ETHIOPIAN CIVIL SERVICE UNIVERSITY

College of Leadership and Governance

School of Policy Studies

Department of Public Policy Studies

School Feeding Program and its Contribution to Quality Education in First

Cycle Government Primary Schools of Yeka Sub City, Addis Ababa

BY
Mulat Abebel Reta

ID. Number ECSU 1700302

Advisor: Sirak Demelash (PhD)

A Thesis Submitted to the Department of Public Policy Studies, Ethiopian

Civil Service University in Partial Fulfillment of the Requirements for the
Degree of Master of Arts in Public Policy Studies

Addis Ababa, Ethiopia

June, 2019
School Feeding Program and its Contribution to Quality Education in First Cy-
cle Government Primary Schools of Yeka Sub City, Addis Ababa

By

Mulat Abebel Reta

ID. Number ECSU 1700302

A Thesis Submitted to the Department of Public Policy Studies, Ethiopian Civil

Service University in Partial Fulfillment of the Requirements for the Degree of
Master of Arts in Public Policy Studies

Addis Ababa, Ethiopia

June, 2019
 DECLARATION

I hereby declare that this MA thesis is my original work and has not been presented for a de-
gree in any other university, and all sources of material used for this thesis have been duly
acknowledged.

Name of Participant……………….Signature……………………. Date…………….

This Thesis has been submitted for examination with my approval as College supervisor.

Name of Advisor……………………Signature……………………. Date……………

 Ethiopian Civil Service University

Department of Public Policy

Thesis Approval

This is to certify that the thesis entitled “School Feeding Program and its Contribution to Quality
Education in First Cycle Government Primary Schools of Yeka Sub City, Addis Ababa” submitted
in partial fulfillment of the requirements for the degree of Master‟s with specialization in Public
Policy Studies, the Graduate Program of the School of Policy Studies and has been carried out by
Mulat Abebel Reta Id. No ECSU 1700302, under my supervision. Therefore I recommend that the
student has fulfilled the requirements and hence hereby can submit the thesis to the department for
defense.

Name of Supervisor ……………….…………………………….. Signature………………….

Date………………………

Name of Internal Examiner ………………………………………..Signature…………. ……..

Date……………………...

Name of External Examiner ……………………………………….Signature…………. ……..

Date……………………....

Name of Head of Department …………………………………… Signature………………….

Date……………. ………..
 ABSTRACT

School Feeding Program (SFP) is one of the components of education sector development
program (ESDPIV) and School health and nutrition strategy that is implemented by the Min-
istry of Education in collaboration with Ministry of Health. This research aimed at assessing
the appropriateness of SFP and contribution of it to quality education particularly, for the
indicators of academic achievement, completion rate (minimize school dropout rates) and
create good psychological makeup for learning (create child-friendly school environments,
readiness to learn (attendance, concentration or class room ethics and initiation to continue
their education to the higher level). The research employed mixed research approach and the
design different according to the natures of research objectives i.e., to achieve the objective
contribution of SFP to academic performance, psychological makeup and completion rate
across groups (beneficiaries and non-beneficiaries but needy) students quasi (nonequivalent
groups posttest-only (two or more groups) design, and to assessed the practice of school
feeding program non-experimental (descriptive) were employed. For this study, 118 SFP
beneficiary and 133 non-beneficiary but needy totally 251 students were participated in the
research by stratified and simple random sampling. The data collection instruments were
student roster card analysis, questionnaire and interview. The study conducted two statistical
tests; inferential (independent sample T-test, correlation and linear regression) and descrip-
tive statistics by using SPSS version 21. The main findings of the study were that, the contri-
bution of School Feeding Program to academic achievement of student was positive and sig-
nificant; the program had contribution to develop both negative and positive psychological
makeup of students; the implementation process also both appropriate and inappropriate and
the program contribute positively to the target of decreasing dropouts. Based on the findings
the study recommended that, stakeholders should give due consideration for practical inter-
ventions to enhance the program effectiveness.

ii
 ACKNOWLEDGMENTS

First of all, I would like to thank the almighty God. My gratitude then goes to my Wife for
her support to complete the thesis writing process, my supervisor Dr. Sirak Demelash in sup-
port of overall thesis writing process, and the department of public policy of Ethiopian Civil
Service University for their support in developing letter of cooperation for data collection.
Furthermore, I would like thank Yeka Sub City first cycle government primary school direc-
tors, teachers, support staff and sub city level special need officer MS Selam for their coop-
eration during the field work in terms of responding the data.

iii
 TABLE OF CONTENTS

ABSTRACT ..............................................................................................................................ii

ACKNOWLEDGMENTS ..................................................................................................... iii

LIST OF TABLES .................................................................................................................. vi

LIST OF FIGURES ................................................................................................................ vi

ACRONYMS AND ABBREVIATIONS ..............................................................................vii

1. INTRODUCTION ............................................................................................................ 1
1.1. Background of the Study ............................................................................................. 1
1.2. Statement of the Problem ............................................................................................ 4
1.3. Objectives of the Study ................................................................................................ 6
1.4. Research Questions ..................................................................................................... 6
1.5. Significance of the Study ............................................................................................. 7
1.6. Delimitation of the Study ............................................................................................. 7
1.7. Limitation of the Study ................................................................................................ 8
1.8. Operational Definition of Terms ................................................................................. 8
1.9. Organization of the Study ............................................................................................ 9

CHAPTER TWO ................................................................................................................... 10

2. REVIEW OF RELATED LITERATURE ................................................................... 10

2.1. Theoretical Framework ............................................................................................. 10
2.1.1. Overview of school feeding program ................................................................. 10
2.1.2. School feeding program and quality education ................................................. 12
2.1.3. Some psychological challenges in teaching ....................................................... 15
2.1.4. School feeding policy implementation in Ethiopia: a focus on Addis Ababa .... 16
2.2. Conceptual Framework ............................................................................................. 20

CHAPTER THREE ............................................................................................................... 21

3. RESEARCH METHODOLOGY .................................................................................. 21

3.1. Research Designs ...................................................................................................... 21
3.2. Research Methods ..................................................................................................... 23
3.2.1. Data sources and types of data .......................................................................... 23

iv
 3.2.2. Sampling methods and sample size .................................................................... 23
3.2.3. Data collection techniques ................................................................................. 26
3.2.4. Data analysis techniques ................................................................................... 27
3.2.5. Description of variables ..................................................................................... 27
3.2.6. Validity and Reliability ...................................................................................... 28
3.2.7. Ethical issues in research process ..................................................................... 28

CHAPTER FOUR .................................................................................................................. 30

4. RESULTS AND DISCUSSION ..................................................................................... 30

4.1. Introduction .............................................................................................................. 30
4.2. Response Rate and Reliability Test .......................................................................... 30
4.3. Research Participants’ Demographic Data ............................................................. 31
4.4. Results or Findings .................................................................................................. 34
4.4.1. Research objective one: Appropriateness of SFP to the Need of Schools and
Students …………………………………………………………………………………34
4.4.2. Research Objective Two: Academic Achievement of Students and SFP ........... 40
4.4.3. Research objective three and four: Students Psychological makeup and SFP,
academic semester Completion Rate and SFP ................................................................. 43
4.5. Discussion and Interpretation ................................................................................. 49
4.5.1. Appropriateness of School Feeding Program to the Need of Schools and
Students (RO1).................................................................................................................. 50
4.5.2. Academic Achievement of Students and School Feeding Program (RO 2) ....... 53
4.5.3. Students Psychological makeup, Completion Rate and SFP (RO 3 and 4) ....... 54

CHAPTER FIVE ................................................................................................................... 57

5. SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION ......... 57

5.1. Summary of Findings and Conclusion ................................................................... 57
5.2. Recommendation ...................................................................................................... 60

RFERENCES ......................................................................................................................... 62

APPENDICES/ANNEXES ..................................................................................................... xi

v
 LIST OF TABLES

Table 1: conceptual framework of the research ....................................................................... 20

Table 2 Summary of sampling method and sample size.......................................................... 25
Table 3: Summary of research methods that were employed for this research ....................... 29
Table 4: Students‟ demographical characteristics.................................................................... 31
Table 5: Demographic Characteristics of Teachers ................................................................. 32
Table 6: Demographic Characteristics of Vice directors ......................................................... 33
Table 7: Appropriateness of School Feeding Program to the Need of Schools....................... 34
Table 8: Appropriateness of School Feeding Program to the Need of Students ..................... 36
Table 9: Student academic semester completion problems ..................................................... 38
Table 10: Students academic score across groups ................................................................... 41
Table 11: Independent t-test analyses (equal variance assumed) for academic result ............. 42
Table 12: Independent t-test analyses (equal variance assumed) for academic result ............. 42
Table 13: Regression analysis to identified the role of SFP to academic achievement of
students .................................................................................................................................... 43
Table 14: Students Class Room Attention ............................................................................... 44
Table 15: Students Class Room Participation.......................................................................... 45
Table 16: Students readiness to learn....................................................................................... 46
Table 17: Students motivation to learn .................................................................................... 47
Table 18: Students dropouts or completion rate of in 2019 1st semester academic year ........ 49

LIST OF FIGURES
Figure 1: conceptual framework of the research...................................................................... 20

vi
 ABBREVIATIONS

ETP: Education and Training Policy

ESDP V: Education Sector Development Program v

MOE: Ministry of Education

NSHNSE: National School Health and Nutrition Strategy of Ethiopia

RO: Research Objective

SFP: School Feeding Program

SHNS: School Health Nutrition Strategy

UNICEF: United Nations International Children's Emergency Fund

WFP: World Food Program

YSCFCGPS: Yeka Sub City First Cycle Government Primary schools

vii
 CHAPTER ONE

1. INTRODUCTION

This chapter articulated the research background, justification, objectives, research questions,
significance, delimitation and limitation of the study, operational definition of terms and organi-
zation of the study orderly.

1.1. Background of the Study

School feeding is a program that provides foods for those students from lower income house-
holds. According to the MoE (2012), SFP is a social safety net instrument that targets chil-
dren in program chronically food insecure areas and protects them against the worst conse-
quences of household food insecurity and contributes to better learning and educational out-
comes as well as to better nutrition. The program is one of the components or cross-cutting
programs of education sector development program (ESDPIV) and School health and nutri-
tion program. As a program of ESDP IV, this program has major focus areas related to educa-
tion these are, quality of general education this includes the components of school improve-
ment program that provide services and resources to schools to improve the physical facilities
and foster a safe and healthy school environment of student services to increase efficiency of
information sharing with students.

Similarly, MoE (2015) states that SFP is important to access general education through estab-
lishing child health and nutrition programs predominantly feeding in food insecure contexts,
supply educational materials, school feeding and financial support for children from poor and
low income family backgrounds and the program so far implemented at primary schools and
are continue to secondary education in collaboration with Ministry of Health and Ministry of
Women‟s, Children‟s and Youth affairs.

SFP is one of several interventions that can address some of the nutrition and health problems
of school age children. SFP and other school-based nutrition and health programs can also
motivate students to enroll in school and to see that they attend regularly (Miller, 1999).
School feeding is defined as feeding children in school and it has two common categories that
are named as home grown SFP and non-home grown school feeding program. Home grown
SFP refers to a program that provides locally produced and cooked meals and can be defined
in the broadest sense as a SFP that provides food produced and purchased within a country to
the extent possible and non-home grown SFP is a common SFP run by the food sourced ex-

1
ternally (Bundy, D. et al 2009). Likewise, MoE also promotes that, giving special attention to
women and to those students who did not get educational opportunities in the preparation,
distribution and use of educational support inputs (FDRE, 1994). Thus, in Ethiopia this pro-
gram was launched by the cooperation of ministry of education, health, child and women af-
fairs and agriculture. Moreover, in Addis Ababa the program provide for more than 20,000
school children fresh traditional foods, locally purchased more diversified foods than the
common SFP mainly delivered by the world food program. The program also supports 846
food cooker women by creating income. The implementation of such kind of SFPs are ex-
pected to positively attribute to alleviate short term hunger and to enhance quality education
(Abiy, 2017). The implementation was based the direction of national school health and nutri-
tion strategy.

Moreover, MoE (2012) put the objectives like to improve the quality of education by ensur-
ing the development of child-friendly school environments, promote joint planning, designing
and implementation of sustainable and quality health and nutrition interventions across the
education sector, improve a right to quality and access to education are continue to be facili-
tated for vulnerable groups (i.e. girls, orphans, children with disabilities and special needs)
and SFP also aim to educational achievement of school children through health and nutrition
interventions in educational establishments in Ethiopia. Currently, there are different humani-
tarian and foundation supports to provide school foods for those students from low income
households.

Similarly, to improve student performance, schools always remind that any attempt to great
extent on the effectiveness of teaching learning process. Moreover, increasing community
participation through different mechanisms leads to bring absentee and dropout students back
to school (Abebe G/silassie et al, 2011). Here, the researcher can understand that SFP serve
as a mechanism to improve both students and schools achievement.

As a program, SFP could encourage quality education by improving quality learning and bet-
ter education for those children who are from poor households. And these and other objec-
tives of the program were achieve and going as well as the assessment study report (Light
Ethiopia, 2015). And the assessment report come with the finding of improving nutrition and
health can lead to better performance, fewer repeated grades and reduced drop out and con-
clusion that SFP could enhance improvement of education of children. Though, in this case
there were studies conducted in the area of SFP like Desalegn (2011), the study come with
the negative conclusion that is no significant positive impact of SFP on any of the three

2
school participation indicators (enrollment, attendance and drop-out) and there were some
other research works conducted out of Addis Ababa that come with the conclusion of SFP
has positive impact on education performance.

Here, once can understand that, there is controversy of effectiveness or the implementation of
the program as intended and the studies were focus on only the some indicators of quality ed-
ucation like enrollment however, quality is not only students‟ enrollment and most of studies
conducted at regional state therefore, this study are concern on somewhat holistic quality is-
sues like contribution of SFP to improve input quality (psychological makeup), process quali-
ty (psychological makeup) and output quality (completion, academic performance) in
YSCFCGPS in Addis Ababa. This sub city is one of 10th sub city of Addis Ababa city admin-
istration. Accordingly, assess the contribution of the program on quality education in this area
is the core point for this research and this research result come with the fact of the overall
implementation and contribution statues of school feeding program.

The researcher interested on this issue because of internal feelings on the issues of food inse-
curity problems and its role on children‟s social and psychological development, when I was
education expert, I observed critical problems on the implementation of the program. In gov-
ernment of Ethiopia is a need of reforming education curriculums, programs and strategies
(MoE, 2018). In addition, if a program is implemented for a certain objective there should be
also evaluating whether it is implemented as intended or not. These and other personal inten-
tion of the researcher and need of government excite the researcher to conduct the research
on the issue.

3
 1.2. Statement of the Problem

After and before implementation of policies, programs and strategies evaluative research is
mandatory to continue, amend or terminate the program. This research is also target to assess
the program that was implemented several times in Ethiopia particularly in Addis Ababa.
This research thesis is about assessing the actual implementation of school feeding program
and its contribution to enhance quality education particularly for quality education indicators
of academic performance (better educational outcomes, greatest improvement in cognition,
maximize cognitive potential of students, completion rate (minimize school dropout rates)
and create good psychological makeup of learning (create child-friendly school environ-
ments, readiness to learn (attendance and concentration or class room ethics and initiation to
continue their education to the higher level).

In the area of education, SFP aims to promote equity, increase academic performance, pro-
mote completion or minimize school dropout rates, create psychological makeup of learning
of students (WFP, 2013 & MoE, 2012). As the strategy, the Ministry of Education as a stake-
holder and front line responsive of SFP recognizes that, the impact of poor health and nutri-
tion can have on children‟s ability to learn, on their school attendance and on concentration.
Within these intentions, the ministry of education implements the program with the help of
other ministries (health and agriculture) and the donation of WFP.

