THE RELATIONSHIP BETWEEN CHILD’S NUTRITION TO ITS WORKING

MEMORY CAPACITY

ASIAN COLLEGE OF TECHNOLOGY - INTERNATIONAL EDUCATIONAL

FOUNDATION
_____________________
A Thesis Presented to
the Senior High School Department
of Asian College of Technology – International Educational Foundation
Cebu City
___________________________________
In Partial Fulfillment of the the Requirements in
APLD 07 Inquiries, Investigations and Immersion
_______________________________________________________

by:
CANTON, MARIAH CHAELA
BUNO, MEBHAR
DIZON, KATHYLN
FLORENTINO, JHADE ANN
MEJARES, REIGINE MARIE
DIAPELO, IRENE
QUIJANO, KYLA
SALAMANCA, CHRISTIAN

MELTON JAMES U. FERNANDEZ

Research Adviser

May 2021

I
 APPROVAL SHEET

This thesis entitled THE RELATIONSHIP BETWEEN CHILD’S

NUTRITION TO ITS WORKING MEMORY CAPACITY submitted by
CANTON,MARIAH CHAELA/BUNO, MEBHAR/DIZON,
KATHYLN/FLORENTINO,JHADE ANN/MEJARES, REIGINE MARIE/QUIJANO,
KYLA/SALAMANCA, CHRISTIAN in partial fulfillment of the requirements in APDL
07 INQUIRIES, INVESTIGATIONS AND IMMERSION has been examined and is
recommended for acceptance and approval for ORAL EXAMINATION.
MR.JAMES MELTON FERNANDEZ
Adviser

Approved by the Committee on Oral Examination with a grade of PASSED on

May 4, 2021.

MS. AILEEN ALBIOS, LPT

Faculty, Senior High School Department

Asian College of Technology-IEF
Chairman

MR. RAM JAY ENSALADA, LPT MR. KEVIN T. ELESEO, LPT

Faculty, Senior High School Department Program Coordinator–TVL Track
Asian College of Technology-IEF Asian College of Technology-IEF
Member Member

Accepted in partial fulfillment of the requirements in APLD07 INQUIRIES,

INVESTIGATIONS, AND IMMERSION

MR. JERVIN T. ALEGADO, MAEd.

SHS Principal

II
 PANEL OF ORAL EXAMINERS

Approved by the Committee on Oral Examination with the grade of PASSED.

MS. AILEEN ALBIOS, LPT

Faculty, Senior High School Department
Asian College of Technology-IEF
Chairman

MR. RAM JAY ENSALADA, LPT MR. KEVIN T. ELESEO, LPT

Faculty, Senior High School Department Program Coordinator–TVL Track
Asian College of Technology-IEF Asian College of Technology-IEF
Member Member

Accepted and Approved in partial fulfillment of the requirements for the

requirements in APLD 07 INQUIRIES, INVESTIGATION AND IMMERSION

MR. JERVIN T. ALEGADO, MAEd.

SHS Principal

Oral Examination: January, 2021

Book submission: ____________

III
 DEDICATION

This study is wholeheartedly dedicated to our beloved parents, who have been

our source of inspiration and gave us strength when we thought of giving up, who

continually provide their moral, spiritual, and emotional and financial support.

To our brothers, sisters, relatives, mentor, friends, and classmates who shared

their words of advice and encouragement to finish this study.

And lastly, we dedicated this study to the Almighty God, thank you for the

guidance, strength, power of mind, protection and skills and for giving us a healthy life.

All of these, we offer to you.

IV
 ACKNOWLEDGEMENT

This research will not be fulfilled without the support and encouragement of the
people behind us. This cooperative output will not be successful as it is without their
presence.
First of all, the researchers would love to acknowledge our Lord Jesus who gives
us the strength and wisdom in making this research and giving us the gift of intelligence.
The researchers would like to acknowledge their parents who gave them moral
support in order for them to prepare and finish this research.
Acknowledgement is given to the respondent and their parents who gave their
full cooperation and answering the given questionnaire during our survey.
And lastly, the researchers would also like to acknowledge their friends who
motivated and inspired them to finish this study.

Special thanks to the researchers’ beloved research teacher Mr. Melton James
Fernandez who made it all possible, teaching them the things needed to be done and
everything about in doing a research.

Their gratitude knows no bounds and they cannot express everything with only a
few words. From the bottom of their hearts, thank you and God bless!

-Researchers

V
 ABSTRACT

The study focused on determining the relationship of child's nutrition to its

working memory capacity. Specifically, it determined the profile of the children in terms
of age, sex, number of meals and Body Mass Index (BMI) . In addition, the working
memory of the children were evaluated by an application called Corsi Block Tapping
Test. The participants of the study were the children of different places because of the
spreading Covid-19 pandemic disease that causes the economy to be in state of lock
down and forbid face to face confrontation between individuals. Based on the findings, it
is revealed that there is a significant relationship between child's nutrition to its working
memory capacity. For most of the children who are healthy has average and sharp
working memory. However, children who are underweight and overweight has weak
memory capacity. The following recommendations are offered based on the findings and
the conclusion of the study. Students are advice to eat more healthy food and avoid eating
junk foods to improve their growth. Parents are advice to make their children eat more
healthy food to improve their cognitive development. The school and teachers should
always remind students to eat more healthy food and also to make seminars and programs
for the parents to help them to be aware on how to make their children improve their
cognitive growth. DOH should produce more programs and seminar about nutrition for
the student inside the school and for parents as well, in order to inform them about the
importance of nutrition to cognitive development. The future researchers are encourage to
conduct similar studies by utilizing the other variables such as the impact of internet
addiction to the child’s memory capacity and development.

VI
 TABLE OF CONTENTS
TITLE……………………………………………………………………………………...I
DEDICATION…………………………………………………………………………....II
APPROVAL SHEET ……………………………………………………………………III
PANEL OF ORAL EXAMINERS………………………………………………………IV
ABSTRACT ……………………….……………………………………………………..V
ACKNOWLEDGMENT………………………………………………………………...VI
TABLE OF CONTENTS………………….……………………………………….……
VII
LIST OF TABLES AND FIGURES…………………..……………………………….VIII

Chapter Page
I. THE PROBLEM AND ITS SCOPE
A. Rationale of the Study.……………................................................... ……..1
B. Theoretical/ Conceptual Background ……………………………………...5
C. Theoretical/ Conceptual Framework ………………………………………9
D. Statement of the Problem.……………
…………………………………...10
E. Hypothesis/Null Hypothesis ……………………………………………...10
F. Scope and Limitation ……………………………………………………..11
G. Significance of the Study …………………………………………………
12
H. Definition of Terms …………………………………………………..
…...13

II. REVIEW OF RELATED LITERATURE AND STUDY……………………

14
III. RESEARCH METHODOLOGY
a. Research Design ………………………………………………………….22
b. Research Respondents …………………………………………………....22
c. Research
Environment…………………………………………………….23

