Practical Research

Bagong Barrio Senior High School
CORRELATION BETWEEN BODY MASS INDEX AND ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL STUDENTS
_________________________________________
A Research
Presented to
the English Department Faculty
BAGONG BARRIO SENIOR HIGH SCHOOL
Bagong Barrio, Caloocan City
_________________________________________
In Partial Fulfillment
of the Requirements in
PRACTICAL RESEARCH II
By:
Buso, Gilbert
Viernes, Michael
Antonio, Ronald
Centeno, Mcneil
Vegilla, Richard
2019
i|Page
Acknowledgement
This research paper was made possible through the help and support from
the following significant advisors and contributors:
First and foremost, to our research adviser, Ms. Lavie Claire Tado for her
great support and encouragement. She offered invaluable detailed advice on
grammar, organization, and the theme of the paper and for being with us all the time.
Also to our math teacher, Mr. Nolito Crisol, that gave us the golden opportunity to do
this wonderful presentation especially the statistical computations. This helped us in
doing a lot of research work and we came to know about many things. We are
sincerely expressed our gratitude for their guidance, and awakening our enthusiasm
for carrying out this study.
Second, parents whose financial assistance, and passionate encouragement,
inspiration for us to finish this research. And also friends especially our classmates
for all thoughtful and mind stimulating discussions we had. The product of this
research paper would not be possible without all of them. The respondents who took
part in this study especially students from Bagong Barrio Senior High School, we
salute them for their courage, cooperation, and commitment.
Lastly, thanks to Almighty God for his mercy and guidance in giving us full
strength to complete this research study. Even facing with some difficulties in
completing this task, we still managed to complete it.
ii | P a g e
Abstract
This research will ease the scientific conviction that most of overweight or
underweight people are slow, lazy, and inactive; therefore, it would not do well in
academic performance at school. This cross-sectional study examined the
relationship between academic achievement and the Body Mass Index (BMI) of
Senior High School students at the Bagong Barrio Senior High School. Researchers
hypothesized that (H0-There is no relationship between BMI and Academic
Performance). BMI analysis and GWA analysis were used to collect data.
Researchers have collected responses from 72 Senior High School students. BMI
was calculated from each student’s height and weight recordings. Academic
performance was determined by each student’s General Weighted Average.
Researchers used cross-tabulation analysis, to identify the relationship between
both categories. Pearson Correlation Coefficient revealed lowly linked; between BMI
and GWA. There is lower association between BMI and academic performance.
Students in the underweight BMI category had significantly GWA scores were higher
than students in the overweight category. Results from such studies could potentially
change the way of school administrators’ view in terms of nutrition and physical
education.
iii | P a g e
Table of Contents
Title Page ---------------------------------------------------------------------------------- I
Acknowledgement ---------------------------------------------------------------------- II
Abstract ----------------------------------------------------------------------------------- III
Table of Contents ------------------------------------------------------------------- IV-V
Page
I. Chapter 1 The Problem and Review of Related Literature
The Problem and Review of Related Literature-------------------------------------------- 1-2
Review of Related Literature and Studies ------------------------------------ 3-17
Theoretical Framework --------------------------------------------------------------- 18
Conceptual Framework ---------------------------------------------------------------
19
Statement of the Problem ------------------------------------------------------------
20
Scope and Delimitation --------------------------------------------------------------- 21
Hypothesis of the Study -------------------------------------------------------------- 21
Significance of the Study -------------------------------------------------------- 22-23
Definition of Terms ---------------------------------------------------------------- 24-26
II. Chapter 2 Method
Method ------------------------------------------------------------------------------------
27
Research Locale ----------------------------------------------------------------------- 27
iv | P a g e
Research Design -----------------------------------------------------------------------
28
Research Instrument ------------------------------------------------------------------ 28
Respondents of the Study ----------------------------------------------------------- 29
Sampling Technique ------------------------------------------------------------------ 29
Statistical Treatment of Data --------------------------------------------------- 30-31
III. Chapter 3 Results and Discussions
Results and Discussions --------------------------------------------------------- 32-
45
IV. Chapter 4 Summary of Findings, Conclusions, and Recommendations
Summary of Findings ------------------------------------------------------------- 43-44
Conclusions ------------------------------------------------------------------------- 44-45
Recommendations ---------------------------------------------------------------------
45
References-------------------------------------------------------------------------- 46-48
Appendices
Consent
Questionnaire
Raw Data
Curriculum Vitae
v|Page
vi | P a g e
Chapter 1
THE PROBLEM AND REVIEW OF RELATED LITERATURE
Health was defined as the general condition of the body and mind, the overall
state of someone or something. According to World Health Organization (WHO) in
1948, health is a state of complete physical, mental, and social well-being, not
merely the absence of infirmity or disease. Physical health refers to physical
appearance such as weight, height, and size. Hence, living with physical illness can
result in multiple changes and adjustments in terms of body image and not capable
to do all recreational activities. In addition, there are types of conditions that have
been indicated specifically in body mass index.
Overweight and underweight are emphasized, the condition of weighing more
than and less than the normal or expected amount. Underweight considered as
below in the normal weight or it simply defined as insufficient weight. However,
overweight simply defined as above in the normal weight. According to the National
Institute of Health (NIH) a BMI of less than 18.5 means that a person is underweight
while a BMI of between 25 and 29.9 is overweight.
Health in the world is supposed to represent specifically physical health.
Physical fitness and academic accomplishment has given much concentration due
to the increasing condition of young adults who are overweight and unfit, as well as
inevitable pressure on school tasks to generate students who meet academic
standards. Significantly, aerobic capacity was positively related with academic
achievement, in contrast body mass index was inversely related. Having abnormal
1|Page
Body Mass Index cannot affect the academic achievement of the students
(Heahmat, 2014). Associations were signified in total academic performance and
achievement, hence indicating that aspects of physical fitness maybe broadly related
to academic performance of young adults. Alswat, Al-Shehri, Aljuaid, Alzaidi, and
Alasmari (2017) explained that being overweight and underweight are not related to
the knowledge of young adults at school but only the physical appearance of the
students should be affected.
Anderson and Good (2017) hypothesized that body mass index was
significantly negatively correlated with student's final grades. Aerobic exercises
increase the amount of oxygen flowing through the brain if the person applies
physical activities, exercises, and eating healthy food could have greater impact in
achieving academic standards.
Students who are having abnormal body mass index could be at higher risk
for school tasks, for this reason there was a probability of school failures compared
the students who are in normal body mass index condition. Maintaining students'
healthy routine may affect their academic performance (Steve et al., 2015). On the
other hand, student who has abnormal body mass index cannot affect their
academic achievement. It was only depending on student's intellectuality and how
can manage and survive on school tasks (Jansen et al., 2013). Students' body mass
index has a relationship in school achievement but has failed to statistically explain
it.
2|Page
Review of Related Literature and Studies
Presented in this part is a synthesis of research that supports the relationship
of Body Mass Index (B.M.I.) and academic performance. Researchers covered the
factors affecting students’ Body Mass Index, the factors affecting students’ academic
performance, and the effects of Body Mass Index in academic performance.
Factors Affecting Students Body Mass Index
The Body Mass Index (BMI) is the measure presently in use for defining
anthropometric height or weight characterized for categorizing them into groups
(Nuttall, 2015). The Body Mass Index is defined as the weight kilograms divided by
the square of the height meters. It simply defined that it is an index of an individual’s
figure. BMI is a numeric measure of a person’s “thickness” and “thinness”,
emphasizing overweight and underweight. Hussein et al., (2018) showed that a total
of 7.7% of the participants in the study were either overweight or obese, while 8.3%
either underweight or severely underweight. It is also used as a risk factor for the
development of several issues such as personal, family, and environmental factors.
Personal
Gan, Mohd, Zalilah, and Hazizi (2011) addressed the existence of unhealthy
eating habits among learners and insufficient nutrient intake. The study also
concluded that promoting healthy eating habits are needed among young adults
especially students to achieve nutritional status. In addition, nutritious food plays a
3|Page
vital role in negotiating with personal physical fitness. Self-behavioral standard
towards eating habits serve as indicators affecting students’ body mass index. Chin