However, 26.5% of vulnerable primary school students eat once a day and the experience of
15.8% of them show that there are times that they never take any food for the whole day.
Moreover, surprisingly, the study has found that 14.7% of the students are beggars. The data
was collected from 11,682 children in all 220 primary public schools in Addis Ababa (Addis
Ababa education bureau and women and children affair bureau (2015) as cited in Abiy,
2017). Even though, there is no concrete and enough government data that illustrate about
SFP in Addis Ababa, the research finding is there is food insecurity in school in Addis Ababa
and expected that the implementation and extent of contribution of SFP are under questiona-
ble therefore, it needs research.

There were previous researches conducted on the issue of school feeding program. Neverthe-
less, those research works focus on studying impact or effect of one independent variable
(school feeding program) with one or two independent variables of indicators of quality edu-
cation. Apart this, the researches no more contribute to evaluate the implementation gap and
contribution of the program on quality education issues holistically and the focus was consid-

4
ering students family status with enrollment. Rather, this research conducted as program or
policy implementation evaluation research that means assessing the overall implementation
and contribution of SFP to enhance quality education by considering the status of students in
school therefore, this research come with holistic understandings of the contribution of SFP.

In addition, some of researches focused on assessing the effects of SFP on the decision of
households to educating their child and evaluate the impact of the program on class attend-
ance, enrollment rate and school drop outs by using questionnaire, interview, FGD and ob-
servation (Abiy, 2017 & Desalgn, 2011). Rather than, using these data collection tools for
collecting data of class attendance, enrollment and school drop outs rate secondary data fit for
them. So, these and other methodological issues and objective statement make this research
differ from the previous researches.

Likewise MoE (2018) also stated that, regardless of the different efforts made, increased par-
ticipation in primary education was not accompanied by quality learning outcomes. Even,
graduates of primary education lack competence which requires integration of knowledge,
skills and the necessary values. As the study, majority of the primary school students tend to
have little motivation, interest and commitment in their education. Students did not possess
adequate literacy, numeracy and skills required to continue their secondary education and ab-
senteeism, inadequate student support system and heavy child labor are still common prob-
lems that affect quality of the education.

Here the researcher could understand that, even though different efforts has been going to be
implemented by Ethiopian ministry of education with collaboration of different ministry the
problem or gap in quality education is still there in primary education. And one of the effort
that ministry, of education taken previously was SFP. Therefore, to assure whether the pro-
gram is implemented as intended or not and the contribution of the program to enhance quali-
ty education on the implementation area, program evaluation research is needed.

As different program evaluation research resulted, there is deficiency of implementation of

the program in most of the Ethiopian regions, low awareness levels on the effect of poor
health and nutrition on children‟s ability to learn. And from a policy and strategy perspective,
there is lack of ownership and coordination as well as ineffective utilization of resources due
to different standards being applied by different organizations on the delivery of comprehen-
sive school health and nutrition interventions (Light Ethiopia, 2015). Therefore, to come with
the possible solutions of these limitations this research is vital.

5
 1.3. Objectives of the Study

Generally, the research are aim to assess the implementation of SFP and its contribution to
enhance quality education and to provide the way forward to improve future SFP in improv-
ing quality education. Specifically its objective is to address the following specific objectives.

1) Assess the appropriateness of SFP to the needs of students and schools in first cycle
government primary schools of Yeka Sub city
2) Measure the contribution of SFP to academic performance of students in first cycle
government primary schools of Yeka Sub city
3) Evaluate the extent of contribution of SFP to students psychological makeup for
learning in first cycle government primary schools of Yeka Sub city
4) Assess the extent of contribution of SFP to completion rate of students in first cycle
government primary schools of Yeka Sub city

1.4. Research Questions

The research aimed to answer the following research questions;

1) To what extent is SFP appropriate to the needs of students and schools in first cycle
government primary schools of Yeka Sub city?
2) Does SFP have significance contribution to academic performance of students in first
cycle government primary schools of Yeka Sub city?
3) Does SFP have a contribution to build students psychological makeup for learning in
first cycle government primary schools of Yeka Sub city?
4) Does SFP have a contribution to increase completion rate or decrease dropout rate of
students in first cycle government primary schools of Yeka Sub city?

6
 1.5. Significance of the Study

This research finding is enabling to understand the overall contribution to those of education
sectors in different level. Detail, it could significance for:

 Education bureau, ministry of education and education office of Yeka sub city to be
aware of the implementation status and contribution of SFP to quality education
 Education bureau of Addis Ababa city administration and ministry of education to
take policy measure in the area of quality assurance strategy or interventions
 Non-government organizations to know the strength and weakness in implementing
SFP at schools
 Further research to assess the implementation and the role of SFP at country or city
administration level

1.6. Delimitation of the Study

Because of the scarce time and budget, the study is delimited to first cycle government prima-
ry schools of Yeka Sub city (grade 1-4). Even though indictors of quality education are too
multiple that includes input, process and output quality. This study is focus on the contribu-
tion of SFP on academic performance, completion rate, and psychological makeup of stu-
dents because these are the major variables which indicate the quality of education and the
appropriateness of SFP as thematic area. And the study is conducted in 2011 E.C. The sub
city is selected because the researcher lives there and it help him to easily obtain relevant data
on the status of schools and to know the context of the school easily.

7
 1.7. Limitation of the Study

The study have limitations on the scope that includes only in first cycle government primary
schools of Yeka Sub city in Addis Ababa city administration thus, the outcome of the study
cannot be generalized to all over the whole city administration. And the researcher faced dif-
ficulties in terms of obtaining data from schools but, these all difficulties are solved through
persistence and collaboration with different concerned bodies. Except home room and SFP
coordinator teachers of the schools other teacher could not identify the status of students
(program beneficiary or non-beneficiary but needy) and it limited the sample size to those of
teachers who able to identified students status especially datum that collected by question-
naire to the RO 3.

In addition, changes in student achievements, completion rate and could be better analyzed
by taking longitudinal data rather than cross-sectional data. However, the program fully cov-
ered by the government in academic year 2019 and that was fragmented before in case, col-
lecting cross-sectional data is the only feasible way in a given time and money and the sam-
pling technique. The researcher used cluster sampling to selecting weredas and schools be-
cause of time and nature of sample and statistics of students in schools may not be perfect
therefore, the sum up of these factors may affected the generalizability of the findings.

1.8. Operational Definition of Terms

In this research the following terms are have the following operational definitions:

 Academic performance: student‟s academic achievement (greatest improvement in

cognition, maximize cognitive potential of students) which is index by the overall av-
erage scores that recorded on students mark list and roster. This is sum of all subjects
annual or semester average divide by the number of all subjects taken by students
 Appropriateness: the appropriateness of SFP to the expected needs of schools and
students
 Completion rate: number of student‟s complete academic semester or decreased
dropout rates index by attendance or student card taken.
 Psychological makeup: child-friendly school environments, readiness to learn, at-
tendance and attention concentration, class room ethics and initiation to learning and
continue their education to next grade level.
 Quality education: fitness of purpose

8
  School feeding program (SFP): providing food to children who are from low income
households.
 Yeka sub city: one of the ten sub city of Addis Ababa city administration.
 First cycle primary school: is a school which aims to educating citizens (grade 1 to
4) of Yeka sub city under the authority of Addis Ababa city administration education
bureau.
 School feeding non-beneficiary but needy students: students who are not the bene-
ficiary of the program but the in need of it.

1.9. Organization of the Study

The thesis organized in to five chapters. The first chapter holds the introductory part of the
study which consists of research background, justification, objectives, research questions, sig-
nificance, delimitation and limitation of the study and operational definition of terms. The second
chapter deals with review of literature that is relevant to the research. The third chapter is
about the research methodology, data type and sources, samples and sampling techniques,
data gathering instruments, procedure of data collection, analysis of the data, description of
variables and ethical consideration the fourth chapter deals with, research results and discus-
sion and the final chapter (chapter five) state summary of findings and conclusion of the
study and recommendation forwarded.

9
 CHAPTER TWO

2. REVIEW OF RELATED LITERATURE

In this chapter, the researcher reviewed some of written literature in the area of school feed-
ing program (SFP) that is important for clarifying the research focus and supports the discus-
sion of the result of this research. The issues are discussed by classifying in to theoretical and
conceptual framework in general.

2.1. Theoretical Framework

2.1.1. Overview of school feeding program

According to Cousin & Kim (2016), school feeding is providing food to children in schools.
There are two main modalities of school feeding program. The first is in school feeding that
means, children are fed in school and the second take-home rations (families are given food if
their children attend school). In-school feeding also can, in turn, divided into two common
categories (1) programs that provide meals and (2) programs that provide high energy bis-
cuits or snacks additionally, school feeding programs cover pre-primary, primary and sec-
ondary school children in many countries. Therefore, the program was intentional to support
students in achieving their education and health.

School feeding program is a social safety net instrument that targets children in program
chronically food insecure areas and protects them against the worst consequences of house-
hold food insecurity and contributes to better learning and educational outcomes as well as to
better nutrition (MoE, 2012).

As WFP (2013) study, the management of school feeding program managed by the govern-
ment either alone or with the support of WFP or other development partners. The demands of
the program increase time to time. WFP and other development partner have reported that,
over the past few years, an increase in countries‟ demand for and interest in school feeding.
But, how many countries are actually implementing programs? Are there programs in coun-
tries of all income groups or only in some? Are these large national investments or small do-
nor-driven programs? These are some of the questions that WFP and its partners have aimed
to answer over the past three years.

10
As a study, the implementation of the program is depending on the income level of govern-
ments‟ means; in low-income countries prioritize school feeding programs for development
assistance. From a global perspective, external development assistance is a minor contributor
to overall school feeding costs, accounting for less than 2 percent of the total. In low-income
countries, however, donor investment accounts for 83 percent of the resources allocated to
school feeding programs. These figures demonstrate the scale of need in poor countries as
well as the priority given to this activity by governments. Therefore, since Ethiopia is devel-
oping country the program implemented by considering its needs (WFP, 2013).

Launching school feeding program on a certain country has different reason therefore, the
way of implementing school feeding program particularly in primary schools and other edu-
cation centers are; If school children‟s are well feed and get proper and sufficient diet they
become healthy, not exposed to hungry and they can able to attend their class properly and
they are have high attention and interest to the class, If they can able to get proper diet with
the supply of proper feed supply and ingredient school children‟s are more likely to enroll
and attend their class regularly as a result there are less likely school dropout, today‟s school
children‟s are tomorrow leaders, scientists, professionals and parents for tomorrow children
therefore they need to be properly and well feed, well and proper feed child can able to de-
velop and bring innovative ideas, thought and valuable information and inputs to the society
as well as to the community and the general truth states that if and only if a child can grow
well, healthy and have better understanding if he can properly get appropriate diet at the
needed time and his growing age (Light Ethiopia, 20015).

Moreover, the existence of poverty and the increasing rate of food insecurity including de-
mands for development, require that school feeding should be an integral part of policies in
every country in the world. A school feeding program is part of the liberal, non-formal educa-
tion sector and therefore should be free from detailed national control (Richter et al as cited in
Acheampong, 2014).

Similarly, school feeding programs are gaining increasing recognition for their twin roles as a
long-term social protection investment as well as acting as a productive safety net for chil-
dren and their families in the short-term. This was the conclusion of an analysis undertaken
by the World Bank and the United Nations World Food Program (WFP), in collaboration
with The Partnership for Child Development (PCD). The analysis, published as Rethinking
School Feeding (Bundy et al., 2009), showed that governments viewed school feeding pro-
grams as providing multiple benefits to education, to health, and to local agriculture, and as

11
being important and readily expandable mechanisms to reach the most vulnerable. Whether
called „school food‟, „school meals‟ or „school feeding‟, these programs met most of the im-
portant criteria for a productive safety net (Cousin, 2016).

In general, within these above intention, countries design and implement school feeding pro-
gram as of national school nutrition and health strategy. The modality of delivering the ser-
vice and effective implementation of it has gaps accordingly the concern of governments of a
country.

2.1.2. School feeding program and quality education

The key purpose of schools is to provide education. Achieving this purpose mattered by dif-
ferent factors therefore, to support the achievement of this purpose, different programs were
designed. Of this, school feeding program is the one.

According to WFP (2013), SFP has the different major aims of this, it is a non-contributory
transfer of resources to households, it functions similarly to other food or cash-based transfers
and has educational and nutrition benefits, the intersection of social services and hunger-
related social safety nets, broader support to governments on hunger-related safety nets, part
of larger national social protection systems, acts as a reliable income transfer to poorer fami-
lies, offsets education and food costs, provides important nourishment for children in chroni-
cally food insecure families, safeguards child nutrition and allows households to return to
normality during and after crises; and decreases the risk that children are withdrawn from
school and increase enrolment and attendance particularly of girls and can contribute to learn-
ing if combined with quality education.

Studies put the views that school feeding brings more children into school one particularly
important issue to include in overall planning is to ensure that education provision is able to
respond in quality and quantity to the increased education demand resulting from school
feeding programs. This is a lesson learned by many countries through their experience of
abolishing school fees and other financial barriers to education, and then having to respond to
increased demand after the fact like (Kattan 2006 cited in Bundy et al, (2009). However,
there are studies like come with the conclusion of no significant positive impact of school
feeding program on any of the three school participation indicators (enrollment, attendance
and drop-out), although it has some roles with regard to the relationships between education
and school feeding program (Desalegn, 2011). Here I understand that, even though the pro-
gram designed to the aim of supporting education system to have access and quality of educa-

12
tion. However, there are gaps between different studies on assuring the ultimate goal the pro-
gram.

Bundy et al (2009) further state that, school feeding programs provide an explicit or implicit
transfer to households of the value of the food distributed. The programs are relatively easy to
scale up in a crisis and can provide a benefit for household expenditures. In many contexts,
well-designed school feeding programs can be targeted moderately accurately, though rarely
so effectively as the most progressive of cash transfers. In the poorest countries, where school
enrollment is low, school feeding not reach the poorest people, but in these settings alterna-
tive safety net options are often quite limited, and geographically targeted expansion of
school feeding still provide the best option for rapid scale-up of safety nets. Targeted take
home rations provide somewhat more progressive outcomes.

Likewise, there is evidence that school feeding programs increase school attendance, cogni-
tion, and educational achievement, particularly if supported by complementary actions or
supplementation. In many cases the programs have a strong gender dimension, especially
where they target girls‟ education, and also be used to benefit specifically the poorest and
most vulnerable children. Education benefits of the programs are a strong justification for the
education sector to own and implement the programs while these same education outcomes
contribute to the incentive compatibility of the programs for social protection (Desalegn,
2011). Moreover, the key factors shaping a child‟s vulnerability to dropping out, repeating or
never going to school include: poverty and food insecurity (MoE, 2013).

In addition Harper Adams University (1993) define quality in education testifying that the
complexity and multifaceted nature of the concept. The terms efficiency, effectiveness, equity
and quality have often been used synonymously. Furthermore, as the author quality education
includes: Learners who are healthy, well-nourished and ready to participate and learn, and
supported in learning by their families and communities like environments that are healthy,
safe, protective and gender-sensitive, and provide adequate resources and facilities, content
that is reflected in relevant curricula and materials for the acquisition of basic skills, especial-
ly in the areas of literacy, numeracy and skills for life, and knowledge in such areas as gen-
der, health, nutrition, HIV/AIDS prevention and peace, processes through which trained
teachers use child-centered teaching approaches in well-managed classrooms and schools and
skillful assessment to facilitate learning and reduce disparities, and outcomes that encompass
knowledge, skills and attitudes, and are linked to national goals for education and positive
participation in society

13
Hence, quality education is not only enhancing students‟ academic performance rather it is
the issue of widening horizon of students in different perspective. And it passes through in-
put, process and output processes. Therefore, school feeding program is formulated, designed
and implemented for encouraging access and quality of education by providing healthy nutri-
tion.