VII
 d. Research Instrument………………………………………………………23
e. Research Procedure………………………………………………...…..…24
f. Methods of Analysis/Treatment of Data……………………………..…...24

IV. RESULTS AND DISCUSSION…………………………………….……….26

V. CONCLUSION AND RECOMMENDATION ……………….……….……33
REFERENCES ……………………………………………...
…………….....43

APPENDICES
A. Transmittal Letter …………………………………………………
45
B. Survey Questionnaire ………………………………………….
….46
C. Documentation ………………………………………………...
….47
D. Curriculum Vitae

………………………………………………….48

LIST OF TABLES
Table Page
1 Body Mass Index ………………………………………………………………29
2 Corsi Block Span Scores………………………………………………………...30
3 Pearson’s Product Moment Coefficient Between Child’s Nutrition to its memory
capacity …………………………………………………………………………31

LIST OF FIGURES
Figure Page
1 Theoretical Framework of the Study ……………………………….……….9
2 Demographic Profile of the Children in Terms of Sex ……………………...26
3 Demographic Profile of the Children in Terms of Age……………………...27

VIII
 4 Demographic Profile of the Children in Terms of Number of Meals..……...28

CHAPTER I

THE PROBLEM AND ITS SCOPE

RATIONALE

Memorization is the process of committing something to memory or learning

something. It is also one of the most famous cognitive development people usually used.

It is commonly used to learn and understand lessons, especially for students. In ancient

times, people of all ages memorized abundant amount of information, and so they were

able to build on that knowledge to gain understanding and apply the wisdom. Education

in classical antiquity and for over 2500 years started with memorization. Memorization

can be increase by maintaining good and health body. Brain development is faster in the

early years of life compared to the rest of the body, which may make it more vulnerable

to dietary efficiencies (Benton, 2010).

IX
 Cognitive development is influenced by many factors, including nutrition. There is an

increasing body of literature that suggests a connection between improved nutrition and

optimal brain function. Nutrients provide building blocks that play a critical role in cell

proliferation, DNA synthesis, neurotransmitter and hormone metabolism, and are

important constituents of enzyme systems in the brain (Bhatnagar and Taneja, 2001;

Lozoff and Georgieff, 2006; Zeisel, 2009; De Souza et al., 2011; Zimmermann, 2011).

In addition, sex also influences the memory development function of an

individual. Biological sex plays a critical role in memory function, with sex differentially

influencing memory type. Sex differences include beneficial effects of estrogen on verbal

episodic memory function. Superior female performance on verbal episodic tasks has also

been observed well before sexual maturity (e.g., in the preschool years), further

suggesting that sex differences are unlikely to be a result of sex hormones. (Paul D.

Loprinzi and Emily Frith, 2018). Taken together, there is clear evidence that sex

differences across various memory types are apparent. This may stem from sex

differences related to neuroanatomical, neurochemical, neuroelectrical, and affect- and

cognitive-specific processing strategies. (Paul D. Loprinzi and Emily Frith, 2018).

Furthermore, females outperform males in spatial-based memory task. Females

having larger volumes of hippocampal tissue (relative to brain size), caudate nucleus,

anterior cingulate gyrus, dorsolateral prefrontal cortex, and planum temporale that makes

them have greater memory impairment than male. In addition, females outperform males

on autobiographical memory particularly with high retrieval support via verbal probing,

random word recall, story recall , auditory episodic memory , semantic memory (driven

X
by superiority in fluency) , and face recognition tasks (Paul D. Loprinzi and Emily Frith,

2018). (Paul D. Loprinzi and Emily Frith, 2018).

On the other hand, males abstract visual and location memory test outperformed

female with a large margin. Furthermore, males appear to have relatively larger volumes

of the amygdala and paracingulate gyrus that makes them perform better in spatial

memory task. Memory for Location and Abstract Visual Memory are spatial memory

tasks. These results are consistent with studies of intelligence in which males have been

reported to

Furthermore, development of frontal lobe that appears occur in growth spurts in 2,

and 7 years of age, which control higher cognitive functions. In addition, the

development of some subcortical structures including the basal ganglia, amygdala, and

hippocampus (which are also centrally involved in some mediating higher cognitive

functions, including memory, executive functions, and emotion) also continues until late

adolescence. In addition, a meta-analysis has confirmed a connection between the size of

the hippocampus and memory performance during brain development in children and

young adults (Van Petten, 2004).

Moreover, woman who maintaining healthy body while preparing for pregnancy

and providing breast feeding after birth can help their babies to maximize their growth

and develop their brain rapidly. Furthermore, nutrition has been called the single greatest

environmental influence on babies in the womb and during infancy, and it remains

essential throughout the first years of life. Breast-feeding (BF)3 has a beneficial effect on

XI
cognitive development of a child. Breast milk contains a complex array of nutrients,

trophic factors, and other bioactive ingredients (daniels and adair, 2005)

Lastly, Nutrition can influence the cognitive development of children. Nutrients

provide building blocks that play a critical role in cell proliferation, DNA synthesis,

neurotransmitter and hormone metabolism, and are important constituents of enzyme

systems in the brain (Bhatnagar and Taneja, 2001; Lozoff and Georgieff, 2006; Zeisel,

2009; De Souza et al., 2011; Zimmermann, 2011). According to the survey in the

Philippines conducted by National Nutrition Survey of 2013 from 1993 to 2013, 33.4%

of children ages 0-5 years are stunted. In addition stunting among infants and young

children , 0-5 years old in national has 30.3%, 38.8% in Bicol Region, 39% in ARMM

and 38.7% in Zamboanga Peninsula and stunting is more prevalent among males

(UNICEF, 2013)

The study will be conducted to inform and to give awareness to people, that

maintaining good health can help them improve and increase their memorization skills.

Various resources show the relationship between health and memorization skills of a

child Thus, this research contains information on how health can increase a person’s

memorization skills. Therefore, these study aims to determine The Relationship of

Child’s Nutrition to its Memory Capacity.

XII
THEORETICAL BACKGROUND

The study indicates that there is a significant relationship between child’s

nutrition to its memory capacity. Processing ideas and storing information using senses

from the environment is called memory. Furthermore, memory is like a computer storage

or the ram which store millions of data and information that peopel gather. In addition,

although people remember a lot of data, there is also some data or information that people

most likely forget or became blurry when people process a lot of information and forget

to recall it often. Moreover, according to the theory of Atkinson and Shiffrin (1968),

called “Multi – store model”, said that information exists in one of the 3 states of

memory: the sensory, short term and the long-term stores which information passes from

one stage to the next the more people rehearse it in their minds, but can fade away if they

XIII
do not pay enough attention to it. The sensory sate of memory is your senses that gather

data or information from your surroundings using your 5 senses, for instance, the eyes

observe a picture, olfactory receptors in the nose might smell coffee or they might hear a

piece of music and this stream of information is held in the sensory memory store, and

because it consists of huge amount of data so some information will decay or forgotten in

a short period of time. Furthermore, a sight or sound that they might find interesting

captures their attention and their contemplation of this information known as rehearsals.

