THE RELATIONSHIP BETWEEN SENIOR HIGH SCHOOL

STUDENTS’ NUTRITION AND COGNITIVE DEVELOPMENT

INTRODUCTION

The first few years of life are important for developing healthy eating

behaviors as a child learns what, when and how to eat, both through direct

experience and by observing others, which may have lasting effects on their health

and development. Malnutrition in early childhood has an impact on low cognitive

abilities. However, the researcher`s wants to conduct the study about the

relationship between nutrition and cognitive development because a lot of student`s

experienced having an insufficient nutrition and slow cognitive development.

The relationship between nutrition and cognitive development in young

children has largely focused on chronic under nutrition in low- and middle-income

countries (Vaivada,Gaffey and Bhutta) breast-feeding (Lee, Park and Ha Borkhoff,

Dai and Jairam), short-term fasting (including skipping breakfast) (Rampersaud,

Pereira and Girard) and specific nutrient deficiencies including protein (Grantham-

McGregor), Fe (Georgieff), iodine (Prado and Dewey) and long-chain PUFA

(Colombo, Carlson and Cheatham) all of which affect key cognitive processes.

Optimizing cognitive development in early childhood has long-term consequences for

an individual’s behavior in school and academic achievement (Schwarzenberg and

Georgieff).

Undernutrition robs Filipino children of their chance bright future. Viewed

through the lens of the World Bank`s Human Capital Index (HCI)-an index developed

to link the human capital of children today quantitatively with future economics

outcomes- the country`s 2020 HCI of 0.52 predicts that that the future productivity of
a child born today might have achieved if he or she had enjoyed a complete

education and full health. In contrast, a micronutrient-fortified dietary supplement in

the presence or absence of anthelmintic therapy in schoolchildren in the Philippines.

The proposal was given human subjects approval by the NCP ethical review

committee, whose members include representatives from Helen Keller International

(Philippines) and United Nations Children’s Fund (UNICEF).

moreover, students who had good nutrition got optimal brain development, thus it

supports their cognitive development. Parents should provide balanced nutritional

intake in order to have adequate cognitive development.

The role of good nutrition in Malabuan High School Students to cognitive

development and learning are important. Based on the researcher’s perspective,

students who are having some health-related problems didn`t receive adequate

development of their cognitive. In addition, they could not focus on their academic

performance when they don`t have good nutrition and cognitive development.

Having a good nutrition and cognitive development is crucial for the students in order

to be focused on their academic performance.

This study aims to determine the relationship between Senior High School

Students Nutrition and Cognitive Development. Determining the relationship between

nutrition on cognitive development and providing ways on how to maintain it has a

greater impact on the student`s life especially in their academic performance.

STATEMENT OF THE PROBLEM

In an educational world filled with failing schools and apathetic students, this

has generated a lot of controversy from concerned bodies, such as teachers, parents

and governments. People believes was, it is the role of the government, if nutrition is

to be improve, while says parent and teachers have their own role to play. One can

then ask the question “what is the relationship between nutrition on student to

cognitive development?

This study intends to find out the relationship between nutrition of the Malabuan

Senior High School students to cognitive development. The purposes of the study

are to find out;

1.The demographic profile of the Senior High School Student`s in terms of;

1.1 Name; 1.2 Sex;

1.3 Address; 1.4 Age;

2. To analyze the relationship between Senior High School Student`s nutrition on

cognitive development.

3. The effect of malnutrition on student`s cognitive development.

4. What is the role of nutrition to ensure proper thinking development?

5. What could be the proper ways for having a good nutritional status?

6. What are the factors that lead Senior High School Student`s in having a slow

cognitive development?
7. How can Senior High School student`s deal with their nutrition in order to have a

good nutritional status and fast cognitive development?

8. Based on the findings, what coping and/or techniques can be made to maintain a

good nutrition and cognitive development?

SIGNIFICANCE OF THE STUDY

The study will find out some of the health- related diseases that are associated

with nutrition and relationship between Senior High Student`s nutrition from cognitive

development. Solution and prevention will also be preferred to some health problem

associated with nutrition. They will also have the knowledge about diseases

associated with nutrition and its effect to cognitive development. Specifically, this

study will benefit the following;

Students: The result of this study serves as their reference to innovate strategies in

helping them to improve their nutrition and cognitive development.