2.1.2.1. School feeding and learning

According to World Back study (2013), during pregnancy and infancy causes most harm to
the long-term learning capacity of individuals through its irreversible damage to the brain
structure and size caused by low birth weight, growth faltering, and micronutrient deficien-
cies, its impact on school-going children also deserves attention. Hunger affects school going
children‟s ability to make use of opportunities to learn, which likely reduces the gains real-
ized from education investments. School feeding program therefore, help get children into
school and keep them there by enhancing enrollment and reducing absenteeism, once chil-
dren are in school, the programs can contribute to children‟s learning by avoiding their hun-
ger and enhancing their cognitive abilities specially if complemented micronutrients because
short-term hunger keeps children out of school and limits their ability to concentrate and the
short-term effects of providing children with a meal during the school day, therefore, include
alleviating hunger and helping them concentrate and learn better, thereby improving school
performance (Ahmed 2004, Bundy &et al. 2009 cited in World Bank 2013).

A meta-analysis undertaken by the World Food Program (WFP) on 32 Sub-Saharan Africa

countries indicated that school feeding is associated with increased enrollment, especially for
girls. School feeding has the potential of enhancing enrollment, attendance, and progression
of orphans and other vulnerable children (Meir & Espejo, 2007 as cited in World Bank,
2013). In addition, some of the impact evaluation studies shows school feeding had a positive
effect on learners‟ cognitive development as reflected in their ability to manipulate concepts.
Moreover, same study indicated that the school meals program significantly affected after-
noon school attendance. In the specification with controls for school quality increase in the
probability that a child attends school after lunchtime and effective implementation of SFP
attract parents of students to participate in school gardening to grow food for their children in
school, substantially contributed to learning improvements in some schools (UNICEF, 2000
& Dessalegn Keba 2011).

14
 2.1.3. Some psychological challenges in teaching

According to different practitioners, creating physical and psychological environment in the

school is important to bring quality education through attracting students. Every joy of teach-
ing has a possible frustration related to challenges. You wish to make a positive difference in
students' lives, but you also have trouble reaching individuals. A student seems not to learn
much, or to be unmotivated, or unfriendly or whatever (Seifert & Sutton, 2009).

For Seifert & Sutton, there are different challenges such as, diversity of special educational
needs making classroom increasingly diverse has been the inclusion of students with special
needs in to classrooms with non-disabled peers. In USA and Canada there are laws that guar-
antee free, appropriate education for children with disabilities of any kind whether the im-
pairment is physical, cognitive, emotional, or behavioral. The laws also recognize that such
students need special supports in order to learn or function effectively in a classroom with
non-disabled peers, so they provide for special services (for example, teaching assistants) and
procedures for making individualized educational plans for students with special needs.

According to UNICEF (2000), good health and nutrition needed for learning. Physically and
psychosocially healthy children learn well. Healthy development in early childhood, especial-
ly during the first three years of life, plays an important role in providing the basis for a
healthy life and a successful formal school experience. Adequate nutrition is critical for nor-
mal brain development and prevention of infection, disease and injury prior to school enrol-
ment are also critical to the early development of a quality learner.

Moreover as UNICEF (2000), positive early experiences and interactions are also vital to
preparing a quality learner. A large study in 12 Latin American countries found that, attend-
ance at day care coupled with higher levels of parental involvement that includes parents
reading to young children is associated with higher test scores and lower rates of grade repeti-
tion in primary school. Similarly, close and confidential relations of the child with the peers
and teachers, verbal expression of the needs and feelings, participation to the activities, ready
to start the school both physically and mentally, responsibility of doing homework, (emotion-
al stability), sense of independence, discipline, commitment, the ability to self-management),
motivation and personality traits is necessary for the formation and development
of psychological readiness to learn.

15
Furthermore according to MoE (1999), socio cultural impediments like child rearing can af-
fect school participation and class room interaction of students similarly, the rate of repetition
and dropout for children‟s of poor families are obviously high manly for economic and cul-
tural impediments. The implication is that all these children‟s do have special needs to be
met.

In addition, the benefits of good early childhood programs include better psychosocial devel-
opment. Effective and appropriate stimulation in a child‟s early years influences the brain de-
velopment necessary for emotional regulation, arousal, and behavioral management. Children
who miss positive stimulation or are subject to chronic stress in the pre-school years have dif-
ficulty with psychosocial development later in life (UNICEF, 2000). A high level of quality
in early childhood development programs can be achieved when health and nutrition compo-
nents are combined with structured psychosocial development in the pre-school years. When
children reach school age, they must attend school consistently. A child‟s exposure to curric-
ulum his or her opportunity to learn significantly influences achievement, and exposure to
curriculum comes from being in school (Fuller et al., 1999 cited in UNICEF 2000). Study
further describe that, higher rates of attendance had greater learning gains and lower rates of
repetition.

Moreover, hungry children encounter difficulties to concentrate and perform complex tasks
than well-nourished ones. Poor nutrition among children affects their cognitive function and
hence reduces their ability to participate in learning activities at school and Maslow also ar-
gues that humans cannot concentrate and pay attention to attain academic achievement unless
their basic nutritional need is satisfied (Woodhouse et al., 2012). To come up with the solu-
tion, countries ministry of education develop and implement strategy of national school
health and nutrition with the collaboration of different stakeholders.

2.1.4. School feeding policy implementation in Ethiopia: a focus on Addis Ababa

According to the 2010/11 household income, consumption and expenditure survey (HICES),
the proportion of poor people (poverty head count index) of Ethiopia was estimated to
be29.6% in 2010/11. In 2010/11, while the proportion of the population below the poverty
line stood at 30.4% in rural areas, it is estimated to be 25.7% in urban areas (Ministry of labor
and social affairs, 2012).

16
As the ministries, to alleviate or decrease the level of poverty, government of Ethiopia has
developed several policies, plans and strategies with a view to progressively fulfill constitu-
tional rights of citizen. Like first generation Poverty Reduction Strategy Program (PRSP) and
the Development and Poverty Reduction Program (SDPRP), government implemented the
Plan for Accelerated and Sustained Development to End Poverty (PASDEP) conceived as the
medium‐term‐plan to attain the Millennium Development Goals (MDGs). The Growth and
Transformation Plan (GTP) continues the PASDEP strategy of reducing poverty through
economic growth in all areas of the economy. The themes of the Growth and Transformation
Plan (GTP) are the foundation on which the social protection policy rests. Implementing the
GTP depends on sector policies, strategies and programs to improved social protection ac-
tions on the most vulnerable members of society.

In addition, the Ethiopian State has a constitutional and legal framework that requires a Na-
tional Social Protection Policy to reinforce actions necessary to fulfill constitutional require-
ments. Article 41/5 of the FDRE Constitution states that the State shall, within available
means, allocate resources to provide rehabilitation and assistance to the physically and men-
tally disabled, the aged, and to children who are left without parents or guardian and article
90 also describes that, the states „to the extent the country‟s resources permit, policies shall
aim to provide all Ethiopians access to public health and education, clean water, housing,
food and social security (FDRE, 1995).

Based on the plans especially the latest millennium development goals, growth and transfor-
mational plan and the legal framework of the constitution of Ethiopian access, quality of edu-
cation and providing feeds for vulnerable society particularly children was/is the one of the
focus. To achieve these goals, Ethiopian ministry of education design and implement differ-
ent strategies. Among the strategies, national school health and nutrition strategy the one that
designed for vulnerable students in different modalities (in school feeding and providing
foods to home) with the collaboration of different stakeholders (ministry of health, ministry
of agriculture) starting from 2012 (MOE, 2012). Of the main objectives of the strategy, im-
prove the quality of education by ensuring the development of child-friendly school environ-
ments, promote the provision of safe and sanitary school environments which includes (clean
and potable water that is well maintained and with gender-segregated hygiene and sanitation
facilities) and promote the provision of health and nutrition services that can be readily deliv-
ered through schools and close to the children‟s locality.

17
In collaboration with development partner‟s school feeding program for food insecure, vul-
nerable, postural children is provided. The program expands access to education and reduces
dropouts by improving the efficiency of education sector. With particular focus to women, it
has been tried to expand to neo-formal education so as to combat the present high illiteracy
rate (MoE, 2008). According to Ethiopian Herald's (2016), the newly implemented national
school feeding program which is integrated with the national education system are applicable
to all schools either private or public in towns or rural areas. The new design builds on the
previous school feeding program has been targeting schools where students are vulnerable to
malnutrition and food shortage.

MoE (2010), also develop the standards like students have developed a habit of taking re-
sponsibilities and leading a disciplined life. Students are motivated to learn and actively par-
ticipate in lessons. There is collaborative work at the school and community levels to support
inclusive education for children and teachers with special needs in school improvement pro-
gram (SIP) guideline.

The strategy implemented throughout the country particularly, the regions that needs special
treatment like Etho-Somalie, Afar, Gambela and Benishangul Gumuth with the help of WFP
and “YenatWeg” intensively. The program also implemented in Addis Ababa. In Addis Aba-
ba significant numbers of school children have get difficulty to access food while in school,
the city is too late to start SFP in 2015. That is 5 years later after the “Addis Ababa education
for all declaration” which declared call upon Education for all partners to build inclusive edu-
cation systems and intensify efforts to support initiatives targeted at the most marginalized,
including social protection measures such as cash transfers and multi-sectorial approaches
such as school feeding program. Addis Ababa SFP has been running by “YenatWeg” charita-
ble association since February, 2015 as a pilot project in Arada and Kirkos sub city (Addis
Ababa Education Bureau and Women and Children Bureau in 2015 cited in Abiy, 2017).

As Abiy (2017), the survey further shows that, there is great number of school children exist
in public schools of Addis Ababa. The program targeted 20,135 school children and it created
846 jobs for unemployed mothers (parent and living around school). The program is heavily
dependent on local donors and led by Ethiopian first lady, her Excellency Roman Tesfaye as
a board chairman. Furthermore, the program expend to other sub cities like Yeka Sub City
with the support of “YenatWeg” and schools by own with the collaboration of wereda and
sub city education office.

18
According to Light Ethiopia (2015) & Desalegn (2011) study, the implementation of school
feeding program achieve its objectives as intended as in different country side mainly in Afar
Region and Dara Werda in sidama zone South Ethiopia. However, there are studies conduct-
ed in Addis Ababa that come with the conclusion of the positive effect of School Feeding
Program on academic achievement and attendance is not significant. Moreover, as researches
results like Abiy (2017) shows that, school feeding program has not effect on children‟s at-
tention measure and the small positive effect of the program is detected on academic
achievement and attendance score. The studies also evaluate the implementation of SFP with
relation to costs and its cause effect relation with academic achievement and no more by
comparing students who are in need of the program and the beneficiary one by decreasing
extraneous variables. Thus, this gap leads the need of additional research on the area.

19
 2.2. Conceptual Framework

Table 1: conceptual framework of the research

Factor Variables Indicators Expected

relationship
School feeding pro- Quality education, development of child- Positive
gram Practice friendly school environments, provision of
health and nutrition services in schools
Academic performance Academic achievement indicated by overall
Positive
average scores
School feeding
Completion rate Number of students‟ complete academic
program (SFP)
semester or a number of minimized school Positive
dropout rates or ratio
Psychological makeup Child-friendly school environment, readi-
of students ness to learn (attendance, attention, class Positive
room ethics and initiation to learning)

Source: the researcher based on theoretical framework

Psychological
makeup of students

Academic
Implementation of
performance of Quality education
SFP as intended
students

Decrease dropout
rate or increase
completion rate

Figure 1: conceptual framework of the research

Source: the researcher based on theoretical framework

20
 CHAPTER THREE

3. RESEARCH METHODOLOGY

This chapter includes description of the study area, the research design, sampling procedure,
instruments of data collection, techniques of data analysis as well as meanings and definitions
of variables. The research methodology is the philosophy or general principle which guides
the research (Dawson, 2002). Therefore, all the following topics were designed accordingly
this science based on the nature of objectives of this study.

3.1. Research Designs

To achieve the objectives of the study, selecting research design according to the research
objectives is essential. Research designs are plans and the procedures for research that span
the decisions from broad assumptions to detailed methods of data collection and analysis
(Creswell, 2009). Thus, the type of this research is Evaluation research this is based on the
major purpose of the research, the time of data that the researcher are used for this study is a
cross sectional, on the types of data or approach it is mixed research that are use both quasi
(nonequivalent groups posttest-only (two or more groups) design and non-experimental (de-
scriptive and correlational design) separately with the nature of the objectives.

To rationalize, the researcher has determined the specific question to be answered and has
operationalized the variables and research question into a clear, measurable hypothesis it is
time to consider a suitable research design. Even though, there are many classification of re-
search design usually, once research design fall into one of three general categories: experi-
mental, quasi-experimental, and non-experimental (Marczyk, DeMatteo, &Festinger, 2005).
For this study purpose, quasi experimental and non-experimental designs were used because
of the appropriateness of these designs with the objectives of study and nature of comparable
groups.

According to the authors Marczyk, DeMatteo, & Festinger, (2005) of the classification of re-
search design quasi experimental design classified as nonequivalent comparison-group de-
signs and interrupted time-series designs. From these two quasi experimental designs, a none-
quivalent comparison-group design is selected based on the nature of the group that this study
are aim to compare. Besides, nonequivalent comparison-group designs assume that, do not
employ random assignment, groups that are as similar as possible, resulting groups are non-
equivalent (Marczyk, DeMatteo, & Festinger, 2005).

21
According to Graziano & Raulin (2004), as cited by Marczyk, DeMatteo, & Festinger (2005),
if the researcher analysis and interpret the data carefully and with cautious, this design could
lead to valid conclusions. Based on these authors‟ points of view, nonequivalent comparison-
group design classified as nonequivalent groups posttest-only (two or more groups) and non-
equivalent groups pretest-posttest (two or more groups). As the name indicates, the difference
is the time that the data needed means, in posttest only the researcher use the data after inter-
vention. But, in pre and posttest the data before and after intervention is needed.

On the other hand, non-experimental design is a design that cannot rule out extraneous varia-
bles as the cause of what is being observed because they do not have control over the varia-
bles and the environments that they study (Marczyk, DeMatteo, & Festinger, 2005). And de-
scriptive and correlational design also categorized under this. Descriptive design is about de-
scribing the characteristics of a particular individual, or of a group and researcher must be
able to define clearly, what he wants to measure and must find adequate methods for measur-
ing it along with a clear cut definition of „population‟ he wants to study (Kothari, 2004).

Hence, based on the nature and characteristics of the above designs, and consideration of the
nature of the research objectives the researcher used quasi (nonequivalent groups posttest-
only (two or more groups) design to achieve the objectives of (contribution of school feeding
program to academic performance, have good psychological makeup and completion rate
across (beneficiaries and non-beneficiaries but needy) students and non-experimental (de-
scriptive) are employee to achieve the objective (assess the practice of school feeding pro-
gram) for simply describing the implementation status of SFP in the selected sub city and
primary schools.

22
 3.2. Research Methods

3.2.1. Data sources and types of data

The study conducted in Yeka Sub City first cycle primary schools. Yeka sub city is organized
by 14 Woredas and it is located in the North east Part of Addis Ababa city. The sub city con-
sists of 28 first cycle government primary schools in 2019 Academic Year. From these
schools all (28) schools were school feeding program beneficiaries in the above-mentioned
academic year. In school feeding program beneficiary schools there were 300 home room
teachers including SFP coordinator teachers in all section of 28 schools and 84 directors in-
cluding vice directors and 6000 program beneficiary students.

For this research, quantitative and qualitative data were collected from primary and second-
ary data sources. Primary data are collected through questionnaire from teachers of benefi-
ciary and non-beneficiary but needy students in the year 2011 E.C. In addition, qualitative
data were collected through key informant interviews that were conduct with coordinator of
(SFP) and school principals. The secondary data were collected through document review
(roster, mark lists and dropout rate record, reports and world food program official docu-
ments) of both groups of students (SFP beneficiary and non-beneficiary but needy). These
data sources and types could be relevant for these research objectives.