This leads to the 2nd state of memory which is the short – term memory store, where it

will be held for a few hours or even days in case they need access to it. In addition, the

short-term memory gives us access to information that is salient to their current situation,

but is limited in its capacity so therefore, aside from rehearsing the information, they

need to involve recalling and thinking about the information continuously to further

promote it into the 3rd and last sense of memory which is the long memory store. Long

memory store can be believed to survive for years, decades and even a lifetime if they

continuously remember it over time.

Furthermore, while the multi-store model provides a compelling insight into how

sensory information is filtered and made available for recall according to its importance

to us. However, Alan Baddeley and Graham Hitch (1974) proposed a “Working Memory

Model” which only composed of visuo- spatial sketchpad and articulatory -phonological

loop, which focus on a different type of sensory information. In addition, visuo - spatial

sketchpad and articulatory – phonological loop works independently of one another, but

are regulated by a central executive, which collects and processes information from the

other components similarly to how a computer processor handles data held separately on

XIV
a hard disk. Moreover, visuo-spatial sketchpad handles visual data - our observations of

our surroundings - and spatial information - our understanding of objects’ size and

location in our environment and their position in relation to ourselves. For example, this

enables us to interact with objects: to pick up a drink or avoid walking into a door and it

enables a person to recall and consider visual information stored in the long – term

memory. For articulatory -phonological loop, it handles the sounds and voices that people

hear but some auditory memory traces are normally forgotten but may be rehearsed

overtime, which may strengthen our memory of a particular sound (Baddeley and Hitch,

1974).

Moreover, according to Craik and Lockhart (1972), in their theory called “Level

of Processing” which emphasize the strength of a memory trace depends upon the quality

of processing, or rehearsal, of a stimulus. In other words, the more they think about

something, the more long-lasting the memory they have of it. Furthermore, it

distinguished between two types of processing: the shallow and deep processing. In

addition, Shallow processing - considering the overall appearance or sound of something

- generally leads to a stimulus being forgotten. This explains why people may walk past

many people in the street on a morning commute, but not remember a single face by

lunch time, on the other hand deep processing, involves elaborative rehearsal - focusing

on a stimulus in a more considered way, such as thinking about the meaning of a word or

the consequences of an event. Reading a news story involves shallow processing but

thinking about the repercussions of the story - how it will affect people - requires deep

processing, which increases the likelihood of details of the story being memorized.

XV
 Cognitive skills allows children to understand the relationships between ideas, to

grasp the process of cause and effect and to improve their analytical. Parents tend to find

various sources to improve their child cognitive development to improve their growth.

Furthermore, Jean Piaget proposed a theory called the 4 stages of Cognitive development:

Sensorimotor stage, Preoperational stage, Concrete Operational stage and Formal

Operational. The sensorimotor stage is the earliest stage of cognitive development, where

infants and toddlers acquire knowledge through sensory experiences and manipulating

objects and children go through a period of dramatic growth and learning. The

preoperational stage that ages from 2 to 7 years which kids began to learn through

pretend play but still struggle with logic and taking the point of view of other people.

Furthermore, ages 7 to 10 years are in stage of concrete operational stage. In this state

children are still very concrete and literal in their thinking at this point in development,

they become much more adept at using logic and during this stage, children also become

less egocentric and began to think about how other people might think and feel. The

fourth and the last stage of cognitive development is Formal operational stage that ages

12 up are became more logical, gain the ability to use deductive reasoning, and an

understanding of abstract ideas. In contrast, Vygotsky (1934), in his study namely

Vygotsky sociocultural theory, argued that social learning preceded cognitive

development. In other words, culture affects cognitive development. Furthermore,

Vygotsky claimed that infants are born with basic abilities for intellectual development

called elementary mental functions that included attention, sensation, perception, and

memory. Sociocultural theory focuses not only how adults and peers influence

XVI
individuals leaning, but also n how cultural beliefs and attitudes affect how learning takes

place. According to Reddy et.al (2015). Food habits are among the oldest and most

deeply entrenched aspects of many cultures and cannot, therefore, be easily changed.

Furthermore, foods and nutrition can be affected by culture, with respect to different

beliefs within the culture. Religion plays one of the most influential roles in the choices

and subsequent selection of foods consumed in certain socities (Dindyal, 2003).

These gives further evidence on the relationship between child’s nutrition and

memory capacity. Overall, child’s nutrition has a big role to their development and the

child’s sex, age and nutritional status also affect the child’s growing capabilities.

THEORETICAL FRAMEWORK

Relationship Between
Child’s Nutrition to its
Memory Capacity

Multi Store Model

The 4 stages of
(Atkinson and Cognitive
Shiffrin, 1968) Development (Jean
Piaget, 1936)

Memory are
classified into XVII
different
types
 depends on

Working
Memory Model

(Baddeley & Vygotsky’s

Hitch, 1974) Sociocultural
Theory
(Vygotsky,1934)

Level of Processing
Theory by (Craik
and Lockhart,
1972)
Interpretation

Recommendation

Figure 1. Theoretical Framework of the Study

STATEMENT OF THE PROBLEM

This study aims to identify the relationship of child’s nutrition to its memory

capacity. Specifically, this study aims to answer the following specific questions:

1. What is the demographic profile of the child in terms of:

1.1 sex

1.2 Age

1.3 Number of Meals

1.4 Body Mass Index

XVIII
 2. What is the working memory capacity level of the respondents?

3. Is there a significant relationship between child’s nutrition and working memory

capacity?

4. Based on the findings, what recommendation can be formulated?

STATEMENT OF THE HYPOTHESIS

This study had advanced the following null hypothesis which have been

tested at a 0.05 level of significance.

Ho1: There is no significant relationship of child’s nutrition to its memory

capacity

XIX
SCOPE AND LIMITATION OF THE STUDY

The study will focus on the child's nutrition relation to its memory capacity. The

data collection will be conducted to 50 children of the researchers' assigned area who will

represent as the respondents. The study will not cover other cognitive development aside

from memory capacity. The other children which do not fall as part of the selected

children are not within the scope of this research. The study will be done through

interview and observation as the survey and reference. By this strategy, the researchers

will be able to know the child's nutrition relation to its memory capacity.

20
SIGNIFICANCE OF THE STUDY

This study is beneficial to the following

Family/Parents - This study is beneficial to them, to be aware of how their children’s

health can affect their memorization skills.

Teachers - This study is beneficial to them, to be aware and also be able to remind their

students that their memorization skills can be enhance or increase by maintaining a

healthy body.

DEPED- This study is beneficial to them because it can help them to know how they can

help the students to increase their academic performance by informing or creating

programs that maintaining good help them to increase their memorization skills.

DOH- This study is beneficial to them because it can broaden their knowledge and

inform the citizens specially about how to increase the memorization skills of an

individual by maintaining a healthy body.