Parents: This study will benefit the parents in providing ways on how to address

their children`s nutrition and cognitive development.

Teachers: This study provides on how the teachers make a strategy in order to

improve the Senior High School student`s nutrition as well as their cognitive

development.

School: This study will benefit the institution/school in designing and providing

support programs progress in needs of the said problem.

Future Researchers: This study will benefit the researcher in the sense that they

will have a bases in their study or they could find information’s that they need.

SCOPE AND DELIMITATION

The main focus of this study is to determine the relationship between 40 Senior

High School student`s nutrition to cognitive development in Malabuan, Makilala,

Cotabato who currently living in Malabuan particularly in barangay Bato.

Specifically, it identifies the factors that affects the insufficient Nutritional status of the

Senior High School students, and how they improve their cognitive development.

The respondents will be given a questionnaire to answer the following questions

given by the researcher.

DEFINITION OF TERMS

The following are the terms used in this study as conceptually and

operationally defined to ensure clarity for a common and better understanding in this

study:

Cognitive: It involves the conscious mental activities of the respondents. These are

the student`s thinking, understanding, learning and remembering.

Development: It is the act or process of developing. It refers to the process of

developing the student`s health aspects.

Malnutrition: It pertains to the unhealthy condition that the student`s received from

not eating enough healthy foods. Operationally, it is the reason why many people

acquire slow cognitive development

Nutrition: It refers to the act or process of nourishing which is one of the factors that

affects the cognitive development of Senior High School student`s.

CHAPTER I

CONCEPTUAL FRAMEWORK AND REVIEW OF

LITERATURE AND STUDIES

This chapter contains the related literature obtained by the researcher from

journals, books and internet. This provides information and references related to this

technical study.

CONCEPTUAL FRAMEWORK

Senior High
Cognitive
School
Development
Students
Nutrition

Figure 1. Conceptual Framework

The first research problem contains Nutrition such as Macronutrients and

Micronutrients and healthy lifestyle

THEORETICAL FRAMEWORK
 This study is hinged on Abraham Maslow’s theory of needs. Maslow proposed a

theory of needs based on a hierarchical model of the basic needs at the bottom and

higher needs at the top (physiological, safety, love, esteem, cognitive, aesthetic, self-

actualization and transcendence needs). The most fundamental and basic four

layers of the pyramid contain what Maslow called deficiency needs or d-needs, the

individual does not feel anything if they are met, but feels anxious if they are not met

(Snowman & Biehler 2011). Needs beyond the D-needs are called growth needs,

being needs or B-needs. When fulfilled, they do not go away, rather they motivate

further. Mwamwenda (2010) posited a hierarchy of needs based on two groupings,

physiological needs and psychological needs. The central point in Maslow’s theory is

that people tend to satisfy their needs systematically starting with the basic

physiological needs and moving up the hierarchy. He believed that the higher-level

needs can only be achieved if the lower order needs have been satisfied first. For

example, a hungry child is not likely to be motivated to self-actualize until her hunger

is satisfied.

The Hierarchy of Needs theory remains valid today for understanding human

motivation; personal growth and academic performance of Senior High School

learners in poverty-stricken households.

The relevance of this study is in the foundation of the Hierarchy of needs which is

grounded in the concepts of physiological, safety, love, esteem, cognitive, aesthetic,

self-actualization and transcendence needs. Cognitive is the concept describing the

thinking processes of a person that are formed through organization and adaptation.

therefore, in order to get cognitive, we need to achieve the lower order needs such

as having the deficiency needs.

 REVIEW OF RELATED LITERATURE

"The notion that human seat - or abstinence from eating - may have an

important effect on cognitive abilities is pervasive and much loved by a large part of

the population. The desire to improve cognitive functioning is present throughout life:

from parents' desires to support their children's cognitive development to adults and

seniors seeking protection or mitigation of short- or long-term cognitive decline. This

has prompted the use of some prescription medications, mostly stimulants such as

methylphenidate or Modanil, as well as various dietary or herbal supplements

intended to enhance or maintain levels of cognitive functioning. Although some

excellent scientific work has been carried out aimed at qualifying and quantifying the

effects of specific dietary factors on cognition, many of the proposed dietary effects

remain weak to date.

