St. Joseph College of Novaliches, Inc.: Rainbow Village 5, Congressional Ave., Novaliches Caloocan City

St. Joseph College of Novaliches, Inc.
Rainbow Village 5, Congressional Ave., Novaliches Caloocan City
TABLE OF CONTENTS
Title Page i
Approval Sheet ii
Acknowledgement iii
Dedication iv
Abstract v
Chapter 1: The Problem and Its Background 01
Statement of Problem 03
Assumptions 04
Scope and Delimitation of the Study 04
Significance of the Study 05
Definition of Terms 06
Chapter 2: Review of Related Literature and Studies 07
Conceptual Framework 12
Research Paradigm 13
Chapter 3: Methods of Research 15
Research Design 15
Respondents 16
Sampling Techniques 16
Instruments Used in the Study 17
Statistical Treatment of Data 19
Chapter 4: Presentation, Analysis, and Interpretation
of Data 20
Chapter 5: Summary of Findings, Conclusions, and
Recommendations
Summary of Findings 27
Conclusions 29
Recommendations 31
Bibliography 32
Appendices
Curriculum Vitae
Chapter 1
THE PROBLEM AND ITS BACKGROUND
Breakfast is the most important meal of the day. It provides energy
for the body so it could properly function at full efficiency. It is also
associated with positive outcomes for diet quality, micronutrient intake,
and weight status and lifestyle factors.
“Breakfast like a King, Lunch like a Prince and Dinner like a
Pauper.”
Some people have this misconception that skipping breakfast will
help them in losing weight. As a result they skip the most important meal
and feel extremely hungry, the reason why they then indulge in binge
eating everytime.
Breakfast is known for restoring the level of glucose in the body and
it is a well- known fact that carbohydrate is very crucial for the proper
functioning of the brain. It also helps in improving the memory and
concentration levels. Last but not the least, breakfast is known for relieving
stress and improving the overall health.