and Nasir (2009) revealed that meal skipping; especially breakfast, snacks, and
multiple nutritional weight loss behaviors. The study concluded that promotion of
healthy eating was crucial for future health well-being. Neglecting eating pattern can
have bad effects on health. Hence, students’ future health is suffers as indicated by
meal skipping and unhealthy eating habits.
Family
Celik et al., (2015) discussed that eating attitudes are caused by interfamily
issues, eating history, and family disorders. It interprets that there was an
association between eating attitude and increased body dissatisfaction. In addition,
disordered eating attitudes within a family sector were might be correlating in having
abnormal Body Mass Index. Parental involvements are significantly related towards
eating behaviors of the students. Poor family functioning such as having immigrant
parents and higher levels of parental education serve as the indicators of abnormal
Body Mass Index (Cyril et al., 2016). Factor influence body mass index determine
among families in terms of parental or family income, education, parental mental and
physical health. Persons’ height and weight are links between individual and family-
risk factors. It simplifies that family characteristics are known in the causes of
increasing or decreasing poor body condition specifically in body mass index.
Parents help shape their children’s eating and physical behaviors. The role of family
4|Page
is essential in the development of the lifestyle patterns in children or young adults
that will determine their behavior (Mrunal, 2018).
Monge-Rojas (2010) examined parental feeding styles as a means to
encourage healthy eating habits among adolescents. Parents remain the main
influencer when it comes to nutritional food intake such as fruits and vegetables, and
their attitudes, and good example in their children for achieving a better physical
health. Various family-level factors were recognized as potential indicators of body
mass index in adolescence (Gonzalez et al., 2012). It contributes for children and
adolescents to increase their daily energy supply in terms of the consumption of
nutritional food, to enhance their lifestyle, and to decrease in having abnormal Body
Mass Index.
Environmental
Ganasegeran et al., (2012) emphasized environmental factors also lead to
the development of unhealthy eating practices among students. Shopping malls,
convenience stores, vending machines, and fast food outlets has created an
alarming situation for young adults to practice unhealthy eating habits. Fast food
restaurant is not necessarily bad, but in many cases it is highly processed in terms
of food and it often high in calories and no nutritional value. Fast food restaurants
frequently replace nutritious food in your daily lifestyle it can lead to poor nutrition,
poor health condition and bad health outcomes (Bruso n.d). Students tend to make
their own food choices in terms of food cost, and accessibility of fast food chain.
5|Page
According to Robert Wood Foundation, most individuals underestimate the amount
of calories they eat in a fast-food restaurant.
Templeton et al., (2013) presented the quantity of food consumed frequently;
diet, fast food consumption, convenience store food consumption, and eating
breakfast. It focuses on environmental factors affecting their eating attitudes in terms
of healthy food choices that may contribute to students’ Body Mass Index. Young
adults’ lack of knowledge about healthy food choices may affect their eating habits
and negative nutritional status. Associations have been significant in developing a
healthy lifestyle, suggesting that environmental factors may be largely linked to Body
Mass Index.
Government institutions, such as health centers, hospitals, and schools have
been used as vehicles to channel information that could affect the young people
towards healthier behaviors and decisions (Guine & Fernandes, 2016). The role of
government is crucial for addressing health challenges of young adults and
achieving healthy well-being. In addition, improving health standards are practice by
adolescents with the help of administrators for the better health outcomes.
Ecological models have been created in behavioral sciences and public health and
are designed towards communication between individuals and their environment
(Lee et al., 2011). Students’ behavior in general, larger community, organizations,
and policies are considers as factors contributing toward health behaviors. The
environmental role might be generates effective response that reduce risks, and
6|Page
provide, promote, and encourage healthier lifestyles for students. It also guides the
public health officials, and other administrators that might lessen the risk of abnormal
Body Mass Index.
Factors Affecting Students’ Academic Performance
Bell (2018) emphasized that school performance is assessed in several
features. Students show their understanding for periodic grading by taking written
and oral exams, conducting presentations, turning into homework and taking part in
class operations and conversations. Teachers assess and give remarks in the form
of letters or numbers to explain how well a student has accomplished or backed up
the particular grade provided. In addition, the teacher may also provide feedback
and advice on enhancing the writing in a written task. At the state level, students are
assessed on standardized tests geared towards particular ages by their performance
and are supposed to satisfy on the basis of a set of accomplishments learners in
each age group (Tollefson, 2018). While education is not the only way to
achievement in the working globe, a great deal of effort is being made to define,
assess, monitor and promote the advancement of school learners (Osborn, 2018).
However, there are many factors that can affect the students’ academic performance
which includes personal, family, school, and other factors.
7|Page
Personal
According to Maina (2010), attitude of the students is one of the personal
factors that can affect the students’ academic performance. Students are between
12 and 18 years of age in secondary schools. They have the ability to distinguish
between adequate and inappropriate. Goal-oriented learners generally have
favorable emotions about their college experiences, they have the characteristics of
discipline, diligence and resourcefulness, and they are keen readers and tend to
devote less time to recreational and recreational operations. Positive thinking in
terms of their classrooms, educators and academic topics is essential for learners.
With a favorable approach, they can devote themselves to studying and produce the
required academic outcomes.
Kudari (2016) discussed that time management can affect the student’s
academic performance. Secondary school students have a busy timetable, so
generating knowledge about efficient time management is essential for them.
Research has shown that the ordinary schedule of high school learners consists of
school hours, after which they have to spend some time completing homework
tasks. They also engage in certain types of extra-curricular activities and sports.
Playing and engaging in creative operations not only helps them to focus better, but
they can also boost their mind-sets. Younes (2015) stressed that it is essential for
high school learners to engage in extra-curricular operations and they need to
develop appropriate time management abilities for this purpose. A balance between
8|Page
all the duties and activities is crucial for the learners. More significant activities
should be provided more time and less time can be spent on less significant
operations.
Srinivas and Venrakrishan (2016) accentuated that one of the factors that can
affect the academic performance of students are the motivating and encouraging
students especially to their academic learning. When learners experience issues and
difficulties, they need to get help from others. If learners are unable to attain the
required grades, then educators and parents need to provide assistance and
assistance instead of getting upset with them. Ventakrishnan (2016) assisted that
students should be motivated and encouraged to do well in the future. They need to
recognize and assist their faults. When learners find it hard to learn certain fields,
educators should repeat the ideas; provide them with classroom and homework
tasks so that they can fully understand the concepts.
Family
Merlin (2017) emphasized that pleasant home environment can positively
affect the students’ academic performance. The environmental circumstances
should be pleasant and friendly within one's home. The existence of friendly
environment would provide learners with space to focus on their research. They
create peace of mind and are able to concentrate appropriately on their learning.
Effective communication between family members, excellent interactions and
9|Page
circumstances are variables that make a significant contribution to the growth of an
enjoyable home setting (Nelson, 2012).
Vellymalay (2010) concluded parents' instructional skills are considered one
of the significant elements used to improve their children's academic learning. When
parents have different professions, they can have a bigger contribution to their child
in enhancing their academic literacy. Parents also send their child to well-known
schools and provide resources to achieve specific academic standard. On the other
side, when parents have low literacy rates or are not trained, they also promote their
kids to acquire schooling in the current life. This implies that the number of years as
parent spends in schooling and the qualifications obtained as a result in addition to
whether or not parents are able to read and write, understand text and use it in
everyday life impacts on children’s education (Drajea, 2015).They would be able to
improve their career possibilities as with suitable education.
Azumah (2017) believed that having large family size is a negative factor that
can affect to the students’ academic performance. A large family size is simply
defines when parents have more than two children within the family. When there are
three or more kids within the family, parents generally find it hard to satisfy all their
needs and resources, particularly when the family belongs to economically weaker
segments of society. When parents work or work in full-time employment, they also
have issues finding time to interact with their kids or meeting their needs and needs.
