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Impact of Feeding Program On Academic Performance
Impact of Feeding Program On Academic Performance
Impact of Feeding Program On Academic Performance
IN GRADE 6 LEARNERS
An Undergraduate Research
Presented to
The Faculty of College of Education
Santa Monica Institute of Technology
Iligan City
Education is considered as the tool of the country to improve its economy, but how
the government can produce quality education if the students are suffering from
malnutrition and nutrient deficiency. Nutrient and Health problems are no longer new in
the Philippines especially among children in elementary and secondary schools both
several feeding programs that can help reduce malnutrition and nutrient deficiency
Every day, 95 children in the Philippines die from malnutrition. Twenty-seven out of
1,000 Filipino children do not get past their fifth birthday. The United Nations
are stunted, or short for their age. Stunting after 2 years of age can be permanent,
irreversible and even fatal. Attending classes hungry severely impacts children’s and
adolescents’ abilities to learn, thrive, and realize their full potential. Improving children’s
diets and nutrition can have positive effects on their academic performance and
behaviors at school as well as their long-term productivity as adults. On the other hand,
malnutrition led to delayed entry to school, less overall schooling, and 14% lower
School feeding is one of the public health interventions where meals are provided
at school or take-home rations or in some cases families got food support for sending
with particular emphasis on promoting food security and good nutrition in the
Improving children’s diets and nutrition can have positive effects on their academic
is in this reason that the researchers want to assess the impact of school based feeding
on learner’s academic performance before and after school feeding program specifically
on the student’s GPA in Grade 6 level. The researchers will have comparative data prior
implemented program.
Theoretical Framework
This study is anchored by the three (3) theories, The Theory of Hierarchy of Needs,
physiological need and higher-ordered needs can only be achieved if the basic needs
are met. In the education context, for learners to concentrate on learning and for
i.e. food and water must be met before delivering teaching and learning activities.
Physiological needs are the first priority and must be satisfied first. These needs include
nourishment, sleep, clothing, and shelter. People must have these basic needs met in
order to focus on anything else – otherwise, their actions will focus solely on meeting
these physiological requirements. They are the top priority and are therefore the most
important driving factor for human beings. If a person is hungry, they will ignore any
other wants or wishes to focus on satisfying their hunger. If a student is hungry, they
Aristotle and Galen are at the beginning of the history of nutrition theory. They held
nutrition. Each body part's potency is believed to be determined by its blood supply. The
Theory of food provides one perspective for understanding why dieting is so difficult.
It forms as children grow up and implicitly acquire knowledge and habits associated with
food and eating. In the same way that children acquire their first language, ToF
effect modifying a ToF, is to some extent like learning a second language, except more
so--it is like replacing a first language with a new one. Theory of food is likely not as
effects on overall cognition. At the individual level, ToF enmeshes the things we eat in a
larger cognitive web. The human species' basic behavioral plasticity and flexibility
means that new foods and dietary patterns can be adopted. But changes of this kind
take time and effort, especially if the components of the old diet remain readily
available. Obviously, contingency is an issue here. People will readily change their diets
if the alternative is extreme hunger or starvation, although even in times of extreme food
shortage, there are often culturally prescribed responses to such shortages (Farb and
Armelegos, 1980).
Conceptual Framework
This study will be conducted to asses the impact of feeding program on academic
Model as shown in figure 1. The conceptual framework of this research will start in
determining the profile of the learner in terms of age, weight, and general average
before and after feeding program which is the input. Next is the process of determining
the procedure of feeding program and lastly the output is the impact of feeding program
framework will guide readers in comprehending the key concepts and progression of the
study’s objectives.
This study aims to understand the impact of a feeding program on the academic
performance of grade six learners at Doña Juana Lluch Memorial School. Furthermore,
a. Age
b. Gender
2. How does the feeding schedule impact the outcomes of the program for grade
six learners?
3. How does the amount of food given in the feeding program affect its efficacy
4. How do the foods served affect the success of the grade six program?
performance of the grade 6 learners at Dona Juana Actub Lluch Memorial Central
School in Iligan City Lanao Del Norte. It involves determining the academic performance
of the students before the feeding program was implemented and after it was
implemented.
Definition of terms
more rapidly in response to changes in internal or external stimuli than is the case for
most morphological traits and many physiological traits. As a result, when organisms
antipredator behavior within an hour after a change in cues from predators, but
morphological changes in body and tail shape in response to the same cues required a
week to complete.
Physiological needs - are the most basic things that everyone needs in order to
survive. Things like access to food, water, sleep, medical care, and air are all
needs involves traits that have little to do with the brain: the definition of psychological
needs ought to be in stark contrast to a definition of physiological needs, as the two are
mostly separate. Understanding what physiological needs are and why they are
Maslow.
This way, they can easily memorise, retain, recall and link the information gained from
different resources. Moreover, when students are focused, they can expand their