Mental ability is a term used to describe the level at which an
individual learns, understands instructions, and solves problems. Having
great mental ability helps in performing well at school and work.
The researchers would like to conduct a study on the possible
relation of taking breakfast to the mental ability of the students. Two
groups shall be created, a group who has eaten breakfast and, a group
who has not eaten breakfast. The two groups would then undertake series
of questions, problems, and activities. The result will then be compared to
see if a possible relation can be observed.
Page | 2
STATEMENT OF THE PROBLEM
The study aims to determine “The Relationship of Eating
Breakfast to the Mental Ability of Grade 12 Students of St.
Joseph College of Novaliches.”
Specifically, it seeks answers to the following question:
1. How may the respondents be describe in terms of the following:
1.1. Gender
1.2. Academic Performance
2. How does eating breakfast affect the memorization skill of the
student?
3. How does eating breakfast affect the analytical thinking of the
student?
4. How does eating breakfast affect the logical thinking of the student?
Page | 3
ASSUMPTION
The researchers have formulated the following assumptions:
1. The data gathered are valid and reliable.
2. The grade 12 students have differences in terms of gender and their
academic performance.
3. Eating breakfast have significant effect on the memorization skill of
the students.
4. Eating breakfast improve the analytical thinking of the students.
5. Eating breakfast enhance the logical thinking of the students.
SCOPE AND DELIMITATION OF THE STUDY
The study is, focused on the relationship of eating breakfast to the
students’ mental ability. The study is delimited to Grade 12 students in
SJCNI. The dependent variable of the study is the students’ output after
the activities given to them.
Page | 4
SIGNIFICANCE OF THE STUDY
This study may be deemed significant to the following:
Students may learn that breakfast is important in achieving an
excellent academic performance.
Parents can use this study as proof that breakfast is important for
their child.
Administrators can execute the findings from this study which
would be beneficial for all the students and faculties inside the school
campus.
Future Researchers may be able to enhance what this research
study has started.
Page | 5
DEFINITION OF TERMS
Breakfast define as first meal of the day, eaten before undertaking one’s
work
Analytically means using analysis or logical reasoning
Memorization means the process of committing something to memory
Logical thinking / Critical thinking means the objective analysis of
facts to form a judgment.
Page | 6
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter deals with the related literature and studies both local
and foreign that strengthens the conceptual framework of the study.
Literature deals with the articles written by local and foreign
authors, then readings are taken from journals, books, internet and others.
Local. According to BusinessMirror (2015), eating a balanced
breakfast serves as a fuel for the mind and body. Usually, men require
more energy than women. On average, an adult female requires
approximately 2,000 kilocalories, while an adult male needs around 2,500
kilocalories a day. A proper mealtime in the morning can improve the
cognitive function associated to a better memory. This gives us the
concentration that we need in school and at work.
Page | 7
According to Philippine Star (2009), breakfast is very important to
weight watchers as well. It speeds up the metabolism by 10 percent,
making you feel more energetic and always on the go. Supplying your body
with high-fiber foods, like whole wheat breads, will regulate the release of
glucose that will be used as energy and you will be in control of your
hunger, not the other way around.
According to Fritzie Rodriguez (2015), breakfast provides one-third
of total energy requirements, and yet it is the most commonly skipped
meal. It is also essential for bodily functions like tissue growth and repair.
Foreign. According to Paape, (2017) breakfast is indeed an
essential meal for children. Eating breakfast not only improves their
academic performance and mood but also, their physical well-being.
Children who eat a breakfast composed of complex carbs and proteins are
better prepared to handle complex math problems, participate in a
discussion and have the energy to take part in recess and PE.
According to the 2003 European Nutrition Conference noted by the
University of Ulster, the importance of breakfast also depends on gender.
A well-balanced breakfast, higher in proteins is even more important for
girls. According to their research girls who were in a bad mood, yet ate a
Page | 8
healthy breakfast had better days. In short, a good breakfast is vital to
everyone.
According to Radcliff (2017) Food is fuel and provides the necessary
nutrients, vitamins and minerals for the body to function, including the
brain. The brain needs snacks or meals for optimal performance. Studies
shows that eating breakfast is associated with better memory,
concentration, learning and creativity so eating a balanced breakfast will
help perform better academically and less likely to be tardy or absent.
Studies deals with the readings coming from thesis / dissertation.
Local. According to Mangunay (2013), studies show that children
who eat breakfast have an intellectual and verbal advantage over those
who do not. He further added that children who eat breakfast regularly get
higher scores in intelligence quotient tests.
Page | 9
According to Katherine Baildron (2016), the claim that breakfast is
the most important meal of the day has an abundance of sound science
behind it. A brief compiled by the Food Research and Action Center (FRAC)
outlines the correlation between breakfast and school performance among
children, based on numerous research findings. The findings include how
eating, and not eating, breakfast affects academics, brain function, and
overall wellness, children who do not eat breakfast at home or at school
were less able to learn. Hunger can lead to lower math scores, attention
problems, and behaviour, emotional, and academic problems.
Furthermore, studies show that children who are consistently or often
hungry are more likely to repeat a grade. It is these problems that have
lead many schools to participate in school breakfast programs including the
United States Department of Agriculture’s (USDA) School Breakfast
Program and the Breakfast in the Classroom program. Both programs make
breakfast available to all students. While it is true that students can chose
not to eat, children themselves have reported a belief that eating breakfast
increases their energy and ability to pay attention in class.
Page | 10
Foreign. According to Deshmukh-Taskar et al.,(2010) Breakfast is
widely acknowledged to be the most important meal of the day. Children
who habitually consume breakfast are more likely to have favourable
nutrient intakes including higher intake of dietary fiber, total carbohydrate
and lower total fat and cholesterol.
According to Phillips, (2005) Students who ate breakfast had a
higher success rate on exams than those who did not eat breakfast. This
finding supports the earlier research, which indicated that eating breakfast
affects students' academic performance. In contrast, there are still
students who had not eaten breakfast who can pass the exam, the
research suggest that eating breakfast provides students with an
advantage on exams.
According to Stuber, (2014) Nutrition affects students' thinking skills,
behavior and health, which are all factors that impact the academic
performance. Dieting of a person have a negative impact in his/her learning
and memory. Many studies indicate that breakfast improves the
concentration, academic performance and the behavior of the students.
Page | 11
CONCEPTUAL FRAMEWORK
The relationship of eating breakfast to the mental ability of students.
This leads to the concept of Mangunay, which states children who eat
breakfast have an intellectual and verbal advantage over those who do not.
He further added that children who eat breakfast regularly get higher
scores in intelligence quotient tests.
Page | 12
RESEARCH PARADIGM
The following figure shows the flow of the study using the
CONCEPT – INPUT – PROCESS – PRODUCT (CIPP) model.
• "The Relationship of Eating Breakfast to