More kids involve higher expenses. The main reality is that children's upbringing
10 | P a g e
entails a big amount of expenses. Naachinab (2017) discussed that students'
academic achievement is adversely affected by the large family size. With more kids
and restricted earnings, it is generally hard to satisfy every child’s demands.
In addition, having large family size can leads to lacking of resources when it
comes to education (Kapur, 2018). The absence of funds, civic facilities and
infrastructure in the home setting are considered barriers to the development of
education. It is essential for learners to provide appropriate nutrition and diet so that
they can focus wholeheartedly on their research. Civic facilities such as clean
drinking water, electricity, technology, textbooks, stationary materials and other
materials are keys to improve learning. The absence of funds and civic facilities may
hinder the students ' concentration on their research as a consequence of not
achieving the required results. On the other side, if the students' determination is
powerful, they can even gain knowledge of ideas while studying in the light of
candles (Jylkari, 2010).
School
It is essential for educators, particularly when dealing with learners, to be
professional in their behavior (Maggiaoli, n.d). The teachers ' primary goal is to
improve their teaching abilities within their subject fields in such a way as to improve
students' learning and growth. Teachers' professionalism is mainly reflected in
teaching-learning procedures, teaching strategies, communication and their
approachable approach. When educators portray professionalism in these fields,
11 | P a g e
they are revered not only by the principal, employees and other educators, but also
by the learners and are happy to learn from them. In schools, there were instances
when professors became upset and furious. This is usually because homework
tasks are incomplete and academic achievement is deprived. In such instances,
when educators are decent in their interaction, professionalism is portrayed. They
should calmly clarify the implications to the learners and avoid any hostile conduct
(Mashaba, 2015).
Assessment systems are considered as vital sources for improving students'
academic performance (Guskey, 2015). When educators have taught students a
specific idea or lesson plan, they generally do not know that all learners have
understood the ideas or not. For this purpose, adequate assessment systems must
be placed into practice. The students' performance and teaching skills are evaluated
through the organization of contests, exams and classroom and homework tasks.
The system of grading should be reasonable and honest. It is essential that
educators implement their assessment systems based on student performance
(Kifer, 2011). All students should be considered equally and not discriminate
between them based on factors such as gender, religion, ethnicity, caste, creed,
race or socio-economic background. According to the Grading System in the
Philippines (2018) 83.00 to 85.99 grades are considered "high average learners and
82.99 down to 80.00 are average students. When learners score well, they come to
understand that educators and students have understood the ideas. On the other
12 | P a g e
side, this shows that they lack knowledge when they do not perform well (Stiggins,
2012). Students' performance also determines the teaching-learning procedures and
teacher-implemented educational strategies.
In addition, laboratory facilities are also one of the school factors affecting
students’ academic performance besides assessment and evaluation of teachers
(Lee & Welner, 2009). The laboratory is considered a room or a building, built
specifically for teaching in practical terms by demonstrating a theoretical
phenomenon. In the teaching-learning procedures and experiments, laboratories are
used mainly in connection with science topics. The educators provide practical proof
of the idea within the laboratory. Students tend to remember more than they hear
what they observe. It can be defined as a location of practical theoretical job (Batis,
and Marti, 2016) Practical work in academic concept learning includes learners in
operations such as watching, counting, measuring, experimenting, recording,
researching, testing, analyzing and fieldwork. The science topics require not only the
use of procedures and experiments, but also the fundamental abilities and scientific
techniques of problem solving are provided to the learners. The science topics
require not only the use of procedures and experiments, but also the fundamental
abilities and scientific techniques of problem solving are provided to the learners.
The knowledge obtained through laboratory job also remains for a long time in the
mindsets of people. The science subjects involve not only the use of processes and
experiments, but the learners are also supplied with the basic skills and scientific
13 | P a g e
methods for problem solving. The knowledge acquired through laboratory work also
continues in people's mindsets for a long time.
Effects of Body Mass Index in academic performance
National Center for Health Statistics (2015) asserted that underweight can be
a sign of malnutrition, and may result from poverty and absence of availability to
nutritional food. Children who are undernourished are deprived of important
vitamins, minerals, and nutrients required for appropriate intellectual development in
early adolescents. On the other hand, according to World Health Organization
(2018) overweight is defined as abnormal or excessive fat accumulation that may
impair health. The main cause of overweight is an energy imbalance between
calories consumed and calories exerted. In addition, the Centers for Disease and
Prevention (CDC) recommended that individuals use a body mass index to calculate
whether they are underweight, healthy, or overweight.
Pearl and Puhl (2018) presented that weight bias describes negative attitudes
towards those who are considered to have excess body weight. Excessive weight is
a contributing factor in several aspects professionals use Body Mass Index to
measure physical health. Puhl and Suh (2015) described in the literature focusing on
weight stigma, discrimination, and prejudice. These behaviors are integrated in
negative stereotypes including of character blaming. In addition, abnormal Body
Mass Index which includes overweight, and underweight are having difficulties in
terms of academic achievement, and social interaction. Kershaw et al., (2014)
14 | P a g e
discussed that relationship stress or conflict may be associated with enhanced
weight gain danger. The mere fact is that young adults with an inappropriate body
image may influence their social well-being. However, Body Mass Index can be the
effects that influence academic achievement.
Academically
Being obese and/or overweight has bad effects of the academic achievement
in class (Burkhalter, & Hiilman, 2011; Yates et al.). Obesity and/or overweight mainly
affect academic performance through social mechanisms such as discrimination and
stigma (Branigan, 2018). The connection between obesity/overweight and academic
performance may lead mainly from how educational organizations interact with
bodies of distinct proportions. In addition, the Body Mass Index as a variable could
be correlates in involving healthy whole body that would lead to influence learners.
Tobin (2013) hypothesized that learners who consume more than average quantity
of food and students who are overweight have reduced results in mathematics and
reading compared to their peers of normal weight. Borse et al., (2013) hypothesized
that the mean of overweight is 302.65 and underweight mean is 335.38 specifically
academic achievements of overweight students was significantly less than
underweight students. It simply that adolescents who are overweight has a negative
impact on academic achievement. It reveals the indirect effect of working memory in
the relationship between overweight and academic performance. Although the
performance of overweight children in basic working memory tests was poorer than
that of normal-weight children,
15 | P a g e
Best et al. (2011) addressed that memory and learning skills are a collection
of cognitive processes that can shape different cognitive and behavioral outcomes
throughout life, ranging from specific academic abilities to general school
performance. Working memory is one of the most important skills that appears
quickly during early adolescence and continues to develop throughout subsequent
adolescence, and it is essential to be successful in school. Hollar et al. (2010)
presented children who are underweight had a statistically significant increase in
academic achievement. Underweight children may have health problems that affect
both their weight and academic ability. Weight loss represents body fat reduction
and this would be demonstrates the harmful health condition. According to BMC
Public Health (2014) being underweight is associated with an enhanced possibility of
mortality compared to individuals with an average Body Mass Index. It could be a
biological issue that causes the child's inability to develop learning capacity. The
connection between underweight may be more complex that linked to a higher
school performance (Bowen, 2012). Weight loss reflects a decrease in body fat and
this shows the negative situation, most likely in physical health.
In contrast, a study shows no relation between Body Mass Index and
academic achievement, but a negative impact of obesity and/or overweight on
cognitive exercise was noted (Louisa J et al., n.d). Obesity/overweight at school is
not correlated with lower test results (Kaester & Grossman, 2009), it appears to
cause a lower grade point average (Ding et al., 2009). The association between
obesity and/or overweight and educational accomplishment weaken after controlling
16 | P a g e
variables (Finn et al., (2018). Being overweight or obese persons are not
considerable as indicators of poor school performance. He et al., (2019)
hypothesized a low negative correlation between Body Mass Index and academic
achievement using Pearson Correlation Coefficient (r= -.111). Santana et al., (2017)
presented that there is insufficient evidence to support a direct link between obesity
and poor academic performance in school.
Theoretical Framework
Body Mass Index Weak Academic Performance