The allure of enhancing perception and the associated public demand has led

to a wide range of food and nutritional products with vague, unsupported, and

sometimes misleading promises and claims. It protects the consumer, but also

creates strong motivation to investigate and prove nutritional effects on cognition

according to the most rigorous scientific standards. Banning unsubstantiated claims

and communications will eliminate false competition and allow food and ingredient

companies that rely on research and development to boost their research efforts.
 Cognition is defined as all events and thought processes of a person that are

shaped by organization and adaptation. Cognitive development refers to the

intellectual ways in which individuals adapt to their environment. Cognitive ability

develops gradually with physical development and development of the central

nervous system, and both innate and environmental factors influence cognitive

development. Innate factors refer to genetic factors that are present since

conception, while environmental factors are those that help in the cognitive

development of children such as nutritional status and psychosocial stimulation.

Nutrition essentially provides four main classes of functional compounds that

may influence brain functioning after absorption. Food provides energy for the brain

(mainly glucose), building blocks (such as lipids and amino acids), micronutrients for

enzymatic and endocrine processes (such as iron, zinc, B vitamins, and iodine) and

is a source of bioactive or psychoactive molecules that can exert many brain-related

actions. . In addition, the sensory properties of food—such as taste, smell, and

texture—may directly modulate cognition and mood. The acute and sub-chronic

effects of individual dietary components on human cognition are relatively

straightforward to investigate using available psychological and neuropsychological

methods and tools. The acute effects of, for example, cereals and glucose have

been well documented over the past decades, but significant challenges arise when

addressing the long-term effects of nutrition on cognition, such as the promotion of

neurodevelopment or the primary prevention of normal and pathological cognitive

aging.

The long-term cognitive benefits of a given nutritional agent are, by definition,

discernible only after a significant delay, often spanning years or decades. These

benefits may occur after continuous intake of the food component during that period
or as a result of prior exposure of a shorter duration in, for example, a critical period.

The foregoing idea is illustrated by Benton in the present appendix. proposes and

discusses the interesting concept of cognitive reserve accumulation during

development as a means of reducing the risk of cognitive decline during aging and

the role of nutrition in building and maintaining cognitive reserve", "It can lead to

irreversible damage to brain structure and cognitive function, regardless of

treatments containing iron supplementation (Cerami, 2017).

Iodine is a vital element that is important for the function of an organism. It is

necessary for the biosynthesis of thyroid hormones, and is essential for the increase,

development, and normal functioning of metabolism throughout life. Iodine deficiency

can cause irreversible brain damage and mental retardation (Ghassabian and

Trasande, 2018).Furthermore, Iodine deficiency is very often described as greatest

single cause of preventable brain damage and intellectual disabilities, because

iodine is necessary for the synthesis of thyroid hormones which in turn act by

regulating the metabolic pattern of most cells of the organism. It also plays a crucial

role in the process of early growth and development of most organs, especially the

brain, which occurs in human subjects during the fetal and early postnatal life.

Consequently, iodine deficiency, if severe enough to affect thyroid hormone

synthesis during this critical period, will result in hypothyroidism and brain damage

(Delange, 2000; Prado and Dewey, 2014).

Selenium is a mineral that has an antioxidant effect. It reduces free radicals as

well as inhibits the synthesis of new radicals in the organism as it is a critical

component of GSH-Px, an enzyme with antioxidant activity. Selenium deficiency has

been associated more with a lowered immune system effect (innate and adaptive),

specifically the activity of selenium proteins in the oxidative system that reduces free
oxygen radicals formed in the manufacture of thyroid hormones. Selenium deficiency

is also associated with the development of cretinism because it is directly related to

iodine in the organism during hormone conversion (Ventura et al., 2017).

The importance of early feeding for later cognitive development is still debated.

Previous studies of malnourished children in developing countries may have

sometimes been motivated by political needs to incentivize assistance programmes,

although it should not be necessary to demonstrate that malnutrition damages a

child's brain in order to provide an incentive to reduce poverty and hunger. However,

despite many studies linking early nutritional deficiencies to later cognitive deficits,

this working group's extensive reviews indicated that most studies were confounded

by design flaws to provide convincing evidence.