the Mental Ability of Grade 12 Students in
Concept SJCNI"
•Profile of the respondents in terms of gender and Academic

Performac
•Scores of Grade 12 students from the given questionnaires
Input
• The researchers will hand out questionnaires to the

grade 12 students; the said questionnaires will be the
basis in answering the statement of the problem.
Process
• The results that will be drawn from this research will be

used to determine if there is a relationship on eating
breakfast.
Product
Figure 1:
Page | 13
Paradigm of the Study
Box 1 is the CONTEXT, which explored on the idea of “The
Relationship between Eating and Not Eating Breakfast before
taking a Quiz of the Grade 12 Students in SJCNI.”
Box 2 is the INPUT, which listed all the variables that are
contributory to ““The Relationship between Eating and Not Eating
Breakfast before taking a Quiz of the Grade 12 Students in
SJCNI.”
Box 3 is the PROCESS, which presented the methods and
procedures employed to draw meaningful and reliable results. The
researchers will hand out questionnaires to the grade 12 students. The said
questionnaires will be the basis in answering the statement of the problem.
Box 4 is the PRODUCT, which stated that the results that will be
drawn from the research study will be used to determine if there is a
relationship on eating breakfast
Page | 14
Chapter 3
METHODS OF RESEARCH
This chapter presents the methods and procedures of research
applied to gather the needed data. The research design and methods
utilized in this study, the formulation of the survey questionnaire and
statistical treatment of data are elucidated in this chapter.
RESEARCH DESIGN
This research utilized the Correlational Method of Research in
completing this study. Correlational design tries to define the degree of
relationship between two or more variables using statistical data. This type
of research seeks to interpret the relationships between and among a
number of facts.
Page | 15
RESPONDENTS
As for the academic year 2017-2018, out of 125 Grade 12 students,
the researchers selected 10 students from each section of St. Joseph
College of Novaliches, Inc. who participated in the research produced.
The researchers believe that choosing the grade 12 students as the
respondents of the study will result to an accurate outcome. Out of all the
Junior High School and Senior High School the researchers speculated that
most grade 12 students skip breakfast. This in turn will provide more
respondents for the researchers.
SAMPLING TECHNIQUES
The researchers made use of a Purposive Sampling Technique, a
technique wherein a researcher selects a particular group or groups based
on certain criteria of purposes or variable. The researchers conducted a
survey to all grade 12 students of SJCNI.
Page | 16
INSTRUMENTS USED
To gather the needed data the researchers employed the following
technique:
Questionnaire
This was the main source of the data gathered. It was made up of
sets of specific questions to draw specific response from the respondents.
These questions once answered will be the providing answers to the
problems of the study stated in chapter 1.
CONSTRUCTION OF INSTRUMENT
The researchers reviewed several literatures and studied both local
and foreign for them to serve as a guide and pattern in the construction of
the draft. The researchers constructed the instrument with the help of Ms.
Analiza Villamor, Mr. Reynaldo Molano, and the teachers who lend their
time for us to conduct the survey. All their suggestions were considered in
Page | 17
the finalization of the draft. The respondents were considered in the final
constructions of the instrument.
VALIDATION OF THE INSTRUMENT
The researchers tried the instruments to ten, grade 12 students of
SJCNI who were not among the sampled respondents. The results of the
pre-test were considered in the revision of the final draft and the final
instrument was constructed.
The purpose of the try-out is to find out the capacity of the tool to
generate the needed answers to the stated problems.
ADMINISTRATION AND RETRIEVAL OF INSTRUMENT
The researchers spent two days in distributing the questionnaires.
The researchers asked for the approval of all grade 12 advisers and subject
teachers, as well as the Senior High School Department Head to personally
administer the distribution and retrieval of the questionnaire to be able to
get a one hundred percent (100%).
Page | 18
STATISTICAL TREAMENT OF DATA
The researchers used the following statistical treatment in
analyzing the data gathered from the questionnaire.
Frequency and Percentage Distribution
Frequency distribution is the summary of the responses for each
question on the bases of categories established in the study or based on
the set of replies pre-established in the questionnaire.
Percentage distribution summary is the itemized summation of the
percentage of the frequency of response for each question based on the
Arithmetical percentage of the frequency distribution to the total number
of responses.
FORMULA:
𝑓
P= 𝑥100
𝑛
WHERE:
P = Percentage
f = Frequency
N = Number of respondents
Page | 19
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
In this chapter, the results of the data are presented. The data
collected through the survey questionnaires are processes and analyzed in
response to the problems presented in Chapter 1 of the study.
1. Profile of the Respondents
Indicator Frequency Percentage Rank
Gender
 Male 13 43% 2
 Female 17 57% 1
Academic Performance
 96 – 100 % 1 3% 4
 91 – 95 % 6 20% 3
 86 – 90 % 12 40% 1
 80 – 85 % 11 37% 2
Table 1
Page | 20
The table above shows that out of 30 respondents, 17 or 57% were
female and 13 or 43% were male.
It also shows that out of 30 respondents in the study, 12 or 40%
have the General Average of 86 – 90, 11 or 37% have the general average
of 80 – 85, 6 or 20% have the general average of 91 – 95 and 3% of the
respondents have the general average 1 or 96 – 100%.
2. RELATION OF EATING BREAKFAST TO THE
MEMORIZATION SKILL
Number Have Have Not