LINK
Meta-Analysis of BMI and Academic Performance by He, Chen, Fan, Cai, and
Huang (2019)
Meta-Analysis of BMI and Academic Performance by He, Chen, Fan, Cai, and
Huang (2019) states that BMI is weakly, and negatively associated with academic
performance. Several researchers already supported and help on establishing
relationship of BMI and Academic performance for the previous years for example,
(Van, Dunsen, Kelder, Ranjit, & Perry, 2011).
This research will explore the reality and reliability of result above, especially
if it is applicable or existing on the setting, of public secondary education institution
(Senior High School).
17 | P a g e
Conceptual Framework
Input Process Output
Demographic profile Examining the Constructive seminar

of the students demographic profile towards the impact of
BMI on academic
1.Body Mass Index performance.
Analyzing the
2. General Average relationship between BMI Enhancement
BMI and Academic program
performance
The original procedures engaged in this research would include the following:
First, researchers will get the demographic profile of grade 12 students consisted of
Body Mass Index (BMI) and weighted General weighted average (GWA). This study
will link or associate variables Body Mass Index and academic performance.
Having correlation approach, relationship of BMI (Health Status), and GWA
Academic performance will be constructed, and explained. Moreover, researchers
propose to conduct seminar educating students regarding the possible strong
relationship of BMI, and academics also BMI enhancement program (likely to form
feeding program.
18 | P a g e
Statement of the Problem
General Problem:
This research study aims to establish the relationship between Body Mass
Index (BMI) and academic performance.
Specific Problems:
1. What is the demographic profile of the students as to:
1.1 BMI
1.2 Average
2. Is there any relationship between body mass index and academic performance?
3. How Body Mass Index was associated with academic performance:
3.1 Academic performance of underweight students?
3.2 Academic performance of overweight students?
19 | P a g e
Scope and Delimitation
The focused of this study was to determine the relationship between Body
Mass Index (BMI) and academic performance of the Senior High School students.
This study was conducted at Bagong Barrio Senior High School. The research was
looked into the factors that affect academic performance and the role of Body Mass
Index in it. The study would be done through the utilization of questionnaires.
This research study aimed to understand the relationship between Body Mass
Index (BMI) and academic performance of selected Senior High School students. By
their responses, the researchers were able to know the relationship between Body
Mass Index (BMI) and academic performance of the Senior High School students.
The researchers aimed to understand the phenomenon in order to know the
demographic profile of the students as to their Body Mass Index (BMI) and average
grade, if there is a relationship between Body Mass Index (BMI) and academic
performance of the students, and what are the factors, why students are below and
above the normal average body mass index.
Hypothesis of the Study
Ho: There is no relationship between Body Mass Index and academic performance
20 | P a g e
Significance of the Study
Researchers established that Body Mass Index may have an effect towards
an individual’s academic performance. This research study has examined Body
Mass Index and academic performance as variables that may relate to each other.
This study was helped to determine if the Body Mass Index has any correlation with
academic performance. Identifying causations of having low and above the normal
Body Mass Index was the first step in understanding if their academic performance
was directly related to it. Furthermore, examining relationships between these
variables might also add to the discussion on how to address student’s Body Mass
Index and academic performance. The study was benefited the following:
Students. The results were provided the students with some knowledge
about Body Mass Index that correlated to academic performance. It was gave the
student's realization that being overweight and underweight cannot affect their
academic performance. At the end of this study students would finally know why
Body Mass Index linked to academic performance.
Teachers. The given data was guided the teachers on what to do with the
students having below and above the normal average Body Mass Index. They would
21 | P a g e
be able to understand on why some students cannot have normal Body Mass Index
and how to deal with it.
School Administrators. Steps was taken to addressed the issue discussed
in this research to lessen the number of students being underweight and overweight
including feeding programs and recreational activities so that it can improve and
enhance the physical fitness of the students.
Definition of Terms
Academic Achievement. Represent performance that indicate the extent to
which a person has accomplished specific goals (Steam et al., 2014)
Academic performance. Measured by the final grade earned in the course
(IGI Global, 2019)
Adequate.Specific needs or requirements (Merriam Webster, 2019)
Average.Single value such as a mean, mode, or median that summarizes or
represents the general significance of a set of unequal values. (Merriam Webster,
2019)
Adversely. In a way that is bad or harmful (Merriam Webster, 1593)
Aerobic.Living active or occurring only in the presence of oxygen (Merriam
Webster, 2019)
Biological.Relating to biology or to life and living processes (Merriam
Webster, 2019)
22 | P a g e
Body Mass Index.Measurement of body fats that is the ratio of the weight
and height of the body (Merriam Webster, 1985)
Cognitive.Relating to the mental process involved is known, learning an
understanding thing (Collins Dictionary, 2019)
Demographic. Study of a population based the status such as age, race, and
sex (Investo pedia, 2019)
Gauge. A measurement (as of linear dimension) according to some standard
or systems (Merriam Webster, 2019)
Infirmity.
A physical or mental weakness (Cambridge Dictionary 2019)
Obesity.
It was defined as abnormal or excessive fat accumulation that may
impair health obesity is a BMI greater than or equal to 30. (WHO,
2018)
Overweight.
It was defined as abnormal or excessive fat accumulation that may
impair health overweight is a BMI greater than or equal to 25. (WHO,
2018)
Social.
Relating social condition to mental health (Merriam Webster, 2019)
23 | P a g e
Stereo types.
An idea that is used to describe a particular type of person or thing, or
a person through to represent such an idea (Acambridged Direction,
2019)
Stigma.
A mark of share or discredit (Merriam Webster, 2019
Underweight.
Weight below normal average or requisite weight (Merriam Webster,
1596)
24 | P a g e
CHAPTER II
METHOD
This chapter discussed the research design of the target population and the
study sample which included the process of establishing and analyzing the
relationship between the Body Mass Index and the academic performance of
selected Senior High School students in Bagong Barrio Senior High School. In
addition, the research locale, research design, research instrument, respondents of
the study, sampling technique, statistical treatment of data are provided and
explained.
Research Locale
The study will be conducted in Bagong Barrio Senior High School located at
F. Aguilar St. Corner Tirad Pass Bagong Barrio Caloocan City
History of BBSHS
25 | P a g e
Bagong Barrio Senior High School is a newly established school. It's now in
the 8th year of service since it started in the 2011-2012 school year. Bagong Barrio
Senior High School hopes to be one of the city's largest institutions in the field of
educational management.
Research Design
The researchers used a quantitative research design to analyze the
relationship between Body Mass Index and academic performance among Senior
High School students. Quantitative research focused an objective assessment and
statistical or numerical data analysis collected through questionnaires using
mathematical strategies.
To be specific, this study tried to establish the relationship between Body
Mass Index and academic performance of Senior High School students using
quantitative methods to generalize a finding.
Research Instrument
This research study used a questionnaire to arrive at the needed information.
The researchers’ purpose is to determine the relationship between Body Mass Index
and academic performance. Body Mass Index is the chosen quantitative value for
health status and General Weighted Average (GWA) for academic performance.
Respondents of the Study
26 | P a g e
The research study involved a complete population of 256 students from
grade 11 and 12 Senior High School students from school year 2019-2020, and we
estimated a total of 72 participants for our sample size.
Strands Grade 11 Grade 12
HUMSS A & HUMSS 1 25 28
HUMSS B & HUMSS 2 24 23
ICT 22 38
COOKERY 26 26
GAS 22 24
TOTAL 119 137
Sampling Technique
This research study used purposive sampling or also called judgmental or
subjective sampling wherein the samples are chosen by the researchers for a
special purpose.
In selecting sample, the researchers computed for sample size with the given
Formula as
n= N
1 + Ne²
Where in, (N) is the total population and (n) is the sample.
Statistical Treatment of Data
27 | P a g e
Statistical treatment was used to interpret the information once the survey
questionnaire was collected from the study tool.
The following was the most acceptable numerical procedure used to analyze
data gathered in the research study.
A. Product-Moment Coefficient of Correlation or Pearson r - an
instrument to test the relationship between two variables. It has been used to
evaluate the relationship of two variable (Body Mass Index and the average grade of
Senior High School students in the first quarter of the first semester) the equation
will be as follows:
Where:
n = number of pairs of scores
∑xy = sum of the products of paired scores
∑x = sum of x scores
∑y = sum of y scores
∑x² = sum of squared x scores
∑y² = sum of squared y scores
28 | P a g e
B. Weighted Mean – a type of mean that was calculated by multiplying the
weight associated with a particular outcome with its associated quantitative outcome
and then summing all the products together. It was useful when calculating a
theoretically expected outcome which shows a different probability of occurring.
x̄w=∑fx
n
Where:
f = frequency
x = numerical value or item in a set of data
n = number of observations in the set of data
x (100) = p
n
Where:
x = given quantity
n = total amount
p = percentage of the quantity compared to the total
29 | P a g e
CHAPTER 3
Results and Discussions
Classification of Students on the basis of BMI
22%
Underweight
Overweight
78%
Figure 1 revealed that 16 (22%) were overweight and/or obese, and 56 (78%) were
underweight. Hussein et al., (2018) showed that a total of 7.7% of the participants in
the study were either overweight or obese, while 8.3% either underweight or
severely underweight.
General Weighted Average
90
80
70
60
50
40
30 30 | P a g e
20
10
0
Underweight and Overweight Students
Figure 2 showed that the academic performance of underweight and overweight
students was ordinary as indicated by the computed weighted mean of 83.15.
According to the Grading System in the Philippines (2018) 83.00 to 85.99 grades are
considered “high average” learners and 82.99 down to 80.00 are only “average”
students.
GWA of Underweight and Overweight
Underweight Overweight
31 | P a g e
Figure 3 showed that the academic performance of underweight
students was significantly higher than overweight students as