3.2.2. Sampling methods and sample size

Sampling methods

The study is conducted in Yeka sub city first cycle government primary schools. According
to the sub city education office, there are 14 weredas and 28 primary schools. From these 13
weredas and 28 schools are beneficiary of school feeding program. One wereda had no
school. For this research purpose, the researcher clustered weredas based on priority to be
beneficiary or severity in low income versus moderate (Selam, personal communication, Jan-
uary, 14, 2019). This clustering already done by Yeka Sub City to deliver SFP that means,
Cluster 1; Werda1, 2, 3, 11, 12, 13 and 14; Cluster 2: Werda4, 5, 6, 7, 8, and 10. From these
cluster, researcher selected wereda 3, 11and 12 from cluster 1and wereda 5 and 8 from cluster
2 through cluster sampling plus simple random sampling and in these weredas there are 9
SFP beneficiary schools of these, more than 50% or 5 schools are taken through simple ran-
dom sampling. From these schools in grade level, grade four selected purposively because

23
this grade level is the completing level of first cycle primary school and could enable the re-
searcher to have full of data to all research objectives.

In addition, in the five schools at grade four there were (1238) students from these (400) were
beneficiary students of these, (118) and from 300 non-beneficiary but needy students (133)
totally 251 students that means, more than 20% is selected as sample. The SFP beneficiary
and non-beneficiary students identified from the waiting list and short list statistics of stu-
dents profile at school with the help of school vice directors. The researcher selected sample
students by employing probability sampling technique (stratified plus simple random sam-
pling) by stratified students beneficiary and non-beneficiary but needy. It is important to dif-
ferent sample group that is different in behavior, sex, ability; grade level and number control
the role of variation and to have accurate data (Yalew, 2012).

Finally, from selected schools all of home room and SFP coordinator teachers (30) in all sec-
tion of grade 1-4 and all school vice directors (13) were selected to fill questionnaire (i.e.,
censes) to collect data for RO 1 and RO 3 one Yeka Sub City SFP coordinator and school
principals of the selected schools (5) were selected purposively for interview. This sampling
method enables the researcher to select the sample that could have the enough data for this
research objectives and the nearest distance of the study area to researcher (Yalew, 2012).
Additionally, it is important to obtain information from specific target groups. And it is con-
fined to specific types of people who can provide the desired information, either because they
are the only ones who have it, or conform to some criteria set by the researcher. And it in-
volves the choice of subjects who are most advantageously placed or in the best position to
provide the information required for the study (Yitbarek & Asres, 2016).

In general, this research employed multi-stage sampling that used different sampling tech-
niques in different stages of cluster. This method of sampling conducted by dividing total
population into small subdivisions, called clusters, and once the clusters are selected, one
possibility is to use all the elements in the selected clusters. However, if elements within se-
lected clusters give similar results, it seems uneconomical to measure them all. In such cases,
we take a random sample of elements from each of the selected clusters (called two-stage
sampling) (Atakilt Hagos, 2017).

24
 Sample size

According to researches, the size of sample should neither be excessively large, nor too
small. Therefore, to determine the appropriate sample size considering different consideration
is important among them, sampling design, the number needed for analysis (if descriptive
statistics any sample size can be enough), and if a comparative analysis of subgroups needed
(e.g., such as an evaluation of program participants with nonparticipants). And the researcher
suggests that, a minimum of 100 elements is needed for each major group or subgroup in the
sample and for each minor subgroup, a sample of 20 to 50 elements is necessary (Sud-
man1976 as cited in Israel, D.G, 1992). In general, many researchers commonly add 10% to
the sample size to compensate for persons that the researcher is unable to contact. The sample
size is also often increased by 30% to compensate for nonresponse. Moreover, for quantita-
tive study the sample size should between 20-30% (Yadesa, 2016). Therefore, this research is
taken greater than 20% of the total population of students in grade four.

Table 2 Summary of sampling method and sample size

Domains Total population Sample Sampling

method
Beneficiary Weredas 13 Weredas or 2 clusters From Cluster 1: Wereda Cluster
(Cluster 1:Werda 1, 2, 3, 3, 11, 12) and From sampling
11, 12, 13 and 14 and Clus- Cluster 2: Wereda5, 8) plus
ter 2:Werda 4, 5, 6, 7, 8, (>20%) simple random
and 10)
Beneficiary Schools In cluster 1: Wereda 3, 11, Schools (50%) Grade Simple
12 plus cluster 2: Wereda 5, level random to se-
8 = 5+4=9 schools Hbret Frie 4 lect schools
Kotebie 4 And
Birhan Hywet 4 Purposive
YekaTerara 4 sampling to
Abyot 4 select grade
level
Home room Teachers and 30 30 (100%) 1-4
SFP coordinator teachers Purposive
sampling
School vice directors 13 13 (100%) 1-4
Beneficiary students 400 in the above 5 schools 118 (>20%) 4 Stratified ran-
dom and
Non-Beneficiary but 300 in the above 5 schools 133 (>20%) 4 Simple ran-
needy students dom sampling
Others 538 in the above 5 schools 251 (Students) 4
Total 1238

Source: Constructed by the author

25
 3.2.3. Data collection techniques

To gather necessary data for the study questionnaire, key informant interviews and document
review were used.

Questionnaires:

In order to gather the appropriate information about problem questionnaires were adminis-
tered to 30 home room and SFP coordinator teachers and 13 vice directors form selected ben-
eficiary schools. All of the questionnaires were written in English language because; re-
searcher believes that they could understand the questions and the questionnaire were struc-
ture with closed ended type 5 point Likert scale items. Because it helps the researcher to
know respondent‟s feeling and the respondents to choose one option from the given scales
that best aligned with their views (Yadesa 2016). In general, the questionnaire was pilot test-
ed by selected individuals and incorporated the comments so far to assure its content validity.

Key informant Interview:

The interview permits greater depth of response which is not possible through any other
means. Thus, the purpose of the interview is to collect more supplementary opinion, to stabi-
lize the questionnaire response semi-structured interview was conducted with two school di-
rectors and one Yeka Sub City SFP coordinator totally three. The reason behind the semi-
structured interview items are the advantages of flexibility in which new questions could be
forwarded during the interview based on the responses of the interviewee (Yalew, 2012).

Document review:

From secondary sources like students roster, mark lists and attendance or student recorded
document the data of academic performance (academic achievement, greatest improvement
in cognition, maximize cognitive potential of students) of beneficiary (118) and non-
beneficiary but needy (133) totally (251) students‟ academic score and completion rate (a
number of students‟ complete academic semester or a number of minimized school dropout
rates) were collected. To come with accurate data of these issues, document review is the on-
ly method to gather the data.

26
 3.2.4. Data analysis techniques

On the basis of research objectives, types of data gathered, measurement of the data and the
instrument used both quantitative and qualitative techniques of data analysis were used. First-
ly, for quantitative data SPSS version 21 software was used as a tool to analyze data that was
collected by (questionnaire, document review (student‟s roster, mark lists and recordings).
Details, data related with three quality education indicators (students‟ academic performance,
and completion rate) are compare and contrast across sample (beneficiary and non-
beneficiary or needy and to test the contribution of SFP on the achievement by using an in-
ferential parametric test (independent samples t-test, correlation, linear regression) to com-
pare the contribution of SFP on students‟ academic achievement across beneficiary and non
but needy students in addition, the researcher were used descriptive statistics (frequency, per-
centage) according to the nature of this research objectives.

Finally, the data collected through interview and document analysis were presented and ana-
lyzed qualitatively through categorizing and discussed in thematic area to supplement data
gathered through questionnaire. The why of selecting these all techniques of analysis were
related to the nature of objectives and research questions of the research.

3.2.5. Description of variables

According to Gray (2004), one of the problems in formulating research questions and hy-
potheses is that they tend to be somewhat generalized and vague. Before research tools can be
drawn up, it is important to operationally define key variables clear on what is being meas-
ured. So, description of variables that are treating in the study is necessary. Therefore, in this
study, quality education is measured by the selected quality education indicators were aca-
demic performance, completion rate and psychological makeup of students of both benefi-
ciary and non-beneficiary but needy schools and practice or implementation of school feeding
program and the limitation throughout implementation.

Academic performance is academic achievement, greatest improvement in cognition, maxim-

ize cognitive potential of students indicated by overall average scores on students mark roster
this is sum of all subjects average result divide by the number of all subjects taken by stu-
dents and completion rate is a number of students‟ complete academic semester or a number
of minimized school dropout rates that indicated by attendance or student recording docu-
ment and psychological makeup of students is creating child-friendly school environment,

27
readiness to learn (attendance, attention concentration, class room ethics and initiation to
learning and to continue their education next grade level).

In general, academic performance, completion rate and psychological makeup of students

were dependent variables that could be affected or influenced by school feeding program
(SFP). So, school feeding program is independent variable that could have the influence or
the contribution on the dependent variables.

3.2.6. Validity and Reliability

Validity

In research validating content is vital. Content validity refers to the degree to which the con-
struct and the theoretical propositions are correlated (Kothari, 2004). To ensure content valid-
ity, the factors or variables included in this research were operationally defined by taking into
account the concepts of quality education in the literature and the questionnaire is validated
through discussions with education experts and incorporated the comments of them. Further-
more, the instrument of data collection was administered to those of teachers and vice direc-
tors who were well aware of SFP and both beneficiary and non-beneficiary but needy stu-
dents. Sample students were the some in grade level, age and thought by the some teachers
and schools i.e., government schools but different in benefiting SFP. The analysis also con-
ducted comparing these groups by difference dependable statistical tools that stated in chapter
four.

Reliability

Reliability is also explained in terms of the internal consistency or inter-correlations among

the items within the instrument (Drost, 2011, cited in Atakilt 2016). As the author, to check
the reliability of data collection instrument particularly questionnaire coefficient alpha (also
known as Cronbach Alpha) is important. The reliability of the questionnaire that used in this
research was tested.

3.2.7. Ethical issues in research process

The main purpose of the study was explained to the participants. And the researcher asked
their permission and informed that the information they provided were only for the study
purpose. Accordingly, the researcher was used the information from participants only for the
study purpose. Taking this reality in mind, any communication with the concerned bodies

28
 were accomplished at their voluntarily consent without harming and threatening the personal
and institutional wellbeing. In addition, the researcher ensured confidentiality by making the
participants unnamed.

Table 3: Summary of research methods that were employed for this research

Objectives Source of data Sampling Data collection Data analysis tech-

methods techniques niques

Appropriateness of Vice directors and Purposive Interview By organizing and

SFP 1 sub city level thematic
SFP coordinator

Appropriateness of Home room Teach- Purposive  Questionnaire, Descriptive statistics

SFP, psychological ers and vice direc-  Document review = Frequency
make-up of students tors (reports)
Documents(reports)

Students‟ Academic Comparison between

performance groups (beneficiary
vs. non beneficiary
Document review
Roster of the sam- Stratified but needy) by (inde-
(mark list or roster,
ple students from plus sim- pendent t-test, corre-
project reports and
record office ple Ran- lation) by SPSS 21
plan, school reports
dom sam-
on quality educa-
ple
tion)

Completion rate of Comparison between

groups (beneficiary
students
vs. non beneficiary
but needy) by (inde-
pendent t-test), fre-
quency by SPSS 21

Source: Constructed by the author

As a summary, this chapter presented the research methodology of the study that include re-
search design considered to research questions or objectives raised based on conceptual
framework and it carried out based on primary and secondary data that have been gathered
through various methods of data collection from different respondents. The chapter also de-
scribed the sampling procedure adopted for the study and the methods of data analysis with
respected to each research questions or objectives that could tool for next chapter.

29
 CHAPTER FOUR

4. RESULTS AND DISCUSSION

4.1. Introduction

This chapter includes four major sections and sub sections. Section 4.2 presents response rate
of respondents, section 4.3 description of research participants‟ demographical characteris-
tics, section 4.4 presents the result of the research includes sub section of (appropriateness of
school feeding program to the need of schools and students, academic achievements of stu-
dents and school feeding program and students class room activities and academic semester
completion rate and school feeding program) and section 4.5 presents interpretation and dis-
cussion part. In all these sections the researcher presented, analyzed and interpreted and dis-
cussed the data that were obtained from different respondents and documents according to the
research objectives or questions.

4.2. Response Rate and Reliability Test

To address the four research objectives, questionnaire, key informant interview and document
review were conducted. Questionnaire was administered to 13 vice directors of the schools to
have a data of the appropriateness of school feeding program to the need of schools and stu-
dents among 11 of them properly filled and returned. This shows that 85% return rate. In ad-
dition, key informant interview conducted with 2 of any 5 principals of schools and 1 sub city
level school feeding program (SFP coordinators and documents (plans and reports related
with the implementation of SFP) were reviewed. On the other hand, to addressed the objec-
tive of knowing the contribution of SFP to student‟s psychological makeup at class room
questionnaire was administered to 30 SFP coordinator teachers including home room teachers
of grade 1-4. From these, 26 of them filled and returned properly. It shows 75% returned.

Moreover, to succeed the objective of contribution of SFP to academic achievement docu-

ment (roster that shows 2019 first semester average academic result of both program benefi-
ciary (118) and non-beneficiary but needy (133) students) of grade 4 was reviewed and rec-
orded and completion rate of students also recorded across grade 1-4 level. The recorded re-
sult was more than 100%.

30
The instrument that was administered should test its reliability. A reliability coefficient of
0.70 or higher is considered “acceptable” in most social science research situations (Roberta,
H. & Alison, T. (2015). The questionnaires administered in this research reliability test was
carried out by using SPSS 21 coefficient of reliability test (Cronbach alpha) for the question-
naire that was administered to teachers was 0.814 for RO 3 and vice directors was 0.492 for
RO 1. The value obtained was above the standard for items that were administered to teachers
but the items that were administered to vice directors was below standards and that were
modified.
4.3. Research Participants’ Demographic Data

Sample students general back ground

Table 4: Students‟ demographical characteristics

Demographical
Category (source of variation) Frequency Percent
Characteristics
SFP Beneficiary (control) 118 47
Status SFP Non beneficiary but needy (experimental) 133 53
Total 251 100
Male 121 48.2
Sex Female 130 51.8
Total 251 100
Grade level Grade 4 251 100
Abyot Primary School 54 21.5
Yeka Terara Primary School 50 19.9
Kotebie Primary School 58 23.1
Schools
Hibret Fire Primary School 44 17.5
Birhan Hiwet Primary School 45 17.9
Total 251 100

Source: Field survey, 2019

Table 4 display (above) that, the status, sex, grade level and school type distribution of sam-
ple. In status of students majority (53%) of students are SFP non-beneficiary but needy or
experimental and (47%) of students are SFP beneficiary students or control group. The pro-
portion of the status of students is normal. This table also shows that (52%) of sample stu-
dents are female and (42%) male. Finally, table 4 shows the distribution of students across
schools Abyot Primary School (21.5%), Yeka Terara Primary School (19.9%), Kotebie Pri-
mary School (23.1%), Hibret Fire Primary School (17.5%), and Birhan Hiwet Primary School
(17.9%). These statistics showed that, the proportion of sex, student status and schools were
important to had comprehensive data and findings.