of Cards Eaten Percentage Eaten Percentage
Paired Breakfast Breakfast
6 7 47% 3 20%
5 3 20% 1 7%
4 3 20% 2 13%
3 2 13% 8 53%
2 0 0 1 7%
1 0 0 0 0
Table 2
The table above shows that 7 or 47% of respondents who
have eaten breakfast and 3 or 20% who have not eaten breakfast
were able to complete the memory test, 3 or 20% who have
Page | 21
eaten and 1 or 7% who have not eaten were able to pair 5 cards,
3 or 20% who have eaten and 2 or 13% who have not got to pair
4 cards, 2 or 13% who have eaten and 8 or 53% who have not
got to pair 3 cards, and 1 or 7 % who have not eaten breakfast
got to pair 2 cards.
MEMORY TEST
9
8
7
6
5
4
3
2
1
0
6 Pairs 5 Pairs 4 Pairs 3 Pairs 2 Pairs
Have Eaten Breakfast Have Not Eaten Breakfast
Figure 1
The figure above shows the number of cards paired by the
respondents who have and have not eaten breakfast. Majority of the
respondents who have eaten breakfast were able to complete the memory
test, on the other hand majority of the respondents who have not eaten
breakfast were able to pair 3 cards.
Page | 22
3. RELATION OF EATING AND NOT EATING BREAKFAST TO

