in the academic performance of
school students noticed, where the parents or guardians have social, educational and
economical advantage definitely strengthen the higher-level success in future. But it is also
noted that these parents make available sufficient psychological and emotional shore up to
their children by providing good educational and learning environment that produce
confidence and the improvement of skills needed for success.

On other hand Pedrosa et.al (2006) in their study on social and educational background
pointed out those students who mostly came from deprived socio-economic and
educational background performed relatively better than others coming from higher
socioeconomic and educational area. They named these phenomena educational elasticity.
According to Minnesota (2007) the higher education performance is depending upon
academic performance of graduate students. Durden and Ellis quoted Staffolani and Bratti,
(2002) observed that the measurement of students previous educational outcomes are the
most important indicators of students future achievement, this refers that as the higher
previous performance is, better and will predict the student’s academic performance in
future. Lot of studies have been conducted in the area of student’s achievement and these
studies identified and analyzed the number of factors that affect the academic performance
of the student at school, college and even at university level.

However, it is also observed that many of the researchers do not agree with this view point
or statement. Reddy and Talcott (2006) disagrees with these assumptions that future
academic gains are resolute by preceding performance. In their research on the relationship
between previous academic performance and subsequent achievement at university level,
they found that students learning or studying at graduate level and the score secured did
not predict any academic achievement at university level.

According to Fleming (1992) youths (undergraduates) engage in alcohol use to help them
cope with academic stress, negative emotions and make them look mature. Students that
use alcohol as a coping mechanism tend to indulge more always in the use of alcohol and
most of the time apply defense mechanism by engaging in denial and rationalization.
Almost one third of college students admit to having missed a class, and failing a
test/project because of alcohol (school Daze, 2000).

Philippine law sets the minimum legal drinking age at 18 but underage drinking is
widespread. Most young people get alcohol from home with or without their parents’
permission. They know how to obtain alcohol – they are able to get it from friends or they
can discreetly buy for themselves (Joyce Valbuena, 2008). According to Francis Lagudas
(2009), when it comes to drinking, most teenagers are impulsive, Their sense of
responsibility is not yet well-developed.

The literature reflects that individuals who observe alcohol related behaviors, either first
hand or on television are more likely to demonstrate such alcohol related behaviors as a
student. Such awareness can impact an individual’s future actions as one draw on their
understanding of a specific behavior such as alcohol consumption and the anticipated
rewards and consequences. (Jones et al., 2001)

Student motivations for drinking are a central factor to be considered in understanding

behaviors surrounding alcohol consumption. Francisco (1985), who studied student’s
alcohol consumption, found that alcohol expectancy was a significant factor in predicting
student’s drinking. Baer (2002) noted that while many individual characteristics may
impact alcohol consumption, alcohol expectancies supported increased levels of
consumption.

Student’s abuse and use is influenced by a number of factors, among which are parental
lifestyle, peer influence, parent attachment and commitment to conventional activities
among others. Indeed, each of these factors exerts tremendous influence on student’s
frequency of substance use and abuse. Families in which children have a cordial
relationship with their parents, parental control efforts are effective means in preventing
children from involving in problem behaviors. Thus, the attachment relationship goes hand
in hand with parenting parents who adequately control and supervise their adolescents may
prevent them from starting to drink in early life. When children are also highly attached to
their parents, the attachment relationship might strengthen the impact of control on
adolescents’ alcohol use. Because of this, it is assumed that the expected association
between parental control and an early development of drinking will be moderated by
parental attachment (Vorst et al., 2006)

According to Katy butler (2010) Mounting research suggests that alcohol causes more
damage to the developing brains of teenagers than was previously thought, injuring them
significantly more than it does adult brains. The research even suggests that early heavy
drinking may undermine the precise neurological capacities needed to protect oneself from
alcoholism.

According to Dr. Kenneth Hartigan-Go (2009) In campuses and colleges, binge drinking
occurs during acquaintance night, promenades, victory balls and pre-graduation parties.
So, there’s always something for these students to do and get drunk. Drinking alcoholic
beverages beyond one’s capacity to the point of intoxication is a risky behavior in which
most young people get involved at some time (Valbuena, 2008).

Donovan (1997) concluded that the factors influencing underage drinking and young adult
drinking are similar in the same mix of situational, predisposing and enabling factors
appear to be present in each age group, although there are some unique factors and the
factors vary in nature and degree. He also concluded that regular excess consumption was
related to various combinations of personal and structural factors.