31
Respondent teachers general back ground

Table 5: Demographic Characteristics of Teachers

Demographical Characteristics Category Frequency Percent

Male 12 46.2
Sex Female 14 53.8
Total 26 100
Age 20-30 13 50
31-40 12 46.2
41-65 - -
Total 25 96.2
Certificate 4 15.4
Diploma 13 50.0
Qualification
BA/BSC 9 34.6
Total 26 100
Grade level they teach grade 1 5 19.2
grade 2 6 23.1
grade 3 3 11.5
grade 4 11 42.3
Total 25 96.2
Work type Director - -
Teacher 25 96.2
SFP coordinator - -
Total 25 96.2

Source: Field survey, 2019

As table 5 (above) displays the sex, age, qualification, grade level they teach and work type
distribution of the sample teachers. Sex-wise, majority of the 14 teacher respondents (53.8%)
were females and 12 (46.2) were males. In terms of age majority of sample teachers 13 (50%)
were between age of 20-30 and 12 (46.2%) were in age of 31-40 (i.e., one did not indicate
her/his age). The next demography the table showed qualification of teachers in this case ma-
jority 13 (50%) were diploma, 9 (34.6%) are BA/BSC and the other 4 (15.4%) certificate. In
grade level they teach majority 11 (42.3%) covered by grade four, the next 6 (23.1%) grade
two and the last 5 (19.2%) and 3 (11.5%) are grade one and three respectively. In work type,
25 (96.2%) are teachers (i.e., one did not indicate her/his age). Hence, majority of sample
teacher qualification were above diploma level and in age 20-30 therefore, they are young
and could understood the content of questionnaire easily.

32
Respondent vice directors general back ground

Table 6: Demographic Characteristics of Vice directors

Demographical Characteristics Category Frequency Percent

Male 5 45.5
Sex Female 6 54.5
Total 11 100
Age 20-30 3 27.3
31-40 8 72.7
41-65 - -
Total 25 96.2
Certificate - -
Diploma - -
Qualification
BA/BSC 11 100
Total 11 100
Work type v/director 11 100
Teacher - -
SFP coordinator - -
Total 11 100

Source: Field survey, 2019

As table 6 (above) displays the sex, age, qualification, grade level they teach and work type
distribution of the sample teachers. Sex-wise, majority of the 6 teacher respondents (54.5%)
are females and 5 (45.5) are male. In terms of age majority of sample teachers 8 (72.7%) are
between age of 30-40 and 3 (27.3%) are in age of 20-30. The next demography the table
shows qualification of vice directors, in this case all 11 (100%) are BA/BSC and in work
type, 11 (100%) are vice directors. This age and qualification level composition of respond-
ents enabled the researcher to have clear data. Because, their profile shows that, the can un-
derstand the aim and the contents of questionnaire alone.

33
 4.4. Results or Findings

In this section, the data obtained by different data collection tools and from respondents were
presented and analyzed according to the research objectives through different illustration
mechanisms and statistical tools that relevant to the nature of research objectives and data
collected.

4.4.1. Research objective one: Appropriateness of SFP to the Need of Schools and Students

This sub-section presented results with respect to the appropriateness of SFP to the needs of
schools and students‟ that evaluated by vice directors and some of by teachers. In the final
version of questionnaire there were eighteen (table 7 & 8 below) items administered to vice
directors and five items administered to teachers (table 7 below). The respondents were asked
to express their level of agreement or disagreement on the statements. In addition the data
from interview and Yeka sub city education office report document also present in this sub-
section.

Table 7: Appropriateness of School Feeding Program to the Need of Schools

Degree of agreement
Statements
Disagree

Disagree
Strongly

Strongly
NO_
Neutral

Agree

agree
Total
SFP…

1. Increase community school partnership Frequency - - 3 4 4 11

Percent - - 27.3 36.4 36.4 100
2. Aligned with sectorial policies and strat- Frequency 2 - 1 6 2 11
%
egies Percent 18.2 - 9.1 54.5 18.2 100

3. Strengthen the school capacity of imple- Frequency 1% - 1 4 5 11

%
menting goals Percent 9.1 - 9.1 36.4 45.5 100
4. Promote school health Frequency 1 - 3 7 11
%
Percent 9.1 - 27.3 63.6 100
5. Enable
5 the school to take ownership of Frequency 1 5 4 10
%
program (plans developed) Percent 10 50 40 100
Enable program coordinator teachers to Frequency 5 3 3 11
%
6.
be trained on school health and nutrition Percent 45.5 27.3 27.3 100
Sufficient clean water provision for cook- Frequency 1 - - 4 6 11
%
7.
ing and cleaning secured at school Percent 9.1 - - 36.4 54.5 100
Support strategies of decreasing dropout Frequency 1 - - 6 4 11
8. %
Percent 9.1 - - 54.5 36.4 100
%
Source: Field survey, 2019.

34
As table 7 (above) shows majority of respondent vice directors (36.4%) agreed and the other
(36.4%) strongly agreed on the statement “SFP increase community school partnership” and
the remaining (27.3%) respondent not decided or neutral on the idea of the issue. The next
item included in the questionnaire was “SFP aligned with sectorial policies and strategies” in
the statement the larger frequency covered by agreement accounts (54.5%), (18.2%) strongly
agreed and (9.1%) neutral from decision on the statement. In the item “SFP strengthen the
school capacity of implementing goals” majority (45.5%) respondent agreement level showed
strongly agreement, (36.4%) agreement, and (9.1%) neutral from agreement. In terms of the
statement “SFP promote school health” majority of respondents (63.6%) strongly agree,
(27.3%) response showed agreement and (9.1%) response displays disagreement.

Moreover, in the some table (table 7 above) the item “SFP enable the school to take owner-
ship of program” included in questionnaire and the response of respondent showed that
(40%) strongly agreed and (50%) strongly agreed on the statement. In the item “SFP enable
program coordinator teachers to be trained on school health and nutrition” majority of re-
spondent (54.6%) agreed and even strongly agreed and (45.5%) unable to decide on the issue.
The other element was “SFP provide sufficient clean water for cooking and cleaning secured
at school” in this statement majority of respondent (91%) agreed and strongly agree. The last
statement included in table 7 (above) “SFP support strategies of decreasing dropout” in this
statement majority of respondents (91%) agreed and strongly agreed on the statement.

35
 Table 8: Appropriateness of School Feeding Program to the Need of Students

Degree of agreement
Statements

Disagree

Disagree
Strongly

Strongly
NO_

Neutral

Agree

agree

Total
SFP…

Causes for feeling inferiority problem in Frequency - 1 3 6 1 11

1. side of students Percent - 9.1 27.3 54.5 9.1 100
Increase enrollment of students Frequency 1 - 1 6 3 11
2.
Percent 9.1 - 9.1 54.5 27.3 100
Provide guidance and counseling ser- Frequency - 1 2 5 3 11
3. vices to students Percent - 9.1 18.2 45.5 27.3 100
Enrollment increases in response to Frequency 1 1 5 2 2 11
4. school feeding programs but not learn- Percent 9.1 9.1 45.5 18.2 18.2 100
ing
Children‟s are suffering to be benefi- Frequency - - 2 7 1 10
5. ciary of school feeding program Percent - - 20 70 10 100
School feeding program have uniform Frequency - 1 4 4 1 10
6. supporting systems at school Percent 10 40 40 10 100
Develop comprehensive integrated Frequency - - 2 5 3 10
strategies to maximize School feeding Percent - - 20 50 30 100
7.
program to all vulnerable students in
school
School feeding program is not far from Frequency 1 3 3 3 10 1
8.
providing food to students Percent 10 30 30 30 100 10
School leaders pay attention to recruit Frequency - - 4 4 2 10
9.
vulnerable student Percent - - 40 40 20 100
School feeding program implemented as Frequency - - 1 5 4 10
10. not to enhance quality education rather Percent - - 10 50 40 100
as day to day activities

Source: Field survey, 2019.

Table 8 (above) illustrated the issues that measure the appropriateness of SFP to the needs of
students. Here, in the table there were ten statements included in the questionnaire. The first
item “SFP causes for feeling inferiority problem in side of students” majority (63.6%) agreed
and strongly agreed that SFP cause for inferiority problem in the school, (27.3%) neutral and
(9%) responses showed strongly disagreement. In statement “SFP increase enrollment of stu-
dents” majority of response (81.8%) showed that agreed and strongly agreed. In similar fre-
quency (9.1%) response shows neutrality and disagreement. The other statement was “SFP

36
provide guidance and counseling services to students” in this testimony majority (45.5%)
agreed, (27.3%) strongly agreed, (18.2%) neutral and (9.1%) strongly disagreed on the issue.

In item “enrollment increases in response to school feeding programs but not learning” ma-
jority of the respondent (45.5%) neutral, (36.4%) agreed and disagreed on the statement ide-
as. In this table in item “children‟s are suffering to be beneficiary of school feeding program”
majority of respondent (80%) response showed agreed and strongly agreed on the statement
and remaining (20%) neutral from the comment. The other statement was “school feeding
program has uniform supporting systems at school” in case majority of respondent (50%) re-
spond their agreement and (40%) never decide on the statement. To measure the relevancy of
SFP the statement “develop comprehensive integrated strategies to maximize school feeding
program to all vulnerable students in school” employed in the questionnaire and widely the
respondent (80%) agreed on the idea and (20%) did not decide or neutral on the issue.

In addition, table 8 (above) also reviled that, majority of respondent (40%) disagreed and
(30%) agreed on the statement “school feeding program is not far from providing food to
students” and (60%) response showed that agreement and (40%) neutrality on the issue of
“school leaders pay attention to recruit vulnerable student” and finally, in item “school feed-
ing program implemented as not to enhance quality education rather as day to day activities”
(50%) response reviled that neutrality, (40%) agreement and (10%) disagreement.

37
 Table 9: Student academic semester completion problems

Degree of agreement

Disagree

Disagree
Strongly

Strongly
Neutral

Agree
NO_ Questions

agree
Total
1. There is normal progression from semester to Frequency - 3 10 10 1 24
semester in completing grade level between
school feeding beneficiary and non-
beneficiary but needy students Percent - 12.5 41.7 41.7 4.2 100
2. Grade repetition is more problem of benefi- Frequency - 7 5 8 4 24
ciary than non-beneficiary but needy students Percent - 29.2 20.8 33.3 16.7 100
in school
3. Illness is a major problem of beneficiary stu- Frequency 2 7 9 3 1 22
dents than non-beneficiary but needy students Percent 9.1 31.8 40.9 13.6 4.5 100
in school
4. Hunger is a major problem of non-beneficiary Frequency 4 8 6 4 1 23
but needy students than beneficiary students Percent 17.4 34.8 26.1 17.4 4.3 100
in school
5. Work for food is a major problem of benefi- Frequency 2 4 7 7 4 24
ciary students than non-beneficiary but needy
Percent 8.3 16.7 29.2 29.2 16.7 100
students in school

Source: Field survey, 2019.

The items indicated in table 9 (above) administered to home room teachers questionnaire to
evaluate the contribution of the SFP to quality education. Of the item, “there is normal pro-
gression from semester to semester in completing grade level between school feeding benefi-
ciary and non-beneficiary but needy students” was the first. In this statement among the total
respondents majority of the respondent (41.7%) agreed, (41.7%) response showed neutral,
(12.5%) disagreed and (4.2%) strongly disagreed on the issue. In the item “grade repetition is
more problem of beneficiary than non-beneficiary but needy students in school” majority of
respondent (33.3%) agreed on the statement, (29.2%) disagree, (20.8%) neutral and (16.7%)
response shown strongly agreement.

In the some table above, there were items like “illness is a major problem of beneficiary stu-
dents than non-beneficiary but needy students in school” in the statement majority of re-
spondents (40.9%) responded neutral or never decide, (31.8%) disagreed, (13.6%) agreed,
(9.1%) strongly disagreed and (4.5%) strongly agreed and on the statement “hunger is a ma-
jor problem of non-beneficiary but needy students than beneficiary students in school” major-

38
ity (34.8%) disagree, (26.1%) neutral and in equal percentage (17.4%) response showed that
agreed and strongly disagreed. The other item included in the questionnaire was “work for
food is a major problem of beneficiary students than non-beneficiary but needy students in
school” here majority (29.2%) response agreed on the issue, the some percentage (29.2%)
neutral, similarly in equal frequency of (16.7%) response showed both disagreed and strongly
agreed response.

Interview and secondary data on appropriateness of SFP to the need of schools and stu-
dents

The interviewees from the directors also revealed that, the implementation of the program is
with the cooperation of inside and outside the school community in doing selection and re-
cruitment of students who have economic difficulties because, students were frustrated to an-
nounced themselves as needy of the program. Even the selection of students who have a
problem of hunger and health did hide to students that are from registration checklist data of
family status. The school teachers and student parents association at school participated in
evaluating and approving the selection and food preparation process.

In addition, implementation of the program contributes to decrease dropout rate, increase ac-
ademic performance and enrollment. The program launches even by providing learning mate-
rials to vulnerable students like uniform and bag. In the process of implementing the pro-
gram, there are obstacles like, lack of awareness of school communities to treat program ben-
eficiary and non-beneficiary students equally and lack of giving due consideration to students
who are beneficiary of the program in different opportunities and threats.

On the other hand, the program also implemented with the alignment of other sectorial poli-
cies like education and children right protection policies of the government. At school level
the program implemented by the leading role of school one of vice director of school called
school structure follow up vice director. The implementation process is cooperated with vol-
unteer club members at school. The program contributes to achieve quality education more
and more. Some of schools implement the program by launched the system of promoting
beneficiary students who score high grade and rank of (1-7th).

39
However, the program implemented without trained school leaders, teachers and students
about the importance and the implementation framework of school feeding program. In addi-
tion the sponsor (government education offices and NGOs) did not conduct or signed any
memorandum of understanding to protect school health with any of health center that nearest
to the school and even did not follow the quality of the food preparation facilities and the
food itself that provided to students. The indicator to the quality problem of food is that there
were compliance of students‟ parents and decision of parents to lead students to be non-
beneficiary of the program.

Moreover, school communities (teachers, school vice directors, parents of students and stu-
dents) have no clear understanding about the benefits of the program. School leaders did not
give due consideration to recruit, select and have a recording beneficiary and needy students
and disseminating vulnerable students to the sponsor (different NGOs, education office (sub
city and wereda level) of the program. Even the data disseminated to the concerned bodies
are not fast, relevant or not targeted to vulnerable student. Because of these problems spon-
sors forced to give greater proportion to active schools in managing of students data particu-
larly related with school feeding program beneficiary and needy student‟s pre requisitely.
School personnel does not due consider to the moral of program beneficiary student because
there are individuals who side that “this student is beneficiary of our school feeding program
but he is not think of that, he is disturbance”.

4.4.2. Research Objective Two: Academic Achievement of Students and SFP

This sub-section presented the results related to students‟ academic achievements of school
feeding beneficiary and non-beneficiary but needy students. The data was from student ros-
ters based on the data this sub-section of the research presented by different test results (i.e.,
academic score difference across groups (beneficiary and non-beneficiary but needy stu-
dents), test of difference between groups in academic result, relationship between SFP and
student academic performance and regression analysis to predict the role of SFP to academic
achievement of students).

40
 Academic score difference
Table 10: Students academic score across groups

Semester average result Total

Score 75- Score Score less
100/A 50-74/B than 50/C
Student SFP beneficiary (exper- Count 21 87 10 118
status imental) % 17.8 73.7 8.5 100
SFP non beneficiary but Count 36 82 15 133
needy (comparable) % 27.1 61.7 11.3 100
Total Count 57 169 25 251
% 22.7 67.3 10. 100
Student status N Mean SD
Semester SFP Beneficiary (experimental) 118 63.797 11.9322
average re- SFP Non beneficiary but needy (comparable) 133 64.872 12.7822
sult
Total 251 64.367 12.3770

As table 10 displayed (above) that, majority (74%) of SFP beneficiary student score between
50-74 average results which is score grade “B” while beneficiary students account (61.7%).
However, the difference exist between groups (control and experimental) in score of less than
50 or grade “C” means, there are 9% students control group or beneficiary students who score
below average rather there are 11% students score less than 50 in the other group (compara-
ble or non-beneficiary but needy) students. This table also shown that, the mean values and
standard deviations (M= 63.8, SD=11.9, n=118) and (M= 64.9, SD= 12.8, n=133) respective-
ly for SFP beneficiary group and non-beneficiary but needy group. Here, the deviation of the
score SFP beneficiary students from the mean was not significance instead; the deviation of
the score of non-beneficiary but needy students deviate from the mean and the mean differ-
ence between groups was not significance but, in scoring below average SFP beneficiary bet-
ter than non-beneficiary but needy.