Table 1.
Relationship between Body Mass Index and academic performance
Respondent Body Mass Academic
s Index Performance
X y xy x² y²
1 16.14 87 1404.18 260.4996 7,569
2 16.88 93 1569.84 284.9344 8,649
3 16.77 90 1509.3 281.2329 8100
4 17.44 87 1517.28 304.1536 7569
5 16.23 89 1444.47 263.4129 7921
6 17.31 92 1592.52 299.6361 8464
7 17.31 90 1557.9 299.6361 8100
8 16.44 90 1479.6 270.2736 8100
9 16.53 85 1405.05 273.2409 7225
10 17.57 86 1511.02 308.7049 7396
11 17.26 80 1380.8 297.9076 6400
12 16.97 83 1408.51 287.9809 6889
13 15.98 83 1326.34 255.3604 6889
14 16.41 82 1345.62 269.2881 6724
15 15.97 85 1357.45 255.0409 7225
16 17.51 87 1523.37 306.6001 7569
17 16.94 81 1372.14 286.9636 6561
18 16.69 82 1368.58 278.5561 6724
19 16.88 83 1401.04 284.9344 6889
20 17.14 78 1336.92 293.7796 6084
21 16.42 83 1362.86 269.6164 6889
22 17.85 80 1428 318.6225 6400
23 17.78 83 1475.74 316.1284 6889
24 16.42 83 1362.86 269.6164 6889
25 13.79 79 1089.41 190.1641 6441
26 16.66 85 1416.1 277.5556 7225
27 17.15 90 1543.5 306.25 8100
28 17.94 78 1399.32 321.8436 6084
29 17.31 79 1367.49 299.6361 6441
30 16.85 82 1381.7 283.9225 6724
31 17.71 86 1523.06 313.6441 7396
32 16.29 82 1335.78 265.3641 6724
33 15.6 79 1232.4 243.36 6441
34 16.44 83 1364.52 270.2736 6889
32 | P a g e
35 14.88 81 1205.28 221.4144 6561