Recently, however, tightly designed nutritional intervention studies have provided

new and more convincing evidence that the brain may be susceptible to suboptimal

nutrition in early life. In low- and middle-income countries, where child undernutrition

is endemic and has adverse effects on child survival, health and development (Black

et al., 2008, 2013), interventions focus on the first 1,000 days of life, the period from

conception. to 24 months of age, because this has been highlighted as a critical

period during which physical growth and cognitive development are particularly

vulnerable to nutritional insults (Pollitt et al. 1996; Glewwe et al. 2001; Black et al.

2008, 2013). In particular, it has been suggested that the developmental delay and

cognitive deficits resulting from nutritional deficiencies during this period are not

reversible in later periods (Martorell et al.1994; Glewwe et al., 2001; Victora et al.

2010).

However, the evidence does not seem to provide unambiguous support for

these hypotheses, as several studies have found evidence consistent with reversal
of nutritional deficiencies and associated developmental setbacks through changes

in the environment and interventions occurring after the age of two (Golden 1994;

Alderman et al. 2006). Grantham-McGregor & Beckerningham 2010; Prentice et al.

2013). Although this evidence may refute the claim of 'irreversibility', it has been

suggested that the primary focus of nutrition and growth-enhancing interventions in

the first 1,000 days is still justified on the grounds that the impact of undernutrition

during this period on child health and development is greater compared to

undernutrition in later periods ( Black et al. 2013). However, this is seen by many as

an assertion, as evidence for the relative influence of nutrition at different periods of

early life on cognitive development remains scarce (Glewwe and King 2001;

Maluccio et al. 2009).

The few current studies investigating how the timing of nutritional deficiencies

affects later cognitive achievement are mainly intervention-based pilot studies

(McKay et al. 1978; Maluccio et al. 2009; Barham et al. 2013) in children of different

ages and biomedical studies Literature investigation", "newborns and infants and

thus supports cognition. Its nutrients come from the mother's diet or from her

nutritional reserves (Segura et al., 2016). Adequate nutritional intake during the

postpartum period is therefore of particular importance as it strongly determines the

health status of the mother and infant. However, cultural traditions have a great

influence on lactation behavior as many cultures have some recommendations

during lactation. Common myths about a mother's diet while breastfeeding can

become barriers to breastfeeding and lead to unnecessary dietary restrictions (Karcz

et al., 2021, Jeong et al. 2017).

Nutrition during early childhood has an important and long-term impact on a

child's growth and cognitive development. Brain growth and development is most
rapid and critical during the first two years of life, but frontal lobe development

continues throughout early childhood. Certain nutrients make important contributions

to optimal brain and neurological function including zinc, iron, iodine, folic acid,

selenium, and long-chain aloe PUFA. Many of these nutrients are involved in

metabolic processes such as the production of essential enzymes or cofactors, and

some are essential for brain growth and development.

Nutrition as connection between nutrients and health, should provide the

building blocks needed to build and maintain the structure of the central nervous

system and

function. According to (Bhatnagar and Taneja, 2001; Lozoff and Georgieff, 2006;

Mehedint and Gulledge, 2014), there are five main classes of nutrients: proteins,

fats, carbohydrates, minerals and vitamin. Insufficient amount intake of any of these

nutrients have been associated with various diseases Intellectual disability occurs

when a child fails to fully develop the intellectual capacity to think, reason, learn, and

understand. In addition, Children with an intellectual disability also have problems

learning adaptive behavior, which encompasses the social and practical skills

needed for everyday living. Intellectual impairment varies among children with Down

syndrome. It ranges from severe intellectual impairment that makes people fully

dependent on caregivers, to mild effects that enable people to think and learn at

levels that enable them to pursue higher education, retain a job, and live

independently (Stagni et al., 2015). It's assumed that diet can play a key role in brain

development and thus intellectual functioning. The brain, in a similar way to the rest

of the body, need proteins, fats, carbohydrates, vitamins and minerals that are all

ingested through food for growth and functioning. As the brain develops faster than

the rest of the body, it is obvious to consider whether a lack of nutrition at a critical
stage of development can lead to permanent changes in brain structure and

functioning. In addition, the brain is the most metabolically active organ in the body,

yet it has very limited stores of energy, so it relies on the diet for a continuous supply

of glucose.