41
Test of difference between groups in academic result

Table 11: Independent t-test analyses (equal variance assumed) for academic result

Independent sample t-test

t-test for Equality of Means
T Df Sig. (2- Mean 95% Confidence In-
tailed) Differ- terval of the Differ-
ence ence
Lower Upper
Semester Equal vari- -.686 249 .493 -1.0756 -4.1617 2.0105
average ances as-
result sumed

As table 11 (above) shown that, to know the difference between academic semester average
score of students across groups the researcher developed hypothesis and used independent
sample t-test to test the difference of means or hypothesis. Here, the hypothesis was: there is
no significance difference between semester average score across groups (SFP beneficiary
and non-beneficiary but needy) (Ho) and there is significance difference between semester
average score across groups (SFP beneficiary and non-beneficiary but needy) (Ha). Ho: mean
1 = mean 2 and Ha: mean 1 ≠ mean 2. The result shown (d= -1.07) mean difference between
groups and (P=0.493) which is greater than (0.05) at 5% level of significance and 95% confi-
dence level.

Relationship between SFP and student academic performance

Table 12: Independent t-test analyses (equal variance assumed) for academic result

Student sta- Semester aver-

tus age result
Student status Pearson Correlation 1 .043**
Sig. (2-tailed) .493
N 251 251
Semester average result Pearson Correlation .043** 1
Sig. (2-tailed) .493
N 251 251
** Correlation is significant at 0.05

To test if there is statistically significant association or relationship or correlation between

two variables (SFP and academic achievement of students), Pearson coefficient of correlation
test conducted as shown above at table 12. Before conducted the test of relationship of varia-

42
bles (SFP and academic achievement of students) hypothesis developed H0: r = 0 (i.e., there
is no significant correlation between SFP and academic achievement of students) and HA: r 
0 (i.e., there is a significant correlation between SFP and academic achievement of students).
As table 10 (below) shown correlation coefficient (sig= 0.493) that is greater than (0.05) at
5% level of significance and 95% confidence level.

Regression analysis to predict the role of SFP to academic achievement of students

Table 13: Regression analysis to identified the role of SFP to academic achievement of stu-
dents

Coefficients a
Model Unstandardized Coeffi- Standardized T Sig.
cients Coefficients
B Std. Error Beta
1 (Constant) 62.721 2.522 24.874 .000
Student status 1.076 1.567 .043 .686 .493
a. Dependent Variable: semester average result

In addition to the above statistics, the researcher further used linear regression to evaluate the
cause and effect relationship between a given variable academic score (Y) as an independent
and SFP as independent variable (X). The hypothesis is Ho: Beta=0, Ha: Beta is different
from zero. As table 13 (above) illustrated intercept (constant) = 62.7 and slope (Coefficient)
= 1.07 and sig = 0.000 which was less than 0.05. Decision (rejecting or fail to reject) made if
sig is < 0.05 (at 5%).

4.4.3. Research objective three and four: Students Psychological makeup and SFP, academic
semester Completion Rate and SFP

Research objective three: Students Psychological makeup and SFP

This sub-section presented results with respect to students‟ class room activities of school
feeding beneficiary and non-beneficiary but needy students that evaluated by home room
teachers. In the final version of questionnaire there were seventeen issues of students‟ psy-
chological makeup (i.e., Students motivation to learn, students readiness to learn, students
class room participation and students class room attention) that can compare beneficiary and
non-beneficiary but needy students. The respondents were asked to express their level of

43
 agreement or disagreement with some statements of students‟ class room attention and partic-
ipation across groups (i.e., SFP beneficiary and non-beneficiary but needy students).

Table 14: Students Class Room Attention

Degree of agreement

Disagree

Disagree
Strongly

Strongly
NO_ Questions

Neutral

Agree

agree
Total
1. Beneficiary students have high level of class Frequency 2 5 4 10 5 26
room attention than non-beneficiary but Percent 7.7 19.2 15.4 38.5 19 100
needy students
2. Non-beneficiary but needy students have Frequency 1 9 6 5 5 26
long lifespan attention to learning is better Percent 3.8 34.6 23.1 19.2 19 100
than beneficiary students
3. Non-beneficiary but needy students are inat- Frequency - 11 2 10 2 25
tention than beneficiary in class Percent - 44 8 40 8 100

Source: Field survey, 2019.

Accordingly, as table 14 (above) shown that, the result indicated in case of students class
room attention most of the respondents (38.5%) agreed, (19.2%) strongly agreed, (19.2%)
disagreed, (15.4%) neutral and (7.7%) strongly disagreed on SFP beneficiary students have
high level of class room attention than non-beneficiary but needy students. The questionnaire
also included other issues of attention (i.e., non-beneficiary but needy students have long
lifespan attention to learning is better than beneficiary students) more respondents (34.6%)
agreed to the statements, (23.1%) did not give comment on the statement or neutral, (19.2%)
agreed and strongly agreed and (3.8%) respond that strongly disagreed. The third elements
included in questionnaire to measure students class room attention across groups was “non-
beneficiary but needy students are inattention than beneficiary in class” in this element the
category with the highest frequency (44%) is disagreed, (40%) agreed and (8%) have no
comment or neutral and (8%) of respondent strongly agreed on the idea.

44
 Table 15: Students Class Room Participation

Degree of agreement
NO

Disagree

Disagree
Strongly

Strongly
Questions

Neutral

Agree

agree
Total
_

1. Class room participation of beneficiary students Frequency 1 8 8 6 3 26

are better than non-beneficiary but needy stu- Percent 3.8 30.8 30.8 23.1 11.5 100
dents in class
2. Beneficiary students are inter collaborated with Frequency - 4 6 11 5 26
others than non-beneficiary but needy students
Percent - 15.4 23.1 42.3 19.2 100
in school
3. The interest of to taking responsibility of bene- Frequency 2 6 7 9 2 26
ficiary students well than who don‟t benefit but
Percent 7.7 23.1 26.9 34.6 7.7 100
needy students in class
4. Participation of beneficiary students in decision- Frequency 1 7 7 6 4 25
making processes is good than non-beneficiary
Percent 4 28 28 24 16. 100
but needy students
5. Beneficiary students achieved daily on time at- Frequency 6 5 6 5 22
tendance in class than non-beneficiary but needy
Percent 27.3 22.7 27.3 22.7 100
students

Source: Field survey, 2019.

As table 15 (above) shows, the respondents were also asked to express their level of agree-
ment or disagreement with some statements of students‟ class room participation across
groups. The data showed that, (30.8%) of respondents were disagreed with the statement of
“class room participation of beneficiary students are better than non-beneficiary but needy
students in class” the next category of the highest frequency (30.8%) covers neutral response,
(23%) agreed on the issue, (11.5%) strongly agreed and (4%) respondent are strongly dis
agreed. The other items included in questionnaire was “beneficiary students are inter collaborat-
ed with others than non-beneficiary but needy students in school” in this item majority (42.3%) re-
sponse shows agreed, (23.1%) neutral, (19.2%) strongly agreed and (15.4%) disagreement.

45
 In addition, as a result shows in the some table, to measure the participation difference of SFP
beneficiary and non-beneficiary but needy students the item “the interest of to taking respon-
sibility of beneficiary students well than who don‟t benefit but needy students in class” in-
cluded in the questionnaire. The result shown majority (34.6%) responses agreed on the
statement, (26.9%) neutral, (23.1%) disagreed and (7.7%) equally strongly disagreed and
strongly agreed. The data also reveals that majority (28%) disagreed, (28%) neutral, (24%)
agreed, (16%) strongly agreed and remaining (4%) strongly agreed on the statement “partici-
pation of beneficiary students in decision-making processes is good than non-beneficiary but
needy students”. In respect to “beneficiary students achieved daily on time attendance in class
than non-beneficiary but needy students” the results in table 15 displayed that majority
(27.3%) disagreed on the idea, the some percentage (27.3%) agreed and the some percentage
(22.7%) of respondent response both neutral and strongly agreed on the statement.
Table 16: Students readiness to learn

Degree of agreement

Disagree

Disagree
Strongly

Strongly
NO_ Questions

Neutral

Agree

agree
Total
1. Non-beneficiary but needy students have posi- Frequency 2 7 4 6 5 24
tive interaction with teachers than school feed- Percent 8.3 29.2 16.7 25 20.8 100
ing beneficiary students
2. Beneficiary students build self-discipline or eth- Frequency 2 4 11 5 4 26
ics than non-beneficiary but needy students Percent 7.7 15.4 42.3 19.2 15.4 100
3. Non beneficiary but needy students are self- Frequency 2 4 9 9 1 25
directional or confident enough than beneficiary Percent 8 16 36 36 4 100
4. Beneficiary students are more ready to learn Frequency 3 5 6 7 2 23
than non-beneficiary but needy students Percent 13 21.7 26.1 30.4 8.7 100

Source: Field survey, 2019.

Table 16 (above) illustrated the issues that measure students‟ readiness to learn. The table
point out that, majority of respondent (29.2%) disagreed on the issue “Non-beneficiary but
needy students have positive interaction with teachers than school feeding beneficiary stu-
dents”, the next largest frequency (25%) agreed, (20.8%) strongly agreed and (8.3%) re-
sponse shows strongly disagreed. As shown at the table below majority of respondent
(42.3%) never decide or neutral on the statement “beneficiary students build self-discipline or

46
 ethics than non-beneficiary but needy students”, (19.2%) agreed, (15.4%) response equally
shows strongly agreed and disagreed and (7.7%) strongly disagreed on the issue. (i.e., 34.6%
shows agreement).

The item that also included in the questionnaire to measure students‟ readiness was “non-
beneficiary but needy students are self-directional or confident enough than beneficiary” and
table 16 below provide the result among the respondents majority (36%) agreed and neutral
in equal amount, (16%) disagreed, (8%) strongly disagreed and the remaining (4%) response
shows strongly disagreed response. The other item that was part of questionnaire to measure
students‟ readiness was “beneficiary students are more ready to learn than non-beneficiary
but needy students” in this issue majority of respondents (30.4%) agreed on the statement,
(26.1%) neutral, (21.7%) disagreed, (13%) strongly disagreed and (8.7%) strongly agreed on
the idea of the statement.

Table 17: Students motivation to learn

Degree of agreement
Disagree

Disagree
Strongly

Strongly
NO_ Questions

Neutral

Agree

agree
Total
1. Beneficiary students are persistence in the Frequency - 7 6 6 4 23
face of challenging tasks than non- Percent - 30.4 26.1 26.1 17.4 100
beneficiary but needy students
2. Academic achievement of beneficiary stu- Frequency 4 6 3 10 1 24
dents are better than non-beneficiary but 16.7
Percent 25 12.5 41.7 4.2 100
needy students
3. Beneficiary students are motivated to pro- Frequency 1 5 6 8 4 24
gress education to next grade level than non-
beneficiary but needy students Percent 4.2 20.8 25 33.3 16.7 100
Beneficiary students invest more time-on- Frequency - 6 7 7 2 22
4. task than non-beneficiary but needy students
Percent - 27.3 31.8 31.8 9.1 100
Beneficiary students‟ lack competence (inte- Frequency 3 5 6 7 2 23
5. gration of knowledge and skill) than non- Percent 13 21.7 26.1 30.4 8.7 100
beneficiary but needy students

Source: Field survey, 2019.

47
Table 17 (above) demonstrates the issues that measure students‟ motivation to learn. As the
table shown that, majority of respondent (30.4%) respondent disagreed on the statement
“beneficiary students are persistence in the face of challenging tasks than non-beneficiary but
needy students”, in equal frequency (i.e., 26.1%) response shown neutral and agreed and
(17.4%) respondent strongly agreed on the issue. The next item was “academic achievement
of beneficiary students are better than non-beneficiary but needy students” on this statement
majority of individuals (41.7%) agreed on the statement, (25.0%) disagreed, (16.7%) strongly
disagreed and (4.2%) response shown strongly agreed response. On the statement “benefi-
ciary students‟ motivated to progress education to next grade level than non-beneficiary but
needy students” that point out in the some table majority (33.3%) agreed on the statement,
(25.0%) neutral, (20.8%) disagreed, (16.7%) strongly agreed and (4.2%) strongly disagreed
on the statement.

Table 17 (above) also proves that, the statement that was part of the questionnaire “benefi-
ciary students‟ invest more time-on-task than non-beneficiary but needy students” in this
statement majority of respondents (31.8%) respond agreed, the some percentage (31.8%) re-
sponse shown neutral, and (27.3%) disagreed and (9.1%) strongly disagreed on the idea of
the statement. The other item include in measuring students motivation level across groups
(i.e., SFP beneficiary students and non-beneficiary but needy students) was “beneficiary stu-
dents‟ lack competence (integration of knowledge and skill) than non-beneficiary but needy
students” in this statement respondents level of agreement shown in the table majority
(30.4%) agreed, (26.1%) neutral, (21.7%) disagreed, (13%) strongly disagreed and (8.7%)
strongly disagreed on the statement.

48
Research objective four: Students’ Academic Semester Completion Rate and SFP

Table 18: Students dropouts or completion rate of in 2019 1st semester academic year

No_ Student status Total student Dropout

In frequency In percent
1 SFP beneficiary 300 2 0.5
2 SFP non-beneficiary but needy 400 4 2.0
Total 700 6 1.1

Source: Field survey, 2019.

As table 18 (above) proves that, the from SFP beneficiary students 2 (0.5%) of the total bene-
ficiary students were dropouts and 4 (2.8%) of non-beneficiary but needy students dropouts
from school in academic semester 2019. To know the statistical significance of difference
between dropouts rate of SFP beneficiary and non-beneficiary but needy students, the re-
searcher tested the difference at significance value p=0.05 and obtained value p= 0.205 which
was greater than 0.05. As shown RO 1 the reason for dropouts was related with food.

4.5. Discussion and Interpretation

In this sub-section of the chapter the findings were discussed and interpreted in light of theo-
ry and related empirical studies with due consideration to the research objectives or ques-
tions. Furthermore, this chapter draws the implications of the findings for further improve-
ment of SFP, education sectors and further research issues based on the major objective of the
study that was assess the contribution of SFP to enhance quality education with specific ob-
jectives of assess the appropriateness, measure the contribution, evaluate the extent of contri-
bution and assess the extent of contribution of SFP to completion rate of students in first cy-
cle government primary schools of Yeka Sub city.

49
4.5.1. Appropriateness of School Feeding Program to the Need of Schools and Students
(RO1)

In literature the objective of implementing SFP emphasis that, the new implemented national
school feeding program which is integrated with the national education system are applicable
to all schools either private or public in towns or rural areas. The new design builds on the
previous school feeding program has been targeting schools where students are vulnerable to
malnutrition and food shortage (Ethiopian Herald's, 2016).

The results that are reported in section 4.4. Table 7 indicated that, SFP increased community
school partnership and the implementation process aligned with sectorial policies and strate-
gies. It also strengthened the school capacity of implementing school goals. In support of the-
se quantitative results, interview and document analysis also shows that, implementation of
the program was conducted with the cooperation of inside and outside the school community
in doing selection and recruitment of students because, students frustrate to announced them-
selves as needy of the program. Even the selection of students who have a problem of hunger
and health did hide to students that are from registration checklist data of family status. The
school teachers and student parents association at school participated in evaluating and ap-
proving the selection and food preparation process.

As interviewees, the implementation of the program contributed to decrease dropout rate, in-
crease academic performance and enrollment. The program launched even by providing
learning materials to vulnerable students and the program also implemented with the align-
ment of other sectorial policies like education and children right protection policies of the
government and the program implemented by the leading role of one of school vice directors
of school called school structure follow up vice director. The program contributes to achieve
quality education more and more. The program leads some schools to have a system of pro-
moting beneficiary students who score high grade and rank of (1-7th). This implies that, im-
plementing SFP properly leads schools to achieve quality education package.