36 17.2 79 1358.8 295.84 6441
37 16.42 82 1346.44 269.6164 6724
38 15.82 78 1233.96 250.2724 6084
39 16.9 82 1385.8 285.61 6724
40 17.76 80 1420.8 315.4176 6400
41 16 82 1312 256 6724
42 16.33 83 1355.39 266.6689 6889
43 17.36 79 1371.44 301.3696 6441
44 14.2 79 1121.8 201.64 6441
45 16.9 78 1318.2 285.61 6084
46 16.61 78 1295.58 275.8921 6084
47 15.24 84 1280.16 232.2576 7056
48 15.19 86 1306.34 230.7361 7396
49 16.14 81 1307.34 260.4996 6561
50 17.1 79 1350.9 292.41 6441
51 16.18 84 1359.12 261.7924 7056
52 16.42 81 1330.02 269.6164 6561
53 17.75 85 1508.75 315.0625 7225
54 16.33 88 1437.04 266.6689 7744
55 16.65 80 1332 277.2225 6400
56 15.29 89 1360.81 233.7841 7921
57 25.4 77 1955.8 645.16 5929
58 29.52 83 2450.16 871.4304 6889
59 32.8 83 2722.4 1075.84 6889
60 25.01 89 2225.89 625.5001 7921
61 26.43 81 2140.83 688.0129 6561
62 25.2 84 2116.8 635.04 7056
63 26.63 86 2290.18 709.1569 7396
64 40.58 81 3286.98 1646.7364 6561
65 25.01 85 2125.85 625.5001 7225
66 25.63 78 1999.14 656.8969 6084
67 25.09 91 2283.19 629.5081 8281
68 26.04 76 1979.04 678.0816 5576
69 29.52 81 2391.12 871.4304 6561
70 31.64 83 2626.12 1001.0896 6889
71 27.68 86 2380.48 766.1824 7396
72 29.38 80 2350.4 863.1844 6400
∑xy=114717.0 ∑x²=28462.285 ∑y²=50015
n=72 ∑x=1380.81 ∑y=5987 2 8 1
33 | P a g e
72 ( 114,717.02) −(1,380.81)(5,987)
√ ❑ [ 72 ( 28,462.2858 )−1( ,380)2 ] ¿
r = -0.046
Since the computed value (-0.046) is less than the critical value (0.225) at
0.05 level of significance, there is a low negative correlation between the Body Mass
Index and the academic performance of Senior High School students. He et al.,
(2019) hypothesizes a low negative correlation between Body Mass Index and
academic achievement (r= -0.111).
34 | P a g e
Table 2.
Relationship between underweight and academic performance
Respondent Body Mass Academic
s Index Performance
x y xy x² y²
1 16.14 87 1404.18 260.4996 7,569
2 16.88 93 1569.84 284.9344 8,649
3 16.77 90 1509.3 281.2329 8100
4 17.44 87 1517.28 304.1536 7569
5 16.23 89 1444.47 263.4129 7921
6 17.31 92 1592.52 299.6361 8464
7 17.31 90 1557.9 299.6361 8100
8 16.44 90 1479.6 270.2736 8100
9 16.53 85 1405.05 273.2409 7225
10 17.57 86 1511.02 308.7049 7396
11 17.26 80 1380.8 297.9076 6400
12 16.97 83 1408.51 287.9809 6889
13 15.98 83 1326.34 255.3604 6889
14 16.41 82 1345.62 269.2881 6724
15 15.97 85 1357.45 255.0409 7225
16 17.51 87 1523.37 306.6001 7569
17 16.94 81 1372.14 286.9636 6561
18 16.69 82 1368.58 278.5561 6724
19 16.88 83 1401.04 284.9344 6889
20 17.14 78 1336.92 293.7796 6084
21 16.42 83 1362.86 269.6164 6889
22 17.85 80 1428 318.6225 6400
23 17.78 83 1475.74 316.1284 6889
24 16.42 83 1362.86 269.6164 6889
25 13.79 79 1089.41 190.1641 6441
26 16.66 85 1416.1 277.5556 7225
27 17.15 90 1543.5 306.25 8100
28 17.94 78 1399.32 321.8436 6084
29 17.31 79 1367.49 299.6361 6441
30 16.85 82 1381.7 283.9225 6724
31 17.71 86 1523.06 313.6441 7396
32 16.29 82 1335.78 265.3641 6724
33 15.6 79 1232.4 243.36 6441
35 | P a g e
34 16.44 83 1364.52 270.2736 6889

35 14.88 81 1205.28 221.4144 6561
36 17.2 79 1358.8 295.84 6441
37 16.42 82 1346.44 269.6164 6724
38 15.82 78 1233.96 250.2724 6084
39 16.9 82 1385.8 285.61 6724
40 17.76 80 1420.8 315.4176 6400
41 16 82 1312 256 6724
42 16.33 83 1355.39 266.6689 6889
43 17.36 79 1371.44 301.3696 6441
44 14.2 79 1121.8 201.64 6441
45 16.9 78 1318.2 285.61 6084
46 16.61 78 1295.58 275.8921 6084
47 15.24 84 1280.16 232.2576 7056
48 15.19 86 1306.34 230.7361 7396
49 16.14 81 1307.34 260.4996 6561
50 17.1 79 1350.9 292.41 6441
51 16.18 84 1359.12 261.7924 7056
52 16.42 81 1330.02 269.6164 6561
53 17.75 85 1508.75 315.0625 7225
54 16.33 88 1437.04 266.6689 7744
55 16.65 80 1332 277.2225 6400
56 15.29 89 1360.81 233.7841 7921
∑xy=77392.6 ∑x²=15473.53
n=56 ∑x=929.25 ∑y=4663 4 6 ∑y²=390537
36 | P a g e
56 ( 77392.64 ) −( 929.25 ) ( 4663 )
√ ❑¿
r = 0.045
Since the computed value (0.045) is less than the critical value (0.225) with a
level of significance of 0.05, there is a low correlation between the underweight
students and the academic performance. Hollar et al., (2010) presented children
who are underweight had a statistically significant increase in academic
achievement. In addition, the connection between underweight may be more
complex that linked to a higher school performance (Bowen, 2012).
37 | P a g e
Table 3.
Relationship between overweight and academic performance