Society - This study is beneficial to them because it can help them to broaden and able to

be aware that eating healthy foods and able to maintain in a good shape can help them

increase their memorization skills

21
DEFINITION OF TERMS

Throughout the course of the study, the following terms have been used:

Capacity – the maximum amount that something can contain.

Children- the respondents of the study.

Cognitive Development – how children think, explore, and figure out. It is the

development of knowledge, skills, problem solving and disposition

Good health- is the condition of their body and the extent to which it is free from illness

or is able to resist illness. And something that can help improve and increase their

memorization skills.

Memorization- a process or the ability of a child in which committing something to

memory.

Nutrition- it is the foundation for having a healthy body and nutritional knowledge that a

child can apply throughout life.

22
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a brief review of literature and studies about The Relation of

Child’s Nutrition to its Memory Capacity to further understand the study.

Brain Development

Brain development is a temporally extended and complex process, with different

parts and functions of the brain developing at different times (Grossman et al., 2003). By

5 weeks after conception in humans, the anterior-posterior and dorsal-ventral axes of the

neural tube have already developed (Levitt, 2003). From 24 weeks of gestation until the

perinatal period, the neurons in the cortical plate die and are replaced by more mature

cortical neurons. During this time, significant refinement in neural connections take place

(Levitt, 2003). From 34 weeks post-conception until 2 years of age, peak synapse

development, and significant brain growth occurs (Huttenlocher and Dabholkar, 1997;

Levitt, 2003). By preschool age, synaptic density has reached the adult level. The

myelination of some parts of the brain (particularly those that control higher cognitive

functions, such as the frontal lobes) continues well into adolescence, whilst myelination

occurs earlier in other parts of the brain that coordinate more primary functions (Toga et

al., 2006). Although the gray matter (which contains the bodies of nerve cells) reaches

asymptote by the age of 7–11 in different regions of the brain, it is thought that the

growth of the white matter (which represents axonal nerve tracts) continues beyond 20

years of age. Studies have shown that the maturation of specific brain areas during

childhood is associated with development of specific cognitive functions such as

23
language, reading, and memory (Nagy et al., 2004; Deutsch et al., 2005; Giedd et al.,

2010). The development of the frontal lobes, which are believed to control higher

cognitive functions (including planning, sequencing and self-regulation), appears to occur

in growth spurts during the first 2 years of life, and then again between 7 and 9 years of

age and also around 15 years of age (Thatcher, 1991; Bryan et al., 2004). The

development of some subcortical structures including the basal ganglia, amygdala, and

hippocampus (which are also centrally involved in some mediating higher cognitive

functions, including memory, executive functions, and emotion) also continues until late

adolescence. In addition, a meta-analysis has confirmed a connection between the size of

the hippocampus and memory performance during brain development in children and

young adults (Van Petten, 2004). Studies have shown that the maturation of specific

brain areas during childhood is associated with development of specific cognitive

functions such as language, reading, and memory (Nagy et al., 2004; Deutsch et al., 2005;

Giedd et al., 2010). ( 8 YEARS OLD BRAIN DEVOLOPMENT )

Developing Memory Skills

Nutrition has been called the single greatest environmental influence on babies in

the womb and during infancy, and it remains essential throughout the first years of life.

Children’s brains develop rapidly and providing the right nutrient intake to maximize

their growth is vital. The emotional and physical health, social skills and cognitive

capacity that emerge in the early years of life are all important for later success; healthy

food and adequate nutrition are the keys to building a sturdy foundation for all of the

learning, health an behavior to follow.

24
 According to Grace (2020), diets with high levels of saturated fats actually impair

learning and memory. One of the theories that explain the link between saturated fats and

brain power is the effects of glucose and sugars in the higher-fat foods. Essentially,

glucose comes from carbohydrates, and while glucose is vital for energy, foods that are

too high in glucose actually cause a body’s energy levels to drop. As glucose is ingested,

the body releases insulin in order to process the newly acquired foods. Normally, after a

healthy meal, glucose levels should rise slightly, and a body should feel energized after

taking in nutrition. In addition, Nagy et al (2004) stated that, shortages of nutrients such

as iron and iodine can impair cognitive and motor development, and these effects are

often irreversible. Similarly, there is growing evidence that DHA, an essential fatty acid,

is a key component of the intensive production of synapses that makes the first years of

life a critical period of learning and development.

Cognitive development is influenced by many factors, including nutrition. There

is an increasing body of literature that suggests a connection between improved nutrition

and optimal brain function. Nutrients provide building blocks that play a critical role in

cell proliferation, DNA synthesis, neurotransmitter and hormone metabolism, and are

important constituents of enzyme systems in the brain (Bhatnagar and Taneja, 2001;

Lozoff and Georgieff, 2006; Zeisel, 2009; De Souza et al., 2011; Zimmermann, 2011).

Brain development is faster in the early years of life compared to the rest of the body

(Benton, 2010a), which may make it more vulnerable to dietary efficiencies.

Furthermore, the role of nutrition in brain development is complex. The effects of most

nutrient shortages depend on the extent and duration of the shortage, and in many cases,

25
the brain’s need for a particular nutrient changes throughout its development.

(Grace,2020)

According to Options for Youth (1987), A proper balance of nutrients in this

formative period is critical for normal brain development. Research has shown that

students are able to learn better when they’re well nourished, and eating healthy meals

has been linked to higher grades, better memory and alertness, and faster information

processing. One reason for this is that foods that are rich in fiber, protein, and healthy fats

such as eggs, yogurt, apples and oatmeal keep the body feeling full longer, providing

enough energy to focus and stay alert throughout the entire day. One simple way that you

can ensure your student is getting enough of the nutritional foods that they need is to pack

foods from every color of the rainbow. “Eat the rainbow” is a phrase that many

nutritionists use to help remind people to incorporate more fruits and veggies in their diet.

Naturally colorful foods like blueberries and red bell peppers contain antioxidants,

vitamins, fiber, and many other nutrients that support healthy growth, and help prevent

problems such as obesity, dental cavities, iron deficiency, and osteoporosis. For example,

yellow and orange fruits and vegetables are abundant in vitamins C and A, which prevent

cell damage, support healthy joints and eyesight, and lower cholesterol. Green fruits and

veggies, such as spinach, asparagus, and avocado, are high in vitamins K, B, and E,

which improve digestion and support healthy bones. Purple produce is high in vitamins C

and K, which help with memory and support a healthy heart.

Roles of Sex in Memory Function

26
 Biological sex plays a critical role in memory function, with sex differentially

influencing memory type.