Early life experiences have an impact on child health and development.

Increasing evidence suggest that multidisciplinary approach to children development

needs to begin in early childhood because cognition related behaviors have early

origins. Regardless of weight status, poor diet and activity levels may also have

consequences for current and future health and development of children with Down

syndrome. The early childhood years are a time for rapid and robust growth in

cognitive development, but also a time of great vulnerability in this regard (Tandon et

al., 2016).

According to Meireles and Machado, (2018) were reported that a small difference

was observed in cognitive performance of children born by instrumental vaginal

delivery and non-planned cesarean section in comparison to those born by non-

instrumental vaginal delivery or planned cesarean, nonetheless this should have a

minimal impact on a child’s future neurodevelopment. Borra et al., 2012 reported that

breastfeeding for four weeks is positively and statistically significantly associated

with higher cognitive test scores, by around one- tenth of a standard deviation in this

study we measure some anthropometric measurements like weight, height, and mid-

upper arm circumference (MUAC).

Zinc is a cofactor for more than 200 enzymes that regulate different metabolic

activities in the body, including protein and DNA synthesis. Zinc is also found in high

concentrations in synaptic vesicles of hippocampal neurons, which are centrally

involved in education and memorial status (Nyaradi et al., 2013). Iron has import role

for children because of its critical impact on their development.

With two-thirds of child mortality attributable to malnutrition, Egypt stands as one

of the 36 countries, where 90 percent of the global burden of malnutrition falls. The

double burden of malnutrition is categorized by living of undernutrition along with

overweight, obesity, or diet-related deficiencies within individuals. Children who are

overweight are at risk of non-communicable diseases such as diabetes and coronary

heart disease and micronutrient deficiencies due to a poor diet. The double burden

of malnutrition (DBM) is a major challenge in Egypt, especially for overweight/obesity

and stunting. Anemia is a disorder in which there is a deficiency of red cells or

hemoglobin in the blood, resulting in paleness and fatigue; is also a major challenge

in Egypt affecting 27.2 percent of children under-5. The concern about malnutrition is

that it has a long series of upsetting effects on early childhood growth and

development contributing not only to infant and child mortality but also, to physical,

and cognitive developmental impairments among children if children survive (Ministry

of Health and Population, 2015).In fact, the most widespread nutrition problem in the

world is anemia affecting an estimated 2.15 billion people globally, with women and

children affected the most. As much as 90% of anemia cases result directly from a

deficiency of iron. In children, anemia has been shown to affect both physical and

cognitive development. Anemia produces pronounced lethargy with a decreased

physical capacity for activity, which in children results in less time spent playing or

exploring. Cognitive function is impaired in anemic schoolchildren, as evidenced by

poorer school performance and lower scores on tests of concentration and cognitive

development.
 Early childhood constitutes the most vital period of life due to its essential role in

cognitive, social, emotional, physical, motor development and cumulative lifelong

learning (Islam et al., 2016). Improving the health of preschool children is one of the

substantial objectives of healthcare services in most developing countries (Onifade

et al., 2016). United Nations Children's Emergency Fund (UNICEF) estimates that

approximately half of all deaths in children fewer than five years are attributable to

under-nutrition (Frison et al., 2016). Nutrition is one of many elements that stimulus a

child’s development (Florence et al., 2008).

The National School Lunch Programme (NSLP) Act, in America signed by

President Truman in 1946, officially authorized the NSLP, although funds had

previously been appointed for over a decade without specific legislative authority.

The 1966 Child Nutrition Act expanded the programme and added the School

Breakfast Programme (SBP) on a pilot basis, 1975 legislation made the SBP

permanent; and 1998 legislation expanded the NSLP to include reimbursements for

snacks served to students in afterschool educational and enrichment programmes

(Schrim and Kirkendall, 2010). India is also said to have a long tradition of school

feeding programme (some since the 1920s) largely by the state governments with

some external assistance (Akanbi and Alayande, 2011). India Supreme Court

directed the state governments to introduce school feeding programme in all

government and government assisted primary schools. This was the result of a

petition from the people’s Union for Liberties, a large coalition of organizations and

individuals that led to the Right to Feed Campaign (Akanbi and Alayande, 2011).