Body Mass Academic
Respondents Index Performance
x y xy x² y²
1 25.4 77 1955.8 645.16 5929
2 29.52 83 2450.16 871.4304 6889
3 32.8 83 2722.4 1075.84 6889
4 25.01 89 2225.89 625.5001 7921
5 26.43 81 2140.83 688.0129 6561
6 25.2 84 2116.8 635.04 7056
7 26.63 86 2290.18 709.1569 7396
8 40.58 81 3286.98 1646.7364 6561
9 25.01 85 2125.85 625.5001 7225
10 25.63 78 1999.14 656.8969 6084
11 25.09 91 2283.19 629.5081 8281
12 26.04 76 1979.04 678.0816 5576
13 29.52 81 2391.12 871.4304 6561
14 31.64 83 2626.12 1001.0896 6889
15 27.68 86 2380.48 766.1824 7396
16 29.38 80 2350.4 863.1844 6400
n=16 ∑x=451.56 ∑y=1324 ∑xy=37324.38 ∑x²=12988.7502 ∑y²=109614
38 | P a g e
16 ( 37,324.38 )−( 451.56 ) ( 1,324 )
√❑ [ 16 (12,988.7502 ) −( 451.56)2 ] ¿
r = -0.370
Since the computed value (-0.370) is greater than the critical value (0.225) at
0.05 level of significance, there is a moderately low negative correlation between the
overweight students and the academic performance. Finn et al., (2018) reported that
the association between obesity and/or overweight and educational accomplishment
weaken after controlling variables. In addition, there is insufficient evidence to
support a direct link between obesity and poor academic performance in school
(Santana et al., 2017).
39 | P a g e
CHAPTER 4
Summary of Findings, Conclusions, and Recommendations
This chapter provided the summary of research work conducted, the
conclusions, and the recommendations made to, as a result of this study, which
deals with the Body Mass Index and the academic performance of Senior High
School Students.
Summary of Findings
The results of the research are as follows:
1. Demographic profile of the students as to:
1.1 Body Mass Index
BMI Analysis showed that 22% was overweight or obese, and 78% was
underweight.
1.2 Average
GWA Analysis showed that 83.15% was the General Weighted Average of
underweight and overweight students.
2. Relationship between BMI and academic performance
2.1 Body Mass Index and Academic Performance
The association between Body Mass Index and academic performance
was low negative correlation (r= -0.046).
40 | P a g e
2.2 Underweight and Academic Performance
The association between underweight and academic performance was
low correlation (r= 0.045).
2.3 Overweight and Academic Performance
The association between overweight and academic performance was
moderately low negative correlation (r= -0.370).
3. Underweight and Overweight’s Academic Performance
The academic achievement of underweight students was considerably
greater than among overweight students, shown by the computed weighted
mean of 83.15 and 82.75 as a representation of students’ average grade.
Conclusions
Based on the summary of findings, the following conclusions are drawn on the
basis of the three specific problems:
1. Researchers concluded that the total populations of underweight students are
greater than the population of overweight students. In addition, the
participants responded a total general weighted average considerably high
average learner.
2. Researchers concluded that the Body Mass Index was no linked to academic
performance. In addition, there is insufficient evidence to support a direct
41 | P a g e
association between underweight or overweight and poor academic
performance in school. Thus, the null hypothesis was accepted.
3. Researchers concluded that underweight students were performed high
average in school performance, and overweight students’ academic
performances are only considered average. It means that underweight
students are most intellectually advanced than overweight and/or obese.
Recommendations
Based on the summary of findings and conclusions presented, the following
recommendations are suggested:
1. Researchers recommended that underweight and overweight students
should improve their healthy eating habits and sufficient nutrient intake
among young adults especially students to lessen inappropriate Body
Mass Index.
2. Researchers recommended that teachers should assess, provide
feedback, and advice to enhance students’ accomplishment. Also teachers
should improve their teaching abilities within their subject fields in such a
way as to improve students’ learning and growth.
3. Researchers recommended that underweight and overweight students
should follow the school responsibilities in order to have a high grades.
And also, researchers recommend the school administration to conduct a
42 | P a g e
feeding program for underweight students and daily exercise for
overweight students.
References
Alswat, et al. (2017). Motivation and Academic Performance. Retrieved july 23, 2019, from
researchgate: http://researchgate.net
Anderson & Good. (2017). Increased Body Weight affects Academic Performace in
University Students. Retrieved July 23, 2019, from ncbi.nlm.nih:
https;//www.ncbi.nlm.nih.gov
Azumah. (2017). researchgate.net. Retrieved July 27, 2019, from
https://www.researchgate.net
Bell. (2018). Childhood Obesity and Academic Performance . Retrieved juliy 23, 2019, from
Best, et al. (2011). Childhood Obesity and Academic Performance. Retrieved july 28, 2019,
from frontiersin: http://frontiersin.org
Borse et.al. (2013). Retrieved July 27, 2019, from Influence of Body Weight on Academic
Achievement: www.ijhsr.org
Bowen. (2012). books.google.com.ph. Retrieved July 27, 2019, from
https://books.google.com.ph
Bruso. (n.d). Facts on Lact of Nutrients From a Fast food diet. Retrieved july 27, 2019, from
livehealthy: http://livehealthy.chron.com
Burkhalter, Hillman, & Yates, et al. (2011,2012). Obesity and Overweight. Retrieved july 23,
2019, from researchgate: http://researchgate.net
Celik, et al. (2015). Eating Attitudes and related Factors in Turjish Nursing students.
Retrieved july 23, 2019, from ncbi nlm nih: http://www.ncbi.nlm.nih.gov
Chin & Nasir. (2009). Social and psychological factors affecting eating habits among
university students in Malaysian medical school. Retrieved july 25, 2019, from
doi.org: http://doi.org
Cyril et al. (2016). Relationship betwwen body mass index and Family Functioning .
Retrieved july 25, 2019, from bmcpublichealth.biomedcentral:
http://bmcpublichealth.biomedcentral.com
Drajea. (2015). International Journal of Education and Practice. Retrieved july 26, 2019,
from EJI209980: http://EJI209980.pdf
Finn et.al. (2018). Influence of Body weight on Academic Achievement. Retrieved July 27,
2019, from www.ijhsr.org
Gan, et al. (2011). Gan et al. (2011). Social and psychological factor affecting eating habits
among university students ib a Malaysian Medical School: A cross sectional study.
Retrieved july 23, 2019, from doi: http://doi.org
43 | P a g e
Garesegeran, et al. (2012). Social and psychological factors affecting eating habits among
university students in Malaysian medical school. Retrieved july 25, 2019, from
doi.org: http://doi.org
Gato, et al. (2014). International Journal of Nursing Science. Retrieved july 22, 2019, from
Gonzalez et al. (2012). Childhood and family inflences on body mass index in early
adulthood. Retrieved july 27, 2019, from ncbi.nlm.nih: http:ncbi.nlm.nih.gov
Guine & Fernandes. (2016). Factors affecting the Body Mass Index in Adolecent in
Portugues Schools. Retrieved july 27, 2019, from raquelquine:
http://raquelgaine@esar.ipv.pt
Guskey. (2015). Files.eric.gov. Retrieved July 27, 2019, from https://files.eric.ed.gov
He et al. (2019). Is there a relationship between body mass index and academic achievment:
A Meta Analysis. Retrieved jly 31, 2019, from ncbi.nlm.nih: http://ncbi.nlm.nih.gov
Jansen et.al. (2013). The effects of Body Mass Index . Retrieved July 27, 2019, from
www.researchgate.net
Kaestner & Grossman. (n.d.). Ideas.repec.org. Retrieved July 27, 2019, from
https://ideas.repec.org
Kaestner. (2009). ideas.repec.org. Retrieved july 27, 2019, from https;//ideas.repec.org
Kapur. (2018). Factors Influencing the students academic performance . Retrieved July 28,
2019, from ww.researchgate.net
Kershaw, et al. (2014). Social Relationships and longitudinal changes in Body Mass Incex
and Waist . Retrieved july 24, 2019, from ncbi.nlm.nih: http://ncbi.nlm.nih.gov
Khadaze and Saeidi. (2016). Height, Weight, Body Mass Index (BMI) and academic
Performance (AP) of University Students in Sri Lanka special referenceto the
University of Kelaniya . Retrieved july 23, 2019, from Researchgate:
https//.www.researchgate.net
Kudari. (2016). Factors Influencing the Students Academic Performance in India . Retrieved
july 27, 2019, from researchgate: http://www.researchgate.net
Lee et al. (2011). The association between body mass index and academic performance.
Retrieved july 23, 2019, from ncbi.nlm.nih: http://ncbi.nlm.nih.gov
Louisa et al. (2014). Link.springer.com. Retrieved July 27, 2019, from
https://link.springer.com
M,Hussein. (2018). Prevalence of obesity overweight and underweight. Retrieved July 27,
2019, from www.ncbi.nil.nih.gov
Maina. (2010). Factors Influencing the Students Academic Performance in India . Retrieved
july 27, 2019, from reseachgate: http://www.reseachgate
Mashaba. (2015). Sematicscholar. Retrieved July 27, 2019, from
https://pdfs.sematicscholar.org
Merlin. (2017). Significance of positive & Amiable wwork Environment. Retrieved july 25,
2019, from merlinprojects: http://merlinprojects.com
Monje-Rojas. (2010). Factors affecting the Body Mass Index in Adolecent in Portugues
Schools. Retrieved july 27, 2019, from raquelgaine: http://raquelguine@esar.ipv.ph
44 | P a g e
National Institutes of Health. (2010). National Institute of Health. Retrieved july 27, 2019,
from www.nih.gov
Nelson. (2012). Communication skills for you and your family. Retrieved july 25, 2019, from
extension: http://extension.org
Norhifayah Ali et al. (2009). Factors affecting Students quality of of academic performance:
a case of secondary School level. Retrieved july 23, 2019, from Journal of business:
https:Journalofbusiness.org
Nuttall. (2015). Body Mass Index: Obesity BMI and health A critical Review. Retrieved july
26, 2019, from ncbi.nlm.nih: http://ncbi.nlm.nih.gov
Osborn. (2018). SAGE Journals. Retrieved July 27, 2019, from journals.sagepub.com
Perl & Puhl. (2018). Weight Bias Describes Negative attitudes. Retrieved july 22, 2019, from
frontier: http://www.frontier.com
Puhl & Suh. (2015). Weight Discribe stigma,descrmination, and prejudice. Retrieved july 22,
2019, from frotier: http:www.frontier.com
Raychanduri et al . (2010). Factors affecting Students quality acade,ic Performance: a case
of secondary School level . Retrieved july 23, 2019, from Journal of business:
http://journalofbusiness.org
Santana. (n.d.).
Santana. (2017). Physical fitness and Academic performance in youth . Retrieved July 27,
2019, from www.ncbi.nlm.nih.gov
Srinivas & Venrakrishnan. (2016). Factors Influencing the Students Academic Performance
in India . Retrieved july 27, 2019, from researchgate: http://reseachgate.net
Templeton et al.,. (n.d.). PubMed. Retrieved july 27, 2019, from www.ncbi.nlm.nih.gov
Tobin. (2013). Motivation and Academic Performance. Retrieved july 23, 2019, from
Tollefson. (2018). Ingentaconnect.com. Retrieved July 27, 2019, from
https://www.ingentaconnect.com
Van, et al. (2011). Analysis BMI and Academic Performance. Retrieved july 31, 2019, from
Static1.squarespace: http://Static1.squarespace.com
vellymalay. (2010). hrmars.com. Retrieved July 27, 2019, from www.hrmars.com
World Healath Oraganization. (2016). Motivation and Academic Performance. Retrieved july
23, 2019, from researchgate: http://researchgate.net
World Health Organization . (1948). International Journal of Preventive Medicine. Retrieved
July 27, 2019, from ncbi.nlm.nih.gov
World Health Organization. (1948). International Journal of Chronic Obstructive Pulmonary
Disease. Retrieved july 27, 2019, from www.ncbi.nlm.nih.gov
Younes. (2015). link.springer.com. Retrieved July 27, 2019, from https://link.springer.com
45 | P a g e
46 | P a g e