As reviewed in chapter two, there are standards like students have developed a habit of taking
responsibilities and leading a disciplined life. Students are motivated to learn and actively
participate in lessons. There is collaborative work at the school and community levels to sup-
port inclusive education for children and teachers with special needs (MoE (2010). In the sec-
tion 4.4 table 7 also indicated that, SFP promote school health, enable the school to take

50
ownership of program, enable program coordinator teachers to be trained on school health
and nutrition and provide sufficient clean water for cooking and cleaning secured at school”
and support strategies of decreasing dropout. Therefore, the implementing SFP to schools
make ministry of education to enhance and improve quality education.

However, in opposite to quantitative data interview data result found that, there were lack of
awareness of school communities to treat program beneficiary and non-beneficiary students
equally and giving due consideration to students who are beneficiary of the program in dif-
ferent opportunities and threats. Did not deliver training to school leaders, teachers and stu-
dents about the importance and the implementation framework of SFP. In addition the spon-
sors of the program (SFP) did not signed any memorandum of understanding to protect
school health with any of health center to follow the quality of the food preparation facilities
and the food itself. As indicator, there are compliance of students‟ parents and the decision of
student parents to lead students to be non-beneficiary of the program. In addition, school
communities have no clear understanding about the benefits of the program. It shows that,
even though, quantitative data indicated that the implementation process of the program ap-
propriated to gaps of students the implementation process of SFP not relevant to the needs of
schools and parents that is why the school communities could not share the implementation
process of the program. These may as a result of, the program implemented fully by govern-
ment in a short period of time.

At the result section 4.4.table 7 exemplified, SFP increase enrollment of students, provide
guidance and counseling services to students, it has uniform supporting systems at school and
enable schools to develop comprehensive integrated strategies to maximize school feeding
program to all vulnerable students in school. It suggested that, effective implementation of
SFP has different contribution in achieving quality education with the help of other education
sector strategies like general education improvement package two.

As literature there are key factors shaping a child‟s vulnerability to dropping out, repeating or
never going to school include: poverty and food insecurity (MoE, 2013). Similarly, some of
results in section 4.4.table 8 showed, SFP make children‟s suffering to be beneficiary of the
program, causes for feeling inferiority problem in side of students, is not far from providing
food to students, school leaders pay attention to recruit vulnerable student and school feeding
program implemented as not to enhance quality education rather as day to day activities.
Here, the result of the study indicated that, implementing SFP at school needs psychological

51
care of students starting from selecting students to actual implementation process of the pro-
gram but schools far from that.

Interview findings also support that, school leaders did not give due consideration to recruit,
select and have a record of beneficiary and needy students and disseminating vulnerable stu-
dents to the sponsors (different NGOs, education office (sub city and wereda level) timely.
Even the data disseminated to the concerned bodies were not relevant or not target to vulner-
able student. Because of these problems sponsors forced to give greater proportion to active
schools in managing of students data particularly related with SFP. School personnel did not
give attention to the moral of program beneficiary student because there are individuals who
side that “this student is beneficiary of our school feeding program but he is not thinking of
that, he is disturbance”. This word may clue students of SFP beneficiary to think the why of
being beneficiary of the program again and again and it might also cause for isolated from the
program even from school and it affect attention of students in class room as well. It under-
stood that even if, the effective implementation of the program is essential to achieve quality
education, there were different implementation constraints like lack of psychological han-
dling of beneficiary students and awareness creation process to students and school commu-
nity in general. These problems were limit the target of the program and needs due considera-
tion from the concerned individuals and organizations.

At the result section 4.4.table 8 reported though, there were somewhat normal progression
from semester to semester in completing grade level between school feeding beneficiary and
non-beneficiary but needy students and grade repetition, the most interested finding was that,
illness, hunger and work for food were still major problem of beneficiary students than non-
beneficiary but needy students in schools. It directed that, there are question of practical im-
plementation of the program it was similar to the finding that from qualitative data there were
food quality and attention problems because, the major problems that should be solved by
SFP still problem of students.

52
4.5.2. Academic Achievement of Students and School Feeding Program (RO 2)

As the literature review in chapter two discussed that, the general truth states that if and only
if a child can grow well, healthy and have better understanding if he can properly get appro-
priate diet at the needed time and his growing age and launching school feeding program on a
certain country has because of this and other different reason (Light Ethiopia, 20015). The
research result reported in section 4.4 and subsection 4.4.2, also found that, school feeding
beneficiary students score best academic result than school feeding non-beneficiary but needy
students. Similarly, the result showed that much of beneficiary students score above average
score i.e., greater than 50% but, SFP non-beneficiary but needy students score below average
was greater than beneficiary students. SFP non-beneficiary but needy student scores deviation
from the mean score of students was significant than beneficiary. This finding implies that,
there were contributions of SFP to academic achievement.

Another important finding to the significance contribution of SFP to academic achievement

was that there was statistically significance difference between semester average score across
groups (SFP beneficiary and non-beneficiary but needy) because the obtained (P=0.493) is
greater than (0.05) at 5% level of significance and 95% confidence level. The correlation co-
efficient also inferred that, and there was significant positive correlation between SFP and
academic achievement of students at schools it was showed (sig= 0.493) that is greater than
(0.05) at 5% level of significance and 95% confidence level. The finding also goes through
there were cause and effect relationship between SFP and academic achievement of students.
That means if students become the beneficiary of SFP, his or her academic achievement will
increase significantly. It is clear that, these finding acquired as a result of implementing SFP
because teachers, grade level and age of students and the statues of students more similar.

Thus, the finding showed that, SFP beneficiary students got advantage or chance in achieving
best academic score as compared to non-SFP beneficiary but needy students in the school.
The program also offered chance even achieving academic result as like as students who are
living above poverty this is the practical implication of this finding. It too imply that, devel-
oping and implementing school feeding program in schools had a lot of positive contribution
in advancing students‟ academic result of students. In support of this finding Desalegn,
(2011) researched that, there was evidence that school feeding programs increase school at-
tendance, cognition, and educational achievement, particularly if supported by complemen-

53
tary actions or supplementation. Hence, the finding is consistent with theoretical literature
that was reviewed before (chapter two).

The finding further imply that, though indicators of quality education is all rounded that can
affected by different obstacles scoring best academic result is one of indicators of quality ed-
ucation that the program achieved. Therefore, if the program (SFP) delivered continued it de-
clines hunger and poverty of students in the society and the program could also contribute to
achieve safety net program beyond enhancing students‟ academic achievement.

4.5.3. Students Psychological makeup, Completion Rate and SFP (RO 3 and 4)

Students’ Psychological makeup and SFP (RO 3)

As summarized in chapter two, creating physical and psychological environment in the

school is important to bring quality education through attracting students and a student seems
not to learn much, or to be unmotivated, or unfriendly or whatever. There are different chal-
lenges such as, diversity of special educational needs making classroom increasingly diverse
has been the inclusion of students with special needs in to classrooms with non-needy peers
(Seifert & Sutton, 2009).

Findings (section 4.4 sub sub-sections 4.4.3) also points out that, in terms of attention SFP
beneficiary students had high level of class room attention with greater life span towards
learning were better than non-beneficiary but needy students. Even, non-beneficiary but
needy students were inattention than beneficiary in class during teaching learning process.
Since, the attention of students in teaching learning process affected by different factors the
finding indicated that students who are provided of school feeding better in class room atten-
tion. It supported by the reviewed literature, hungry children encounter difficulties to concen-
trate and perform complex tasks than well-nourished ones. Poor nutrition among children af-
fects their cognitive function and hence reduces their ability to participate in learning activi-
ties at school and Maslow also argues that humans cannot concentrate and pay attention to
attain academic achievement unless their basic nutritional need is satisfied (Woodhouse et al.,
2012). On the other hand, the finding contradicts with Abiy (2017) who come with the find-
ing SFP has not affected on attention measure. These findings highly depend on those of stu-
dents who had similar teacher, status and age level it hints the finding dependable.

54
The other research finding (section 4.4 sub sub-sections 4.4.3.) indicated that, SFP benefi-
ciary students were inter collaborated, interested in taking responsibility and decision-making
processes than non-beneficiary but needy students in the school. It because of students who
were beneficiary from the program got a chance of eating, communicating and helping each
other in the process of feeding. Thus, SFP beneficiary students benefited from SFP in making
cooperation. The finding infer that, delivering school feeding program to those of SFP non-
beneficiary but needy students enable them strong in decision making, inter-collaborated and
responsible to action. Therefore, it stated that there is a need of expanding the program in
achieving the target. The other research finding in similar section of the result was that, non-
beneficiary but needy students did not achieved daily on time attendance and participation in
class room than beneficiary students. The findings agreed with Woodhouse et al., (2012) who
have found the significant positive effect of SFP on students‟ attendance.

The surprising finding in section 4.4 table 16 was that, non-beneficiary but needy students
have positive interaction with teachers and self-directional than school feeding beneficiary
students. This may because of the proper implementation problem of the SFP. It is also in
support of UNICEF (2000) as summarized in chapter two, close and confidential relations of
the child with the peers and teachers, verbal expression of the needs and feelings, participa-
tion to the activities, ready to start the school both physically and mentally (emotional stabil-
ity), sense of independence, discipline, commitment, the ability to self-management), motiva-
tion and personality traits is necessary for the formation and development of psy-
chological readiness to learn. But, in terms of self-discipline or ethics and ready to teach
SFP beneficiary student better than non-beneficiary this may as a result of SFP beneficiary
students think of his or her destination after the program.

These findings converge to the literature but contradict to the result that was from school vice
directors data. However, these activities observed in class room and teachers had a chance of
observing these behaviors of students in class room or at the time of feeding therefore the re-
sult from teachers‟ response originated and consistent with the theory. The result may be-
cause of students who are beneficiary of the program get chance of having foods with peers
as well teachers this result discipline and readiness to learn. Similarly, as section 4.4 table 16
described that, SFP beneficiary students are better in academic achievement, motivation and
invest more time-on-task than non-beneficiary but needy students. Here, academic achieve-

55
ment included to measure the students readiness because readiness could observe by the
achievement also.

However as result (section 4.4 table 17) point to, SFP beneficiary students lack persistence in
the face of challenging tasks and competence (integration of knowledge and skill) than non-
beneficiary but needy students. In support of this finding, graduates of primary education lack
competence which requires integration of knowledge, skills and the necessary values at first
cycle (MoE, 2018). The finding also similar to the finding in RO 1 in table 9 i.e., illness,
hunger and work for food were still major problem students in schools and it raised from the
problem of quality of food because as qualitative data showed that, the quality of food never
checked by health center therefore, it lack balanced diet.

Students’ academic semester (2019) Completion Rate and SFP

As the result section presented that, in completion rate SFP beneficiary students better than
non-beneficiary but needy students in first academic semester 2019. It indicates SFP has a
role of completing academic semester than non-beneficiary but needy students. Moreover, the
reason for dropouts was because of food as indicated in RO 1 table 9 i.e., illness, hunger and
work for food were still major problem of students in schools and the other reason was
changing schools but changing school also may because of proper feeding system.

56
 CHAPTER FIVE

5. SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATION
This chapter attempts to summarize findings, conclusion and outline the implication to quali-
ty education and forwards recommendation for action and further research on the basis of the
discussion presented in the preceding chapter (chapter four).

5.1. Summary of Findings and Conclusion

This research has been made attempts to assess the contribution of school feeding program
(SFP) to quality education in first cycle government primary schools in Yeka sub city of Ad-
dis Ababa in general and had four operational research objectives in particular. First, assess
the appropriateness of the implementation of SFP to the needs of students and schools. The
major findings in related to this research objective were:

Appropriate implementation of the Program:

 There were an attempt of implementing SFP in line with the intention of school
gaps i.e., the program increase school community partnership both inside and out-
side schools for example, in selection and recruitment of students, decrease drop-
out rate, increase academic performance and enrollment
 The program implemented aligned with school strategies i.e., even the leading role
of the program delegated to one of vice directors of schools
 The program leads some schools to have a system of promoting beneficiary stu-
dents who score high grade

Inappropriate implementation of the Program:

 Lack of awareness of school communities to SFP i.e., they did not give due con-
sideration to treat program beneficiary and non-beneficiary students equally
 No protection of quality and healthy of the food preparation facilities and the
food itself
 No attention to the program (i.e., in having a record of SFP beneficiary and needy
students and disseminating vulnerable students to the sponsors not timely and
even not exactly target vulnerable student

57
  Lack of psychological handling of beneficiary students i.e., school communities
never care of the psychology of beneficiary student it will result lack self-
confidence and resigned from being benefited
 The program lack practical implementation fully i.e., still illness, hunger and
work for food are major problem of beneficiary students

In general, the findings could infer that, effective implementation of SFP has different contri-
bution in achieving quality education at school. The extent of implementing SFP was both
appropriate and inappropriate to the needs of students and schools.

Second, the specific objective of this study was the contribution of school feeding program to
academic performance of students. Findings of this study provided more than enough evi-
dence that, SFP has statistically significance positive contribution to students‟ academic
achievement and there is significant positive correlation and cause and effect relationship be-
tween SFP and academic achievement of students. It denoted that, implementing the program
in schools had a lot of positive contribution in advancing students‟ academic achievement
and the program contribute positive and significance result for improving academic perfor-
mance of students in a research area.

The third objective of the study was, assess the extent of contribution of school feeding pro-
gram to students‟ psychological makeup for learning. This research objective was focused on
assessing (students‟ class room attention, participation, motivation and readiness to learn by
comparing SFP beneficiary students with non-beneficiary but needy students. The finding
showed that, students who were provide of school feeding program better in class room atten-
tion, in class room participation (i.e., inter-collaborated, interested in taking responsibility
and decision-making processes), motivation to learn (i.e., self-discipline or ethics and more
ready to learn) and improve academic achievement and invest more time-on-task than non-
beneficiary but needy. Therefore, the extent of the contribution of school feeding program to
students‟ psychological makeup for learning is much more than expected. It suggested that,
the findings were because of SFP i.e., students who were beneficiary of the program got
chance of having foods with peers and communicate with teachers.

58
Despite the observed positive contribution of SFP on most of psychological makeup of stu-
dents, the program never be assisted students to be ready to learn (i.e., students did not make
positive interaction with teachers, lack daily attendance, lack motivation and class room par-
ticipation, in persistence in the face of challenging tasks and lack self-directional) It implied
that, it may for the reason that, factors of implementing SFP like lack of quality of food or
balanced diet or lack of psychological handling of students and lack of psychological care of
students during and feeding session. The fourth specific objective was that, assess the extent
of contribution of school feeding program to completion rate of students. The objective fo-
cuses on identifying the role of the program to complete academic semester or decrees drop-
out rate in case, the program contribute to the target of decreasing dropouts significantly as
compared to non-beneficiary but needy students.

In general the findings had the implication to the implementation process of general educa-
tion quality improvement program II (GEQIP II) that if the program implementation contin-
ued and enhanced the implementation status it could contribute to achieve quality education
and will improve the achievement of the objectives of GEQIP II however, there were nega-
tive findings as a result of inappropriate implementation of SFP that needs attention. Instead,
the program even currently contributes a lot to quality education in schools.

59
 5.2.Recommendation

For further enhancement of the implementation of SFP and its contribution to assure quality
education in Yeka sub city first cycle government primary schools, the following recommen-
dations were made based on the findings and the conclusion:

Recommendation for Practice;

Education policy developers and evaluators should due consideration to enhance efficien-
cy and effectiveness of the SFP programs in implementing Education Development Road
Map of Ethiopia.