Moreover, in Brazil the school feeding programme is in the country’s national

constitution, and it is part of the government’s zero Hunger Programme. Covering

nearly 37 million children each year, the programme is among the largest in the
world. Its implementations are managed by an independent institution, the National

Fund for Development of Education (FNDE), created in 1997, to be responsible for

the disbursement of the financial resources for school meals in each municipality

(Akanbi and Alayande, 2011).

Micronutrient malnutrition has been recognized not only to be widespread but

also, if uncorrected, to cause serious health, developmental, and economic

problems. More than 2 billion people worldwide are affected by micronutrient

malnutrition. In addition, children in developing countries are prone to infection,

including chronic infection with a variety of parasites. The combined effects of

undernourishment and chronic helminth infections can be serious. In areas where

both are common, much of the student population may carry a significant health

burden with resulting delays in physical, emotional, and intellectual growth that have

the potential to prevent the children from reaching their full potential in both physical

and mental development. The nutrition status of children in developing countries

reflects the fact that, for much of the world’s population, adequate nutrition is

hindered by a plethora of geopolitical, cultural, and economic issues. In fact, one of

five people in developing countries does not regularly consume enough food to meet

minimum nutrition requirements. Deficiencies of iron, iodine, and vitamin A are

considered important global health problems due to both widespread prevalence

and the potential for such nutritional deficits to create serious health problems.

Deficiencies of zinc and folate are also common.

Nevertheless, in developing countries, where people may be deficient in several

micronutrients at one time, multiple micronutrient supplementation may be necessary

for optimal effect. In addition, many critical vitamins are interdependent with regard

to efficacy and optimal absorption. Vitamin A is critical for iron metabolism and
utilization; response to iron supplementation is measurably diminished if vitamin A

deficiency is also present and is not simultaneously treated. A micronutrient-fortified

dietary supplement in the presence or absence of anthelmintic therapy in

schoolchildren in the Philippines. The proposal was given human subjects approval

by the NCP ethical review committee, whose members include representatives from

Helen Keller International (Philippines) and United Nations Children’s Fund

(UNICEF).

Globally, an estimated 2 billion people suffer from micronutrient malnutrition (also

known as hidden hunger), especially in the developing world. Particular micronutrient

deficiencies include Fe, Zn, Se and I which result in severe health complications

(Bailey et al., 2015; Harding et al., 2018) as well as significant economic losses

(Gödecke et al., 2018). Due to their high requirements, infants, preschool children,

and women of reproductive age are more vulnerable to micronutrient malnutrition.

According to Welch et al. (2013) crop production systems have never been designed

with the aim to improve human nutrition and health which is a further particular

reason which partly explains the widespread occurrence of hidden hunger in the

world. Therefore, crop production systems should include nutrition-sensitive

approaches and be aligned with the production of micronutrient-enriched

(biofortified) staple foods for the target populations (Bouis and Saltzman, 2017;

Cakmak and Kutman, 2018; Jha and Warkentin, 2020).In addition, Most of the staple

foods are inherently very low in micronutrients and cannot meet the recommended

daily intake of micronutrients (Cakmak, 2008; Andersson et al., 2017; Bouis and

Saltzman, 2017), especially rice which is inherently low in micronutrients and is then

processed extensively before consumption such as polishing, steaming and

parboiling (Balbinoti et al., 2018; Ito and Lacerda, 2019). Today, increasing

nutritional value and composition of rice, especially regarding micronutrients is,

therefore, a growing challenge.

Micronutrients are essential for the development of the brain. Research has shown

that vitamins and minerals have an important role on various physiological processes

in the brain and influence cognitive function. Iron is involved in oligodendrocyte

development and myelin production, and is a cofactor for neurotransmitter synthesis.

Iodine is essential for thyroid hormone production, and hypothyroidism caused by

iodine-deficiency could affect cerebral blood flow. Zinc is involved in neuronal

migration, synaptogenesis and neurogenesis. Folate, vitamin B6 and B12 affect the

methylation in the central nervous system and maintain the integrity of the myelin

sheath via vascular disease prevention. In an animal study, vitamin A was linked to

proper hippocampus functioning which affects learning and memory processing.