Females tend to have greater memory impairment than male, possibly as a result

of APOE-ε4 allele presence (i.e., possession of at least one APOE-ε4 allele) , and faster

whole brain and temporal lobe atrophic rates .Females tend to perform better than males

in verbal-based episodic memory tasks, as opposed to spatial-based memory tasks. In

general, females outperform males on autobiographical memory particularly with high

retrieval support via verbal probing , random word recall , story recall , auditory episodic

memory , semantic memory (driven by superiority in fluency) , and face recognition tasks

(Paul D. Loprinzi and Emily Frith, 2018). In addition, females demonstrate superior

memory function because the intensity of their responses to emotional experiences

exceeds. The cognitive style hypothesis suggests that females encode events in greater

detail than males, whereas males encode the “gist” of events, as opposed to more specific

details. the average male reactions, which helps to facilitate the encoding of the memory

trace. (Paul D. Loprinzi and Emily Frith, 2018).

Sex differences include beneficial effects of estrogen on verbal episodic memory

function. Superior female performance on verbal episodic tasks has also been observed

well before sexual maturity (e.g., in the preschool years), further suggesting that sex

differences are unlikely to be a result of sex hormones. Sex-differences in episodic

memory includes females having larger volumes of hippocampal tissue (relative to brain

size), caudate nucleus , anterior cingulate gyrus , dorsolateral prefrontal cortex , and

planum temporale. However, males appear to have relatively larger volumes of the

amygdala and paracingulate gyrus. On the other hand, females appear to have greater

27
BDNF levels that lays a critical role in nearly all aspects of neuronal activity, including

neuron survival, neurogenesis, branching of dendrites, release and production of

neurotransmitters, synapse formation, and synaptic plasticity. (Paul D. Loprinzi and

Emily Frith, 2018).

Females outperformed males on this verbal memory task (Temple and Cornish

1993). Higher scores for male than female preschoolers and kindergartners on a visual-

spatial working memory task (Robinson et al. 1996).

One subtest that loaded highest on the Sequential Recall for males, Visual

Sequential Memory, loaded highest on the Spatial Memory Factor for females in both the

Promax and Varimax solutions (Patricia et.al. 2002). Moreover, after controlling for any

overall memory effects, females scored higher on two verbal subtests: Word Selective

Reminding and Object Recall, and males scored higher on the Memory for Location and

Abstract Visual Memory subtests, the key spatial memory tasks on the battery. These

findings are consistent with studies of intelligence with regards to pattern, , females

performing higher on certain verbal tasks and males performing higher on certain spatial

tasks (Born et al., 1987, Grant & Adams, 1996, Maccoby & Jacklin, 1974).

Gender difference independent of any overall memory difference exists for these

four subtests. Object Recall and Word Selective Reminding, as mentioned previously, are

verbal tasks and females, as a whole, did better on these tasks than males. On the other

hand, males outperformed females on the Memory for Location and Abstract Visual

Memory subtests. Memory for Location and Abstract Visual Memory are spatial memory

tasks. Again, these results are consistent with studies of intelligence in which males have

28
been reported to outperform females on spatial tasks (Kaufman, 1990; Kaufman,

Kaufman-Packer, McLean, & Reynolds, 1991). Taken together, there is clear evidence

that sex differences across various memory types are apparent. This may stem from sex

differences related to neuroanatomical, neurochemical, neuroelectrical, and affect- and

cognitive-specific processing strategies. (Paul D. Loprinzi and Emily Frith, 2018).

Cognition represents a complex set of higher mental functions subserved by the

brain, and includes attention, memory, thinking, learning, and perception.

According to Francisco J. Rosales, J. Steven Reznick, and Steven H. Zeisel. In

Understanding the Role of Nutrition in the Brain & Behavioral Development of Toddlers

and Preschool Children, The pre-school years (i.e., 1–5 years of age) is a time of rapid

and dramatic postnatal brain development, i.e., neural plasticity, and of fundamental

acquisition of cognitive development i.e., working memory, attention and inhibitory

control. Also, it is a time of transition from a direct maternal mediation/selection of diet-

based nutrition to food selection that is more based on self-selection and self-

gratification. However, there have been fewer published studies in pre-school children

than in infants or school-aged children that examined the role of nutrition in brain/mental

development (i.e., 125 studies vs. 232 and 303 studies, respectively during the last 28

years, Figure 1). This may arise because of age-related variability, in terms of individual

differences in temperament, linguistic ability, and patterns of neural activity that may

affect assessment of neural and cognitive development in pre-school children. In this

review, they suggest several approaches for assessing brain function in children that can

be refined. It would be desirable if the discipline developed some common elements to be

included in future studies of diet and brain function, with the idea that they would

29
complement more targeted measures based on time of exposure and understanding of

data from animal models. Underlining this approach is the concepts of “window of

sensitivity” during which nutrients may affect postnatal neural development. (Nutr

Neurosci,2009).

30
 CHAPTER III

RESEARCH METHODOLOGY

This chapter gives an outline of research methods that were followed in the study.

It provides information on the participants, that is, the criteria for inclusion in the study,

who the participants were and how they were sampled. The researchers described the

research design that was used for data collection is also described and the procedures that

were followed to carry out this study are included. The researchers also discussed the

relationship of child’s nutrition to its memory capacity.

RESEARCH DESIGN

The research design used in this study is a quantitative descriptive/correlational

survey method wherein the researchers investigated the said problems by gathering

quantifiable data from the respondents through an observation and interview and

performing statistical; mathematical, or computational techniques to determine the

relationship of child’s nutrition to its memory capacity.

RESEARCH RESPONDENTS

The participants of the study will be the children of different places because of the

spreading Covid-19 pandemic disease that causes the economy to be in state of lock

down and forbid face to face confrontation between individuals. The respondents of this

study are both male and female and ages ranging from 5-6 years old. The sampling

31
technique to be used in selecting the respondents will be purposive sampling which are

the grade 1 pupils of the researchers’ assigned area. The number of respondents for this

study will be 50 Grade 1 students in which there will be 25 of it are males and 25 also are

females.

RESEARCH ENVIRONMENT

This study is conducted in various places; Eastern Poblacion, Poro, Camotes,

Cebu, Maghaway, Talisay City, Cebu, Fiermont Subdivision,Butuan City, Sambagon,

Pinamungajan, Cebu, Guadalupe Cebu City, Brgy. Apas Cebu City, Brgy. Lubang

Buenavista Bohol since the researchers reside in different islands, cities and barangay.

The researchers will conduct their study in their local area due to Covid-19 pandemic that

causes limitation in the study.

RESEARCH INSTRUMENT

The instrument used was a researcher – made questionnaire checklist to gather the

needed data for the children’s profile. In the preparation of the instrument, the

requirements in the designing of good data collection instrument were considered. Open-

ended options were provided to accommodate to free formatted views related to the topic

and issue. The first part of questions is all about the demographic profile of the

respondent such as: sex, age, number of mealsand BMI. The last part of the research

instrument is the Corsi Block Tapping Test. It was created by Philip Michael Corsi in the

early 1970s. Corsi Block Tapping Test is a psychological test that assess short term

working memory. The process of the Corsi block tapping task requires the subject to

observe the sequence of blocks "tapped", and then repeat the sequence back in order. The

32
task starts with a small number of blocks and gradually increases in length up to nine

blocks. The test measures the longest sequence remembered.