Ministry of education or Yeka Sub City education office with the cooperation of non-
governmental organizations better to introduce school feeding programs to most children
come to school from low income families or scale-up the implementation of the program
to the needy students that help to advance academic achievement of students

Yeka Sub City education office or schools should link inter-sectorial collaboration like
health office by signing memorandum of understanding with the nearest health center and
checking the quality, the health and nutrition component of the food and feeding in im-
plementation of the program

Yeka Sub City education office or schools should conduct training to SFP coordinators or
vice directors in the area of data student management practice and school communities
(principals, teachers and support staff and student parents (i.e., SFP beneficiary and non-
beneficiary but needy students) in psychological child care system

In order to fully enhance SFP, a strong school governance is essential i.e., schools should
give due consideration for the effective implementation of the school feeding program to
improve the quality education at school

Schools with the help of sub city or wereda level education office should in stole quality
assurance system to continuously monitoring and evaluation the implementation of the
SFP

SFP attention should not be only to food provision, but also to learning and educational
conditions.

60
Recommendation for Further Study:

School feeding program is newly established program fully by government so it needs

comprehensive continual program evaluation research to the improvement of the program
implementation or changing the direction of implementation

This research used post only design that could not observe the change comparatively in
time because the program newly started by this year fully by the government therefore,
further studies better conducted by comparing before after result of the student achieve-
ment as a result of SFP

Researches on the area with large research participants and longitudinal basis, are highly
recommended to test the long term contribution of the program

In general in this chapter, the major conclusion of the finding and the possible solution or
recommendation to further improvement indicated so far according to the research objectives
that indicated in chapter one.

61
 RFERENCES

Abebe G/silassie (2011). Evaluative Research on the Effectiveness of the School im

provement Program with Particular Reference to Schools in Eastern Gojjam
Administration Zone. Amhara National Reginal State Education Bureau Re
search journal. Vol 14 (1), 1.
AbiyYohannes. (2017).The effect of School Feeding Program on the school perfor
mance of primary public school children in Arada Sub City, Addis Ababa.
Unpublished MA Thesis, Addis Ababa University.
Acheampong, F. (2014). An Evaluation of the School Feeding Programme: a case
study of magog primary school.
Atakilt Hagos. (2016). The Design, Implementation and Internal Effectiveness of TVET Sys
tem in the Ethiopian Context: A Theory-driven Multilevel Evaluation. Ethiopian
Civil Service University.
Atakilt Hagos. (2017). Advanced Research Methods I, Module (PPS5033). Unpublished.
Bundy, D. et al. (2009). Rethinking School Feeding: Social Safety Nets, Child Develop
ment, and the Education Sector. International Bank for Reconstruction and
Development. The World Bank.
Cousin, E. and Kim, J.Y. (2016). Global school feeding source book, lessons from 14th
countries. Imperial college press in London.
Creswell, J.W. (2009). Research design Qualitative, Quantitative, and Mixed Methods
Approaches. SAGE Publications. Inc. London. 3rd edition.
Dawson, C. (2002). A user-friendly guide to mastering research techniques and projects.
How to Books Ltd. United Kingdom.
Desalegn Keba. (2011). Education in Focus: Impacts of School Feeding Program on
School Participation. Department of International Environment and Development
Studies. Norway.
Ethiopian Herald's. (2016). Ethiopia's national school feeding to provide meals for all
schools.
Federal Democratic Republic Government of Ethiopia. (1994). Education and training pol
icy. Addis Ababa.
Federal Democratic Republic of Ethiopia. (1995).Proclamation of the Constitution of the
FDRE Proclamation No. 1/1995.Federal Negarit Gazeta, 1st Year No.1, Addis Ababa.
Gray, D. (2004). Doing Research in the Real World. SAGE Publications. London.

62
Harper Adams University. (1993). Defining educational quality. Improving Educational
Quality Project Publication. Institute for International Research.
Israel, D. G. (1992). Determining Sample Size. Florida cooperative extension service.
Kothari C. (2004). Research methodology. Methods and techniques. New Age Interna
tional (P) Ltd Publishers.
Light Ethiopia. (2015). SFP Nutritional Assessment Study Report. Addis Ababa.
Marczyk, G., Dematteo, D, and Festinger, D. (2005). Essentials of Research Design and
Methodology. John Wiley & Sons, Inc., Hoboken, New Jersey.
Miller, D. (1999). A Guide for Program Managers of SFP. Partnership for Child Develop
ment.
Ministry of Education. (1999). Teacher Education Hand Book. Institute for Curriculum
Development and Research. Addis Ababa.
Ministry of Education. 2008. The development of education. National report of federal
democratic republic of Ethiopia. Addis Ababa.
Ministry of Education. (2010). School Improvement Program Guidelines. Addis Ababa.
Ministry of Education. (2012). National School Health and Nutrition Strategy of Ethiopia.
Addis Ababa.
Ministry of Education. (2013). Social Assessment of the General Education Quality Im
provement Program PHASE II. Addis Ababa.
Ministry of Education. (2015/16-2019/20). Education sector development program. Addis
Ababa.
Ministry of education. (2018). Ethiopian education development road map 2018-2030.
Unpublished.
Ministry of labor and social affairs. (2012). National social protection policy of Ethiopia.
Addis Ababa
Roberta, H. and Alison, T. (2015).Validity and reliability in quantitative studies. School of
Nursing, Laurentian University, Ramsey Lake Road, Sudbury, Ontario, Canada.
Seifert, K. and Sutton, R. (2009). Educational Psychology. The Saylor Foundation. Second
Edition.
UNICEF. (2000). Defining Quality in Education. United Nations Children‟s Fund United Na
tions Plaza. New York.
WFP. (2013). State of School Feeding Worldwide. The World Food Program.

63
Woodhouse, A. et al., (2012). The relationship of food and academic performance: Aprelimi
nary examination of the factors of nutritional neuroscience, malnutrition and diet
Adequacy. Christian Perspectives in Education.
World Bank (2013). Improving Learning in Uganda. International Bank for Reconstruction
and Development. The World Bank. Washgten DC.
Yadesa Tollesa. (2010). [Educational and Action Research Methods]. Mega Publishing En
terprise.
Yalew Endaweke. (2012). [Application of Basic Research Principles]. Mega Publishing En
terprise.
Yitbarek Takele and Asres Abitie. (2016). Training Module for: Research Methods and Re
search Report Writing. Unpublished.

64
 APPENDICES/ANNEXES
1. Timeline and budget

Timeline that activities needs

No_ Activities January February March April June

(2019) (2019) (2019) (2019) (2019) (2019)
1 Thesis writing 1-12
st
1.1. 1 draft thesis submission 13
1.2. Final draft thesis submission 14
2 Preparation of data collection in- Ja 15 – February 4
strument
3 Data collection Ja 5 - February 30
4 Analysis and interpretation 1-20
st
5 Submission of 1 draft thesis to 21
advisor
6 Final draft thesis submission (ad- 26
visor approved)
7 Thesis defense 10-20
8 Submission of comment incorpo- 25
rated thesis (approved by internal
examiner)
9 Approval of advisor, internal and 25
external examiner
Research budget that activities needs

Items Unit Quantity Unit price Total price

in birr in birr
Thesis Printing Page no_ 3*44 pages 44 132
Data collection instrument Piolet test no_ 10 person 100 1000
Data collection traveling cost Days 20 20 400
st
1 draft thesis Printing Page no_ 3*80 pages 80 160
Photo copying Page no_ 3*80 pages 80 160

Binding 3 10 30
Final draft Printing Page no_ 3*80 pages 80 160
thesis Photo copying Page no_ 3*80 pages 80 160

Binding no_ 3 10 30
Total 504 2232

xi
1. Questionnaire
Ethiopian Civil Service University

School of Policy Studies

Department of Public Policy

A Questionnaire to be fulfilled by for Vice directors

Guides: dear respondents, this questionnaire is aim to collect data that enable the researcher
to assess the appropriateness of School Feeding Program (SFP) with the needs of students
and schools in Yeka Sub City and empower the researcher to recommend on the enhance-
ment of the program. To be a part of this solution please, fill this questionnaire by consider-
ing the current status of students in your classroom, no need of writing your name. The ques-
tionnaire has two parts: the first part is about personal information and the second part is
about appropriateness of School Feeding Program with the needs of students and schools.
Therefore, on the box provided put the symbol “” on which appropriate for you in both
parts.

Thank you in advance for your time and concern!!!

Sincerely yours.

Researcher, Mulat Abebel

Part One: Personal information

1. Sex:--------------------male  female 

2. Age:-------------------20-30  31-40  41-65 

3. Education level-----Certificate  Diploma  BA/BSC degree 

4. Grade level you teach------Grade 1  Grade 2  Grade 3  Grade 4 

5. Work type------School director  Teacher  School feeding program coordinator 

xvi
 Part Two: Appropriateness of School Feeding Program with the needs of students and schools

This part of questionnaire has different statements related with appropriateness of School
Feeding Program (SFP) with the needs of students and schools. For each statement there are
five alternatives that rage from strongly agreed to strongly disagree. Therefore, read the
statements carefully and put the symbol “” on the box provided that may appropriate for
you. The numbers indicate:
5 = strongly agreed 4 = agreed 3 = neutral 2 = disagreed 1 = strongly disagreed

Appropriateness of School Feeding Program to the Need of Schools

Statements Scale
NO_
SFP… 5 4 3 2 1
1. 1Increase community school partnership
2. .Aligned with sectorial policies and strategies
3. Strengthen the school capacity of implementing goals
4. Promote school health
5. 5Enable the school to take ownership of program (plans developed)
Enable program coordinator teachers to be trained on school health
6. and nutrition
Sufficient clean water provision for cooking and cleaning secured at
7.
school
8. Support strategies of decreasing dropout
Appropriateness of School Feeding Program to the Need of Students
Statements Scale
NO_
SFP… 5 4 3 2 1
1. Causes for feeling inferiority problem in side of students
2. Increase enrollment of students
3. Provide guidance and counseling services to students
Enrollment increases in response to school feeding programs but
4.
not learning
Children‟s are suffering to be beneficiary of school feeding pro-
5. gram
School feeding program have uniform supporting systems at
6.
school
7. 1Develop comprehensive integrated strategies to maximize School
5feeding program to all vulnerable students in school
8. 1School feeding program is not far from providing food to stu-
7dents
9. 1School leaders pay attention to recruit vulnerable student
10. 81School feeding program implemented as not to enhance quality
9education rather as day to day activities

xvii
 Ethiopian Civil Service University

School of Policy Studies

Department of Public Policy

A Questionnaire to be fulfilled by for home room teachers

Guides: dear respondents, this questionnaire is aim to collect data that enable the researcher
to evaluate the contribution of school feeding program (SFP) to students to have good psy-
chological makeup and academic performance in Yeka Sub City and empower the researcher
to recommend on the enhancement of the program. To be a part of this solution please, fill
this questionnaire by considering the current status of students in your classroom, no need of
writing your name. The questionnaire has two parts: the first part is about personal infor-
mation and the second part is about psychological makeup of students. Therefore, on the box
provided put the symbol “” on which appropriate for you in both parts.

Thank you in advance for your time and concern!!!

Sincerely yours.

Researcher, Mulat Abebel

Part One: Personal information

11. Sex:--------------------male  female 

12. Age:-------------------20-30  31-40  41-65 

13. Education level-----Certificate  Diploma  BA/BSC degree 

14. Grade level you teach------Grade 1  Grade 2  Grade 3  Grade 4 

15. Work type-------School director  Teacher  School feeding program coordinator 

xviii
 Part Two: Contribution of school feeding program (SFP) to students psychological makeup
and academic performance

This part of questionnaire has different statements related with psychological makeup and
academic performance of students. For each statement there are five alternatives that range
from strongly agreed to strongly disagree. Therefore, read the statements carefully and put
the symbol “” on the box provided that may appropriate for you. The numbers or scales in-
dicate that:

5 = strongly agreed 4 = agreed 3 = neutral 2 = disagreed 1 = strongly disagreed

No Items Scales
_ 5 4 3 2 1
1. Beneficiary students have high level of class room attention than non-
beneficiary but needy students
2. Non-beneficiary but needy students have long lifespan attention to
learning is better than beneficiary students
3. Non-beneficiary but needy students are inattention than beneficiary in
class
4. Class room participation of beneficiary students are better than non-
beneficiary but needy students in class
5. Beneficiary students are inter collaborated with others than non-
beneficiary but needy students in school
6. The interest of to taking responsibility of beneficiary students well
than who don‟t benefit but needy students in class
7. Participation of beneficiary students in decision-making processes is
good than non-beneficiary but needy students
8. Beneficiary students build self-discipline or ethics than non-
beneficiary but needy students
9. Non beneficiary but needy students are self-directional or self-
confidential than beneficiary

xix
No_ Items Scales
5 4 3 2 1
11. Beneficiary students are persistence in the face of challenging tasks
than non-beneficiary but needy students
12. Non-beneficiary but needy students have positive interaction with
teachers than school feeding beneficiary students
13. Beneficiary students are more ready to learn than non-beneficiary
but needy students
14. Beneficiary students achieved daily on time attendance in class than
non-beneficiary but needy students
15. Academic achievement of beneficiary students are better than non-
beneficiary but needy students
16. Beneficiary students‟ motivated to progress education to next grade
level than non-beneficiary but needy students
17. Beneficiary students‟ invest more time-on-task than non-beneficiary
but needy students
18. Beneficiary students‟ lack competence (integration of knowledge
and skill) than non-beneficiary but needy students
19. There is normal progression from semester to semester in complet-
ing grade level between school feeding beneficiary and non-
beneficiary but needy students
20. Grade repetition is more problem of beneficiary than non-
beneficiary but needy students in school
21. Illness is a major problem of beneficiary students than non-
beneficiary but needy students in school
22. Hunger is a major problem of non-beneficiary but needy students
than beneficiary students in school
23. Work for food is a major problem of beneficiary students than non-
beneficiary but needy students in school

xx
2. Interview Guide
Ethiopian Civil Service University
School of Policy Studies
Department of Public Policy

An interview guide developed to conduct interview with school feeding program coordinator at Sub
City level and principal directors

Guides: dear interviewees, this semi-structured interview guides is aim to collect data that
enable the researcher to assess the appropriateness of School Feeding Program with the
needs of students and schools in Yeka Sub City and empower the researcher to recommend
on the enhancement of the program. To be a part of this solution please, conduct interview by
considering the current status of program. The interview guides include two parts the first
part is Personal information of interviewee and second the actual guides of interview.

Thank you in advance for your time and concern!!!

Sincerely yours.

Researcher, Mulat Abebel

Part One: Personal information

1. Sex:--------------------male  female 

2. Age:-------------------20-30  31-40  41-65 

3. Education level-----Certificate  Diploma  BA/BSC degree 

4. Role type----School director  Teacher  School feeding program coordinator 

xxi
Part two: semi structured interview guide questions

Appropriateness of School Feeding Program to the needs of schools

Is School Feeding Program--------------------------------------- How or Why not?

1. Increase community participation, aligned with sectorial policies and strategies

2. Alleviating dropouts of students‟ school, strengthen the school capacity of imple-

menting goals, promote school health in school

3. Enable the school to take ownership of program (plans developed)

4. Increase enrollment of students, increase students regular attendance

5. Envisage provision of quality education and support strategies of decreasing drop-

out

6. Support strategies of school improvement(safe and conducive school environ-

ment)

Appropriateness of School Feeding Program to the needs of students

Is School Feeding Program---------------------------------------Why or Why not?

1. Appropriate to the needs of students

2. Encouraging academic achievements of students

3. Trained students and teachers in School Health and Nutrition

4. Provide guidance and counseling services

xxii
3. Document Review

Academic performance and completion rate of students record sheet

A. Academic performance of selected students

Schools Grade Student Code Beneficiary Score Student Non-beneficiary/
(in number) Code Needy Score
(in number)
1 1
2 2
3 3
4 4
5 5......n
n= all the sample students (251)

B. Completion rate of selected students

Schools Semester Grade Beneficiary in frequency and Non-beneficiary/ Needy in fre-

% quency and %
In Number in % In Number in %
1
2
3
4
5

xxiii