Practical Research

Uploaded by

Copyright:

Available Formats

You might also like

Practical Research

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Practical Research

Uploaded by

Copyright:

Available Formats

Bagong Barrio Senior High School

CORRELATION BETWEEN BODY MASS INDEX AND ACADEMIC

the English Department Faculty

BAGONG BARRIO SENIOR HIGH SCHOOL

Bagong Barrio, Caloocan City

the following significant advisors and contributors:

great support and encouragement. She offered invaluable detailed advice on

this wonderful presentation especially the statistical computations. This helped us in

for carrying out this study.

Second, parents whose financial assistance, and passionate encouragement,

salute them for their courage, cooperation, and commitment.

completing this task, we still managed to complete it.

academic performance at school. This cross-sectional study examined the

hypothesized that (H0-There is no relationship between BMI and Academic

performance was determined by each student’s General Weighted Average.

Researchers used cross-tabulation analysis, to identify the relationship between

Title Page ---------------------------------------------------------------------------------- I

Abstract ----------------------------------------------------------------------------------- III

Table of Contents ------------------------------------------------------------------- IV-V

I. Chapter 1 The Problem and Review of Related Literature

The Problem and Review of Related Literature-------------------------------------------- 1-2

Review of Related Literature and Studies ------------------------------------ 3-17

Theoretical Framework --------------------------------------------------------------- 18

Conceptual Framework ---------------------------------------------------------------

Statement of the Problem ------------------------------------------------------------

Scope and Delimitation --------------------------------------------------------------- 21

Hypothesis of the Study -------------------------------------------------------------- 21

Significance of the Study -------------------------------------------------------- 22-23

Definition of Terms ---------------------------------------------------------------- 24-26

II. Chapter 2 Method

Research Locale ----------------------------------------------------------------------- 27

Research Design -----------------------------------------------------------------------

Research Instrument ------------------------------------------------------------------ 28

Respondents of the Study ----------------------------------------------------------- 29

Sampling Technique ------------------------------------------------------------------ 29

Statistical Treatment of Data --------------------------------------------------- 30-31

III. Chapter 3 Results and Discussions

Results and Discussions --------------------------------------------------------- 32-

IV. Chapter 4 Summary of Findings, Conclusions, and Recommendations

Summary of Findings ------------------------------------------------------------- 43-44

Conclusions ------------------------------------------------------------------------- 44-45

THE PROBLEM AND REVIEW OF RELATED LITERATURE

state of someone or something. According to World Health Organization (WHO) in

merely the absence of infirmity or disease. Physical health refers to physical

been indicated specifically in body mass index.

Overweight and underweight are emphasized, the condition of weighing more

below in the normal weight or it simply defined as insufficient weight. However,

while a BMI of between 25 and 29.9 is overweight.

Health in the world is supposed to represent specifically physical health.

inevitable pressure on school tasks to generate students who meet academic

standards. Significantly, aerobic capacity was positively related with academic

(Heahmat, 2014). Associations were signified in total academic performance and

to academic performance of young adults. Alswat, Al-Shehri, Aljuaid, Alzaidi, and

students should be affected.

significantly negatively correlated with student's final grades. Aerobic exercises

achieving academic standards.

academic achievement. It was only depending on student's intellectuality and how