ANALYTICAL THINKING
Scores Have Have Not
Obtained by Eaten Percentage Eaten Percentage
the Breakfast Breakfast
respondents
5 9 60% 3 20%
4 4 27% 2 13%
3 1 7% 8 53%
2 1 7% 1 7%
1 0 0 1 7%
Table 3
The table above shows that 9 or 60% of the respondents who have
eaten breakfast and 3 or 20% who have not eaten breakfast got a perfect
score, 4 or 27% who have eaten and 2 or 13% who have not got a score
of 4, 1 or 7% who have eaten and 8 or 53% who have not got a score of
3, both 1 or 7% who have eaten and have not got a score of 2, and 1 or
7% who have not eaten breakfast got a score of 1 on the math problem
given by the researchers.
Page | 23
MATH PROBLEMS
10
9
8
7
6
5
4
3
2
1
0
Score of 5 Score of 4 Score of 3 Score of 2 Score of 1
Figure 4. The figure above shows scores of the respondents who
have and have not eaten breakfast on the 5 items math problem given by
the researchers.. Majority of the respondents who have eaten breakfast
were able to get a perfect score on the math problem given by the
researchers. Majority of the respondents who have not eaten breakfast
were able to get a score of 3.
Page | 24
4. RELATION OF EATING AND NOT EATING BREAKFAST TO
THE LOGICAL THINKING
Scores Have Have Not