DATA GATHERING PROCEDURE

First, the researchers will submit a Transmittal Letter to the principal for the

researchers to conduct the survey. After that, they will present the letter to their

respondents before giving the survey questionnaire. The researchers will ask for

permission on the parents of the selected respondents, Once the parents of chosen

respondents will approve the researcher to conduct an interview, the researchers will give

the questionnaire to the parent/guardian to fill the basic information needed. The

questionnaire is in a form of hard copy on the other hand, the memory test will be

conducted through online platform provided by the researchers. Lastly, the researchers’

will gather and compare all the data that the respondents answer from the questions that

will help the researchers to have a conclusion on their studies.

METHODS OF ANALYSIS/TREATMENT OF DATA

The data in this study is subjected to the following statistical treatment:

1. The frequency of each response will be determined by using the formula of

percentage.

F x 100
P= Where: P = percentage
N
F = frequency
N = total number of respondents
2. The probability of the rejection of the null hypothesis stated will be determined by

calculating the P-Value.

Where:
33
 3. Pearson’s r formula will be used in measuring the relationship of child’s nutrition
to its working memory capacity.

Where: N = number of pairs of scores

∑ xy = sum of the product of x and y scores
∑ x = sum of x scores
∑ y = sum of y scores
∑ x 2 = sum of squared x scores
∑ y2 = sum of squared y scores

To determine the relationship between child’s nutrition to its working memory capacity,

the Pearson’s formula is used. The researchers use Microsoft Excel in finding the

relationship between the two variables.

34
 CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the data gathered, the results of the analaysed data, and the

interpretation of findings. These are presented in data statements, tables, and charts

following the sequence of the statement of the problem regarding the relationship of

Child’s Nutrition to its Memory Capacity. The following are the information retrieved

from the research questionnaire.

SEX

FEMALE MALE
50% 50%

MALE FEMALE

Figure 1

Demographic Profile of the Children in Terms of Sex

35
 Due to Covid-19 pandemic that causes limitation in the study, there are only 50

respondents. Out of 50 respondents , 25 or 50% of them are females and also 25 or 50%

are males.

AGE

5 YEARS OLD
42%

6 YEARS OLD
58%

5 YEARS OLD 6 YEARS OLD

Figure 2

Demographic Profile of the Children in Terms of Age

In the data gathered, the age bracket of the respondents is from 5 to 6 years old. It

is shown that 42% out of 100% of the respondents are 5 years old, and 58% of them are 6

years old.

36
 Number of Meals
45 42
40

35

30

25

20

15

10

5 4 3
0 1
0
NUMBER OF MEALS

ONCE A DAY TWICE A DAY TRICE A DAY 4 TIMES A DAY 5 TIMES A DAY

Figure 3

Demographic Profile of the Children in Terms of Number of Meals

In the data gathered, the number of meals of the respondents is from once a day to

5 times or more. It is shown that 0% out of 100% of the respondents eat once a day, 2%

of them eat twice a day, 84% of the respondents eat trice a day, 8% of them eats 4 times a

day, and only 6% of them eat 5 times a day.

37
 Table 1. BODY MASS INDEX OF THE RESPONDENTS

RANGE(BMI) INTERPRETATION
13.3 BELOW UNDERWEIGHT
13.4-17.1 HEALTHY
17.2-18.7 OVERWEIGHT
18.8 ABOVE OBESITY

# BMI INTERPRETATION # BMI INTERPRETATION

1 14.3 HEALTHY 2 16.5 HEALTHY
3 14.8 HEALTHY 4 16.4 HEALTHY
5 14.5 HEALTHY 6 14.6 HEALTHY
7 14.6 HEALTHY 8 14.9 HEALTHY
9 13.6 HEALTHY 10 13.9 HEALTHY
11 15.9 HEALTHY 12 14.1 HEALTHY
13 14.1 HEALTHY 14 13.6 HEALTHY
15 13.9 HEALTHY 16 14.1 HEALTHY
17 14.0 HEALTHY 18 13.9 HEALTHY
19 15.4 HEALTHY 20 14.6 HEALTHY
21 13.7 HEALTHY 22 16.0 HEALTHY
23 14.1 HEALTHY 24 14.9 HEALTHY
25 14.8 HEALTHY 26 13.5 HEALTHY
27 13.9 HEALTHY 28 15.4 HEALTHY
29 15.1 HEALTHY 30 14.9 HEALTHY
31 14.1 HEALTHY 32 14.6 HEALTHY
33 15.9 HEALTHY 34 15.1 HEALTHY
35 14.7 HEALTHY 36 16.3 HEALTHY
37 14.3 HEALTHY 38 16.9 HEALTHY
39 14.4 HEALTHY 40 15.6 HEALTHY
41 15.1 HEALTHY 42 15.1 HEALTHY
43 15.2 HEALTHY 44 13.6 HEALTHY
45 14.9 HEALTHY 46 14.4 HEALTHY
47 14.8 HEALTHY 48 13.2 HEALTHY
49 13.6 HEALTHY 50 13.6 HEALTHY

SUMMARY OF BMI RESULT

INTERPRETATION PERCENTAGE
UNDERWEIGHT 0%
HEALTHY 100%
OVERWEIGHT 0%

38
 Body mass index (BMI) is one way to estimate a person’s body fat that takes into

consideration the person’s height. BMI is calculated using a person’s weight and height

and used to find out if a child is underweight, healthy, and overweight. Based on the

result and the table above, out of 50 respondents, 0% of the children with BMI ranging

13.3 below are underweight, 100% of the children with BMI ranging 13.4 - 17.1 are

healthy, and 0% of the children with BMI ranging 17.2 - 18.7 are overweight.

Table 2

CORSI BLOCK SPAN ( WORKING MEMORY TEST ) SCORES

RANGE(SCORE SPAN) INTERPRETATION

1-2 WEAK MEMORY
3-6 AVERAGE MEMORY
7-9 SHARP MEMORY

# BMI INTERPRETATION # BMI INTERPRETATION

1 4 AVERAGE 2 5 AVERAGE
3 2 WEAK 4 4 AVERAGE
5 3 AVERAGE 6 5 AVERAGE
7 2 WEAK 8 2 WEAK
9 3 AVERAGE 10 2 WEAK
11 5 AVERAGE 12 3 AVERAGE
13 2 WEAK 14 2 WEAK
15 3 AVERAGE 16 4 AVERAGE
17 4 AVERAGE 18 5 AVERAGE
19 6 AVERAGE 20 3 AVERAGE
21 1 WEAK 22 3 AVERAGE
23 4 AVERAGE 24 4 AVERAGE
25 4 AVERAGE 26 4 AVERAGE
27 3 AVERAGE 28 4 AVERAGE
29 4 AVERAGE 30 5 AVERAGE
31 4 AVERAGE 32 2 WEAK
33 6 AVERAGE 34 4 AVERAGE
35 3 AVERAGE 36 4 AVERAGE
37 4 AVERAGE 38 6 AVERAGE
39 3 AVERAGE 40 7 SHARP
41 3 AVERAGE 42 9 SHARP
43 6 AVERAGE 44 2 WEAK
45 2 WEAK 46 3 AVERAGE
47 4 AVERAGE 48 4 AVERAGE
49 4 AVERAGE 50 4 AVERAGE

39
 SUMMARY OF CORSI BLOCK SPAN SCORE RESULT

INTERPRETATION PERCENTAGE
WEAK MEMORY 20%
AVERAGE MEMORY 76%
SHARP MEMORY 4%

Corsi Block Topping Test is a psychological test that assess short term working memory.