As Crundall (1995) points out, the broader social context of drinking sets the framework
for what is expected of young people as they grow into adulthood. Consistent with our own
research, Crundall (1995) suggests that while alcohol use by young people in the past might
have been seen as an ‘act of rebellion’, it is more likely today to be seen as ‘normal’ and
simply reflecting the society’s normative values and behaviors. That is, “drinking is a
conforming behaviour rather than a deviant behaviour” (Crundall, 1995)

Underage and overage drinking is exacerbated ny lack of employment and lack of leisure
activities. Donovan et al., (1997) indicated that the main problem area for young people
appeared to be the organizing of activities for those teenagers who consider themselves too
old to be included with ‘younger’ youth, but who do not have access to adult activities.
This age range is the 15-17 years age group – especially if they have left school and are
under- or unemployed, and is the age group where drinking becomes more prevalent and
problem drinking more frequent (see also Tresidder et al., 1997).

A number of studies have looked at personality factors and their relation to adolescent
alcohol consumption (Crundall 1995). Donovan et al (1997) reported that amongst
indigenous youth, there was some evidence that those who drink to excess more frequently
are more likely to be assertive, outgoing, less conservative, more questioning authority,
more likely to be risk takers, and, at least within some groups, more likely to be leaders
than followers. Similarly, Crundall (1995) reports heavier drinking to be associated with
impulsiveness, aggression, depression, sensation seeking and extraversion. It is suggested
that the major factors are related to sensation seeking, risk taking and tolerance of deviance.
Lower skills have been found to be associated with various problem behaviours, low
academic achievement, smoking, and alcohol use and misuse both overseas and Philippines
(Hover and Gaffney 1991). It has been suggested that the use of mood altering substances
would be greater amongst such youth in an attempt to deal with feelings of failure and
disappointment. It is also likely that lower social skills are related to lower self-efficacy in
terms of resisting peer and situational influences and in planning ahead for moderate
drinking.

In keeping with our note on individuals living up to self-image role expectations and
deviant self-image above, Crundall (1995) suggests that adolescent drinking might be
related to self-image. He cites evidence that youth perceive heavy drinkers to be sociable
and fun loving and that heacy drinking males regard themselves as more mature and
masculine that do lighter drinkers. Conversely, the deviant self-image might involve a
constellation of proscribed behaviours, which includes excess alcohol consumptions.

As suggested by Donovan et al (1997) reported that those with positive attitudes to school
and school works and fairly firm post-school aspirations tended to be less involved with
alcohol. Make importantly, positive school experiences and a focused career goal seemed
to provide some protection against drinking on leaving school.

There is some evidence that a substantial number of young drinkers do regret their binge
drinking (Donovan 1988; see also Norman and Connor 1996) and they would like to be
able to drink less on a number of drinking occasions, but continue to drink to excess
because they either lack the skills to resist active or passive pressures in the drinking
situation, or because they value going along with the group behavior more than they dislike
the excess drinking. Interestingly, it is likely that in most cases, drinkers overestimate the
extent to which they would be subject to taunts and the depth of feeling in any taunts they
might receive. Nevertheless, it is the felt or expected rather than actual pressure that drives
behavior.

While some have questioned the role of family life in decisions to consume alcohol (Engs
1990), the results of most recent studies support the existence of a link between alcohol
consumption and family background. There are several aspects of family background that
 have been found to be associated with early, heavy, and negative consequence alcohol
consumption. These include family structure, family attachment, family conflict, parental
drinking behaviors. The studies cited below have explored the impact of these aspects on
family background on children, adolescents, and young adults.

Jeynes (2001) The effects of family structure on offspring drinking behaviors have been
inconclusive. While some have found that alcohol consumption increases among children
of recently-divorced parents.

According to Garis (1998; Sokol-Katz et al. 1997). This may be a short-term problem as
other studies have failed to identify a direct relationship between single-parent families and
increased alcohol consumption among offspring.

According to Amonini (2001). Closer relationships between family members have been
associated with more negative attitudes towards alcohol among children.

2.2 Conceptual framework

Respondent profile:

The impact of Name

alcoholic Age
beverages in Year level Academic
selected ABM Frequency of Drinking Performances
Type of drinker
students

Figure 1: Conceptual Framework of the study

 2.3 Research Paradigm

INPUT PROCESS OUTPUT

1. What are the
demographic profiles of the
I. Survey “The relationship between the
respondents in terms of?
impact of
1.1. Name II. Tally and Statistical
Treatment of results alcoholic beverages to the
1.2 Age student’s academic performance
III. Conclusion and of selected ABM students”
1.3 Year level Recommendation

1.5 Frequency of Drinking

1.6 Type of Drinker

2. What is the level of

alcoholism in terms of
frequency of drinking?

3. What are the academic

performances of the
respondents?

4. 1s there a significant
difference between drinking
alcoholic beverages to the
academic performances?

5.Is there a significant

relationship between
drinking alcoholic
beverages to the academic
performances?