Obtained by Eaten Percentage Eaten Percentage
the Breakfast Breakfast
respondents
5 8 53% 2 13%
4 4 27% 3 20%
3 2 13% 6 40%
2 1 7% 3 20%
1 0 0 1 7%
Table 3
The table above shows that 8 or 53% of the respondents who
have eaten breakfast and 2 or 13% who have not got a perfect
score, 4 or 27% who have eaten and 3 or 20% who have not got
a score of 4, 2 or 13% who have eaten and 6 or 40% who have
not got a score of 3, 1 or 7% who have eaten and 3 or 20% who
have not got a score of 2 and 1 or 7% who have not eaten
breakfast got a score of 1 on the activity about abstract reasoning
Page | 25
ABSTRACT REASONING
9
0
Score of 5 Score of 4 Score of 3 Score of 2 Score of 1
Figure 5. The figure above shows the relation of eating and not
eating breakfast to the logical thinking of the students. Majority of the
respondents who have eaten breakfast were able to get a perfect score,
Majority of the respondents who have not eaten breakfast were able to get
a score of 3 on the activity about abstract reasoning given by the
researchers.
Page | 26
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
This chapter provides the findings tabulated, the conclusions drawn
from the findings’ data, and the recommendations presented to understand
the content of the findings and conclusions. The conclusions hopefully
complete the purpose of this study by expressing logical reasons based on
the data gathered.
Summary of Findings
This study entitled “THE RELATIONSHIP OF EATING
BREAKFAST TO THE MENTAL ABILITY OF GRADE 12 STUDENTS of
St. Joseph College of Novaliches Inc.” has the following findings:
1. Out of 30 respondents in the study, 13 or 43% of the respondents
are male and 17 or 57% are female. Out of 30 respondents 12 or
40% have the General Average of 86 – 90, 11 or 37% have the
general average of 80 – 85, 6 or 20% have the general average
Page | 27
of 91 – 95 and 3% of the respondents have the general average
1 or 96 – 100%.
2. Out of 30 respondents, 7 or 47% of respondents who have eaten
breakfast and 3 or 20% who have not eaten breakfast were able
to complete the memory test, 3 or 20% who have eaten and 1 or
7% who have not eaten were able to pair 5 cards, 3 or 20% who
have eaten and 2 or 13% who have not got to pair 4 cards, 2 or
13% who have eaten and 8 or 53% who have not got to pair 3
cards, and 1 or 7 % who have not eaten breakfast got to pair 2
cards.
3. Out of 30 respondents 9 or 60% of the respondents who have
eaten breakfast and 3 or 20% who have not eaten breakfast got
a perfect score, 4 or 27% who have eaten and 2 or 13% who
have not got a score of 4, 1 or 7% who have eaten and 8 or 53%
who have not got a score of 3, both 1 or 7% who have eaten and
have not got a score of 2, and 1 or 7% who have not eaten
breakfast got a score of 1 on the math problem given by the
researchers.
4. Out of 30 respondents, 8 or 53% of the respondents who have
eaten breakfast and 2 or 13% who have not got a perfect score,
Page | 28
4 or 27% who have eaten and 3 or 20% who have not got a
score of 4, 2 or 13% who have eaten and 6 or 40% who have
not got a score of 3, 1 or 7% who have eaten and 3 or 20% who
have not got a score of 2 and 1 or 7% who have not eaten
breakfast got a score of 1 on the activity about abstract reasoning
Conclusion of the Study
Based on the study, there is a relationship between eating
breakfast to the mental ability of the grade 12 students. This signifies that
eating breakfast enhances the mental ability of the respondents. This is
further supported by the tabulated data above.
1. The researchers conclude that majority of the respondents were
female and majority of the respondents have the general average
of 86 – 90% and 80 – 85%.
2. The researchers conclude that eating breakfast affects the
memorization skill of the students. The assumption made was
correct since majority of the students who have eaten breakfast
completed the memory test. Therefore, the researchers conclude
that by eating breakfast, it helps the student to be more focused
Page | 29
and productive. In the researchers’ given memory test, students
who have eaten breakfast tend to pay closer attention, and it
enhance their memorization skill.
3. The researchers’ assumption was correct since majority of the
students who have eaten breakfast solved all the problems
correctly. The researchers therefore conclude that there is a
significant relationship between eating breakfast and the
analytical thinking of the students. It improve the analytical
thinking skill and helps them manage more complex problems.
4. The researchers assumption was correct since majority of the
respondents who have eaten breakfast got to perfect the test.
The researchers conclude that It enhances the capability of the
students to solve logical problems like abstract reasoning.
Page | 30
RECOMMENDATIONS OF THE STUDY
This research is intended to show how eating breakfast can
affect not only the physical health but also the mental ability of the grade
12 students of St. Joseph College of Novaliches Inc.
The researchers strongly recommend for the students to give
importance and eat breakfast for it has a big effect on the mental ability and
it helps them to achieve excellent academic performance. Eating breakfast
gives energy to do things, enhances one’s focus and concentration, manage
to solve more complex problems and to have a better performance at school.
The researchers also recommend the students to eat healthy breakfast. And
also for the parents to use this as a proof and guide for them to oblige their
children to eat breakfast.
Page | 31
BIBLIOGRAPHY
BusinessMiror (2015) The Benefits of a Good Breakfast Habit
http://businessmirror.com.ph/the-benefits-of-a-good-breakfast-
habit/
Philippine Star (2009) Eat a Healthylicious Breakfast
http://www.philstar.com/health-and-family/481947/eat-
healthylicious-breakfast
Fritzie Rodriguez (2015) Free Breakfast for Public School
Elementary Students? https://www.rappler.com/move-
ph/issues/hunger/56098-bill-free-breakfast-public-school-students
Paape (2017) Column: Breakfast, is it the most important meal of
the day? http://www.duncanbanner.com/opinion/column-
breakfast-is-it-the-most-important-meal-of-the/article_6e55cd4a-
7408-11e7-b9a7-df96dd95b4af.html
Page | 32
Radcliff (2017) Dr. Nina: Never Skip Breakfast
http://www.pressofatlanticcity.com/life/columns/dr-nina-never-
skip-breakfast/article_1d87e9a0-0163-5a27-a395-
9c0c342ae22d.html
Kristine Mangunay (2013) Regular Breakfast Makes for Smarter
Kids http://lifestyle.inquirer.net/95149/regular-breakfast-makes-
for-smarter-kids/
Katherine Baildon (2016) Breakfast and the Brain: How Eating
Breakfast Impacts School Performance
http://articles.extension.org/pages/68837/breakfast-and-the-
brain:-how-eating-breakfast-impacts-school-performance
Deshmukh-Taskar et al.,( 2010) The relationship of breakfast
skipping and type of breakfast consumption with nutrient intake
and weight status in children and adolescents: the National Health
and Nutrition Examination Survey 1999-2006.
https://www.ncbi.nlm.nih.gov/pubmed/20497776
Page | 33
Phillips (2005) Does Eating Breakfast Affect the Performance of
College Students on Biology Exams?
http://files.eric.ed.gov/fulltext/EJ876514.pdf
Stuber (2014) Nutrition and Students’ Academic Performance
https://www.wilder.org/Wilder-
Research/Publications/Studies/Fueling%20Academic%20Performan
ce%20-
%20Strategies%20to%20Foster%20Healthy%20Eating%20Among
%20Students/Nutrition%20and%20Students%27%20Academic%2
0Performance.pdf
Page | 34