The process of the Corsi block tapping task requires the subject to observe the sequence

of blocks "tapped", and then repeat the sequence back in order. The task starts with a

small number of blocks and gradually increases in length up to nine blocks. It is scored

by highest span remembered. Based on the table shows that out of 50 healthy

respondents, 20% of children that score ranges 1-2 have weak memory, 76% of students

that scores 3-6 have average memory, and 4% of the students that scores ranges 7-9 have

sharp memory.

Table 3

Pearson’s Product Moment Coefficient Between the Child’s Nutrition to its Memory

Capacity

Null Pearson’s R P-Value Decision Interpretation

Hypothesis Value

Ho: There is 0.46 0.000825 Reject There is

no significant (Positive the null significant

relationship Correlation) hypothesis relationship

of child’s of child’s

40
 nutrition nutrition

to its to its

memory memory

capacity capacity

Table 3 shows that the Pearson’s R product of the data is which meant positive

correlation and the P-Value of the data is 0.000825. This implies that there is significant

relationship between Child’s Nutrition to its Memory Capacity because the P-value is

lesser than the degree of level of significance considered which is 0.46 (r = 0.46, p >

0.000825). Therefore, the hypothesis was rejected.

41
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings, conclusions drawn form the

findings and the corresponding recommendations.

Summary of Findings

This study aimed to determine the relationship of Child’s Nutrition to its Memory

Capacity. Specifically, it seeks to answer the following problems.

1. Demographic Profile of the Child in terms of :

1.1. Sex

 Out of 50 respondents, 50% of them are females and 50% are

males.

1.2. Age

 Out of 50 respondents, 42% of them are 5 years old and 58%

are 6 years old.

1.3. Number of Meals

 0% out of 100% of the respondents eat once a day, 2% of them

eat twice a day, 84% of the respondents eat trice a day, 8% of

them eats 4 times a day, and only 6% of them eat 5 times a day.

42
 1.4. BMI

 Out of 50 respondents, 100% of them are healthy.

2. Working Memory Capacity Score

 Out of 50 respondents, 20% of children have weak memory, 76%

of them have average memory, and 4% have sharp memory.

3. Significant relationship between Child’s Nutrition to its Memory Capacity

 Pearson’s R product of the data is which meant positive correlation

and the P-Value of the data is 0.000825. This implies that there is

significant relationship between Child’s Nutrition to its Memory

Capacity because the P-value is lesser than the degree of level of

significance considered which is 0.46 (r = 0.46, p > 0.000825).

Therefore, the hypothesis was rejected.

Conclusion

Based on the findings of the study, the researchers conclude that:

There is a significant relationship between child's nutrition to its working memory

capacity. For most of the children who are healthy has average and sharp working

memory. According to Bhatnagar and Taneja, 2001; Lozoff and Georgieff, 2006; Zeisel,

2009; De Souza et al., 2011; Zimmermann, 2011, that nutrients provide building blocks

that play a critical role in cell proliferation, DNA synthesis, neurotransmitter and

hormone metabolism, and are important constituents of enzyme systems in the brain

(Bhatnagar and Taneja, 2001; Lozoff and Georgieff, 2006; Zeisel, 2009; De Souza et al.,

2011; Zimmermann, 2011). Furthermore, Brain development is faster in the early years

43
of life compared to the rest of the body (Benton, 2010). Lastly according to Options for

Youth (1987), A proper balance of nutrients in this formative period is critical for normal

brain development. Research has shown that students are able to learn better when

they’re well nourished, and eating healthy meals has been linked to higher grades, better

memory and alertness, and faster information processing.

Recommendations

The following recommendations are offered based on the findings and the

conclusion of the study.

1. Students are advice to eat more healthy food and avoid eating junkfoods to

improve their growth.

2. Parents are advice to make their children eat more healthy food to improve

their cognitive development.

3. The school and teachers should always remind students to eat more healthy

food and also to make seminars and programs for the parents to help them to be aware on

how to make their children improve their cognitive growth.

4. DOH should produce more programs and seminar about nutrition for the

student inside the school and for parents as well, in order to inform them about the

importance of nutrition to cognitive development.

5. The future researchers are encourage to conduct similar studies by utilizing the

other variables such as the impact of internet addiction to the child’s memory capacity

and development.

44
 REFERENCES

Anett Nyaradi, et al (2015). The relationship between nutrition in infancy and cognitive

performance during adolescence. Retrieve from:

https://www.frontiersin.org/articles/10.3389/fnut.2015.00002/full

BY HEALTHY-FOOD-CHOICES-IN -SCHOOLS, et al (June 12, 2019). Breakfast and

the Brain: How Eating Breakfast Impacts School Performance. Retrieved from:

https://healthy-food-choices-in-schools.extension.org/breakfast-and-the-brain-

how-eating-breakfast-impacts-school-performance/

By The Urban Child Institute. (March 25, 2011). Nutrition and Early Brain Development.

Retrieved from: http://www.urbanchildinstitute.org/articles/updates/nutrition-and-

early-brain-development

Cherry Kendra. (June 03,2020). What is Cognition?. Retrieved from:

https://www.verywellmind.com/what-is-cognition-2794982

Cherry Kendra. (November 26,2019). Sociocultural Theory of Cognitive Development.

Retrieved from https://www.verywellmind.com/what-is-sociocultural-theory-

2795088

Daniel M, et al (November , 2005). Breast-feeding influences cognitive development in

Filipino children. Retrieved from: https://pubmed.ncbi.nlm.nih.gov/16251616/

Grace,C. (2020) How diet and Nutrition Impact a Child's Learning Ability Retrieved

from https://www.publicschoolreview.com/blog/how-diet-and-nutrition-impact-a-

childs-learning-ability

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Kathryn H.Jacobsen, et al (July-August 2016). Hygiene and mental health among middle

school students in India and 11 other countries. Retrieve from:

https://www.sciencedirect.com/science/article/pii/S1876034115002099

Kids Health Old , Health , Nutrition , Kids Health (2014). THE IMPORTANCE OF

FOOD AND NUTRITION FOR KID’S BEHAVIOUR AND BRAIN DEVELOPMENT.