Deficiencies in these micronutrients are thought to result in impaired cognitive

functioning, particularly during child and teenage development. Micronutrient

deficiencies are widespread in both developing and developed countries. In 2011,

anemia is estimated to affect 42.6% of school-aged children globally with

approximately 50% of cases considered to be linked to an iron deficiency. In 2007, 2

billion people worldwide were estimated to be at risk of iodine deficiency. The

highest prevalence of iodine deficiency was observed in Europe, followed by the

Eastern Mediterranean and Africa. Vitamin A deficiency is found to affect 33% of

children around the world, particularly in Africa and South-east Asia. Micronutrient

deficiencies affect children's cognitive functions such as: lower IQ score, poor

memory, impaired verbal and non-verbal learning, depression, attention deficit and

delayed processing speed.

 CHAPTER III

RESEARCH AND METHODOLOGY

This chapter deals with research design, the locale of the study, the

respondents, the research instruments and data gathering procedure of the

study. The statistical tools and data analysis and interpretation will also be

presented in this chapter.

Research Design

The study will utilize the correlational study method to address the

relationship between Senior High School student’s nutrition and cognitive

development. The interview and the survey provide the baseline analysis to

determine the relationship between SHS student`s nutrition and cognitive

development. A Focus Group Discussion (FGD) was later used to elaborate

the results of the survey, as well as to clear the ideas gathered from the

survey and second-hand data.

Research Locale

This study will be conducted among Senior High School students of

Malabuan High School situated at Malabuan, Makilala North Cotabato.

Respondents of the Study

 The respondents of the study were the 100 Senior High School for the

school year 2022-2023 from the school mentioned in the research locale.

The 100 respondents will be asked to respond since this is the minimum

number for correlation. The researcher`s requested for 60 females and 40

males These respondents will be asked to answer the survey questionnaire

given by the researcher`s.

Data Gathering Procedure

Prior to the conduct of the study, the researcher seeks ethical clearance

from the principal`s office. After having granted the certification, a permission

to conduct the study. Upon receiving the permission and approvals, the

researcher ask permission from the respondents to carry out the study

following the proper protocol, and guidelines given by the principal`s office.

The researcher was oriented of the objectives and processes of the study.

When everything was clear among them, the researcher will administer the

survey questionnaire and assist them if needed in answering the research

instrument.

Research Instrument

The items on the survey instrument will be derived from the item

analysis. These survey questions will be centered on the relationship

between nutrition and cognitive development. When the researchers will

administer the survey, they will do pilot testing. The Focus Group Discussion

(FGD) will be conducted after class hours to clarify and articulate further the

results of the survey.

Instructions: Please answer the following questions and information needed by the
researcher`s by putting check and appropriate information that corresponds to your
answer. Read and analyze carefully.

Name: Age:
Address: Sex:

YES NO

1. Does nutrition affects the cognitive development?

2.Do you consider your nutrition in order to get sufficient
development of your cognitive?
3.Does the nutrition of a person can influence it`s
cognitive aspects?
4.Does having a malnutrition has a greater impact on
cognitive development?
5Do you think cognitive will be affected when we
experience malnutrition?
6.Do you think nutrition plays a vital role in your cognitive
development?
7.Does the cognitive of a person needs enough nutrition
in order to function it properly?
8.Do you think eating healthy foods could be the proper
ways to ensure that you’re having a good nutritional
status?
9.Is it necessary to take vitamins to maintain our good
nutrition and cognitive?
10.Do you think eating healthy foods, taking vitamins and
having an adequate sleep or rest can contribute positive
effects on our cognitive development?
11. Does having insufficient financial supports a greater
impact on our nutrition and cognitive?
12. Do you consider eating habits of a person can also
affects their cognitive development?
13. Do you think eating unhealthy foods can contribute
negative impact to your nutrition and cognitive?
14.Is it necessary to motivate yourself/ourselves to avoid
eating unhealthy foods?
15.Do you consider healthy lifestyle is one of the main
reasons why people got sufficient nutrition and cognitive
development?