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St. Joseph College of Novaliches, Inc.

Rainbow Village 5, Congressional Ave., Novaliches Caloocan City

Chapter 1: The Problem and Its Background 01

Scope and Delimitation of the Study 04

Significance of the Study 05

Chapter 2: Review of Related Literature and Studies 07

Chapter 3: Methods of Research 15

Instruments Used in the Study 17

Statistical Treatment of Data 19

Chapter 4: Presentation, Analysis, and Interpretation

Chapter 5: Summary of Findings, Conclusions, and

THE PROBLEM AND ITS BACKGROUND

Breakfast is the most important meal of the day. It provides energy

for the body so it could properly function at full efficiency. It is also

associated with positive outcomes for diet quality, micronutrient intake,

and weight status and lifestyle factors.

“Breakfast like a King, Lunch like a Prince and Dinner like a

Some people have this misconception that skipping breakfast will

functioning of the brain. It also helps in improving the memory and

stress and improving the overall health.

Mental ability is a term used to describe the level at which an

individual learns, understands instructions, and solves problems. Having

great mental ability helps in performing well at school and work.

The researchers would like to conduct a study on the possible

relation of taking breakfast to the mental ability of the students. Two

of questions, problems, and activities. The result will then be compared to

see if a possible relation can be observed.

STATEMENT OF THE PROBLEM

The study aims to determine “The Relationship of Eating

Breakfast to the Mental Ability of Grade 12 Students of St.

Joseph College of Novaliches.”

Specifically, it seeks answers to the following question:

1. How may the respondents be describe in terms of the following:

1.2. Academic Performance

2. How does eating breakfast affect the memorization skill of the

3. How does eating breakfast affect the analytical thinking of the

The researchers have formulated the following assumptions:

1. The data gathered are valid and reliable.

2. The grade 12 students have differences in terms of gender and their

3. Eating breakfast have significant effect on the memorization skill of

4. Eating breakfast improve the analytical thinking of the students.

5. Eating breakfast enhance the logical thinking of the students.

SCOPE AND DELIMITATION OF THE STUDY

The study is, focused on the relationship of eating breakfast to the

students’ mental ability. The study is delimited to Grade 12 students in

the activities given to them.

SIGNIFICANCE OF THE STUDY

This study may be deemed significant to the following:

Students may learn that breakfast is important in achieving an

excellent academic performance.

Administrators can execute the findings from this study which

Future Researchers may be able to enhance what this research

study has started.

Analytically means using analysis or logical reasoning

Memorization means the process of committing something to memory

Logical thinking / Critical thinking means the objective analysis of

facts to form a judgment.

REVIEW OF RELATED LITERATURE AND STUDIES

and foreign that strengthens the conceptual framework of the study.

Literature deals with the articles written by local and foreign

Local. According to BusinessMirror (2015), eating a balanced

more energy than women. On average, an adult female requires