Retrieved from: https://www.health365.com.au/articles/nutrition-for-kids-

behaviour-and-brain-development

Monti J, et al. (May 6, 2020). Identifying and Characterizing the Effects of Nutrition on

Hippocampal Memory. Retrieved from:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4013191/

Mcleod Saul (2020). Lev Vygotsky’s Sociocultural Theory. Retrieved from

https://www.simplypsychology.org/vygotsky.html

Nexus Family Healing (February 2020). Hygiene and Mental Health. Retrive from:

https://www.nexusfamilyhealing.org/blog/hygiene-and-mental-health

Nutriset (August 13,2018). The Childhood Care and Development Intervention Package.

Retrieved from: https://www.nutriset.fr/articles/en/philippines-the-childhood-

care- and-development-intervention-package

Prado E, et al. (April 1, 2014). Nutrition and brain development in early life. Retrieved

from : https://academic.oup.com/nutritionreviews/article/72/4/267/1859597

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Reddy S, et al (2015). Culture and its Influence on Nutrition and Oral Health. Retrieved

from : https://biomedpharmajournal.org/vol8octoberspledition/culture-and-its-

influence-on-nutrition-and-oral-health/

Wendy H. Oddy, et al (2013). The role of nutrition in children's neurocognitive

development, from pregnacy through childhood. Retrieved from:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3607807/

47
 APPENDIX A
CONSENT-ASSENT LETTER

I________ have read this form and the research study has explained to me. I have been
given the opportunity to ask questions and my questions have been answered. If I have
additional questions, I have been told to whom to contact. I agree to participate in the
research study described above and will receive a copy of this consent form.

Furthermore,

___________ I agree to allow the researcher to use my contact information collected

during the study to contact me about participating in the future research studies.

___________ I do not agree to allow the researcher to use my contact information

collected during the study to contact me about participating in the future research studies.

_________________

Researcher’s name

_________________ _________________

Researcher’s Signature Date

________________

Parent ’s name

_________________ _________________

48
Parent’s Signature Date

APPENDEX B

SURVEY QUESTIONAIRE

I. DEMOGRAPHIC PROFILE
SEX:
___ Female
___ Male

AGE:

___ 5 years old

___ 6 years old

CURRENT EDUCATION: _______________

WEIGHT : _______________
HEIGHT : ______________
BIRTHDAY : _______________

II. CHILD’S FOOD INTAKE

NUMBER OF MEALS A DAY (PUT A CHECK MARK)
________ ONCE A DAY
________ TWICE A DAY
________ TRICE A DAY
________ 4 TIMES A DAY
________ 5 TIMES A DAY
________ MORE THAN 6 TIMES A DAY

III. CORSI BLOCK APPLICATION

49
50
APPENDIX C
Documentation

51
 APPENDIX D
CURRICULUM VITAE

MARIAH CHAELA CANTON

PERSONAL BACKGROUND

AGE: 18

SEX: Female

CIVIL STATUS: Single

BIRTHDATE: October 31,2002

ADDRESS: Talisay City

RELIGION: Roman Catholic

NATIONALITY: Filipino

E-MAIL ADDRESS:

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: ACAD-STEM

Asian College of Technology- International Educational

Foundation

S.Y. 2019-2021

JUNIOR HIGH SCHOOL: Talisay City National High School Poblacion, Talisay City
S.Y. 2015-2019

52
 CURRICULUM VITAE

Jhade Ann R. Florentino

PERSONAL BACKGROUND

AGE: 17

SEX: Female

CIVIL STATUS: Single

BIRTHDATE: July 23,2003

ADDRESS: Parañaque City

RELIGION: Roman Catholic

NATIONALITY: Filipino

E-MAIL ADDRESS:

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: ACAD-STEM

Asian College of Technology- International Educational

Foundation

S.Y. 2019-2021

JUNIOR HIGH SCHOOL: Camotes Hillside Academy Inc.

S.Y. 2015-2019

53
 CURRICULUM VITAE

Irene B. Diapelo

PERSONAL BACKGROUND

AGE: 18

SEX: Female

CIVIL STATUS: Single

BIRTHDATE: September 2,2002

ADDRESS: Cebu City

RELIGION: Roman Catholic

NATIONALITY: Filipino

E-MAIL ADDRESS:

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: ACAD-STEM

Asian College of Technology- International Educational

Foundation

S.Y. 2019-2021

JUNIOR HIGH SCHOOL: Ramon Duterte Memorial High School

S.Y. 2015-2019

54
 CURRICULUM VITAE

Kathlyn N. Dizon

PERSONAL BACKGROUND

AGE: 18

SEX: Female

CIVIL STATUS: Single

BIRTHDATE: January 17,2003

ADDRESS: Cebu City

RELIGION: Roman Catholic

NATIONALITY: Filipino

E-MAIL ADDRESS:

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: ACAD-STEM

Asian College of Technology- International Educational

Foundation

S.Y. 2019-2021

JUNIOR HIGH SCHOOL: Pinamungajan National High School

S.Y. 2015-2019

55
 CURRICULUM VITAE

Mebhar Buno

PERSONAL BACKGROUND

AGE: 18

SEX: Male

CIVIL STATUS: Single

BIRTHDATE: August 06,2001

ADDRESS: Cebu City

RELIGION: Roman Catholic

NATIONALITY: Filipino

E-MAIL ADDRESS:

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: ACAD-STEM

Asian College of Technology- International Educational

Foundation

S.Y. 2019-2021

JUNIOR HIGH SCHOOL: Lubang National High School

S.Y. 2015-2019

56
 CURRICULUM VITAE

Kyla G. Quijano

PERSONAL BACKGROUND

AGE: 18

SEX: Female

CIVIL STATUS: Single

BIRTHDATE: November 28,2002

ADDRESS: Cebu City

RELIGION: Roman Catholic

NATIONALITY: Filipino

E-MAIL ADDRESS:

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: ACAD-STEM

Asian College of Technology- International Educational

Foundation

S.Y. 2019-2021

JUNIOR HIGH SCHOOL: Maghaway National High School

S.Y. 2015-2019

57
 CURRICULUM VITAE

Reigine Marie T. Mejares

PERSONAL BACKGROUND

AGE: 18

SEX: Female

CIVIL STATUS: Single

BIRTHDATE: October 25,2002

ADDRESS: Cebu City

RELIGION: Roman Catholic

NATIONALITY: Filipino

E-MAIL ADDRESS:

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: ACAD-STEM

Asian College of Technology- International Educational

Foundation

S.Y. 2019-2021

JUNIOR HIGH SCHOOL: Apas Integrated Senior High School

S.Y. 2015-2019

58
 CURRICULUM VITAE

Christian L. Salamanca

PERSONAL BACKGROUND

AGE: 18

SEX: Male

CIVIL STATUS: Single

BIRTHDATE: January 11,2003

ADDRESS: Cebu City

RELIGION: Roman Catholic

NATIONALITY: Filipino

E-MAIL ADDRESS:

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL: ACAD-STEM

Asian College of Technology- International Educational

Foundation

S.Y. 2019-2021

JUNIOR HIGH SCHOOL: Holy Child Collages of Butuan

59
60