EFFECTIVENESS OF SCHOOL BASED FEEDING PROGRAM IN IMPROVING

PUPIL’S BMI AND ACADEMIC PERFORMANCE

LUZVIMINDA DAHILIG DIZON

Name

Institute of Graduate Studies

Colegio De Dagupan
Arellano St., Dagupan City

Master in Education – Major in Educational Leadership

August, 2019

ii
 Approval Form

In partial fulfilment of the requirements for the degree Master in Education, the
completed practicum paper entitled Effectiveness of School Based Feeding Program in
Improving pupil’s BMI and Academic Performance, prepared and submitted by
______________ is hereby endorsed for approval.

BARTOLOME A. CARRERA, EdD

Adviser

This is to certify that the completed practicum paper mentioned above submitted by
Luzviminda D. Dizon has an examined and approved on _____ by the Oral Examination
Committee.

FELIZA ARZADON-SUA, EdD

Chairman

REYNALD JAY F. HIDALGO, PhD

Member

APPROVED and ACCEPTED as a partial fulfilment of the requirements for the degree of
Master in Education – Major in Educational Leadership on ________ with a grade of
__________.

FELIZA ARZADON-SUA, EdD

Dean

3
 ABSTRACT

The study was conducted in one of the public schools in the Division of Rizal District of

Rodriguez specifically at Manggahan Elementary School. This school is located at Brgy.

Manggahan Rodriguez Rizal. The school caters pupils from Kindergarten to grade 6 with a

population of 1,296 pupils of which 259 are currently enrolled at the school-based feeding

program. The research showed that in terms of benefits under the School-Based Feeding

Program at Manggahan Elementary School in all 3 aspects obtained the following weighted

mean respectively: Physical Development (weighted mean =4.25); Academic Performance

(weighted mean = 3.97); Social Development (weighted mean = 3.96) The whole respondents

are agreeable as to the benefits their children are receiving from the said program with an overall

weighted mean of 4.06. The study supports that supplying food at school during school days

enhances school attendance directly to the learner. The impact of school feeding indicates to

function both through the improvements of the school environment, enrollment and attendance in

better learning and reduce the dropout rate in school

iv
 Acknowledgement

I would like to express my sincerest appreciation and gratitude to the people who

shared their time and effort to the fulfilment of this study.

I cannot express enough, Thanks to my professor Bartolome A. Carrera for his

support and encouragement. I offer sincere appreciation for the learning opportunities

you provided.

I am also thankful for the panellists, for their support and intellectual expertise,

and spent time to give their genuine concern and positive condemnation to make this

research a better one.

I would like to also convey my thanks to Mr. Carlo Caparas, who despite of being

busy with his duties took time and effort to assist me with my project.

The completion of this project could not be accomplished without the prayers and

support of my co-teachers, friends and relatives.

Most of all I am grateful to our Almighty God for providing all of the strength,

wisdom and knowledge to finish this project with success.

5
 Dedication

A special feeling of gratitude to my loving and supportive husband Raymundo;

my deepest gratitude, your encouragements when times get rough are much appreciated

and duly noted. It was a comfort and relief to know that you are willing to provide moral

and financial support while I competed my work. My heartfelt thanks.

To my children Princess Micaella, Luis and Nicole who inspire to pursue my

study.

To my loving Father Bonifacio who tirelessly listened to my ideas and offered

encouragement when it was needed.

Special thanks to my little brother Laurence and little sister Leah Leen who

supported every decision I made and their desire to come true and for being

understanding and providing assistance during the study.

To all of my dearest friends, who supported along the way of doing my thesis.

And to those people who have contributed in one way or another in preparation

and completion of this research study. Ultimately, this research has come to a hopeful and

meaningful finale.

vi
 Table of Contents

Table of Contents

Preliminaries Page
Title Page i
Approval Form ii
Abstract iii
Acknowledgement iv
Dedication v
Table of Contents vii
List of Tables viii
List of Figures ix

Chapter 1 INTRODUCTION
Background of the Study 1

Conceptual Framework 12
Paradigm of the Study 14
Statement of the Problem (SOP) 15
Hypothesis 16
Significance of the Study 17

Chapter 2 METHODOLOGY
Research Design 18

Sources of Data 19

Instrumentation 20

Data Collection 21

Tools for Data Analysis 21

7
Chapter 3 RESULTS AND DISCUSSIONS 22
Chapter 4 SUMMARY, CONCLUSSIONS AND RECOMMENDATIONS
Summary 29

Conclusions 30

Recommendations 32

List of Figures
Figure1. Paradigm design of the effect of School
Base Feeding Program to the Pupils Health
Status and Academic Performance 27
Figure 2 Academic Performance and BMI Observation Form 22
(Pre Implementation)

Figure 3 Academic Performance and BMI Observation Form 24

(Post Implementation)

List of Tables
Table 1 Result of Academic Performance and BMI Observation 29
Form Pre Implementation 2019-2020
Table 1 Result of Academic Performance and BMI Observation Form
Post Implementation 2019-2020 31
Table 3 z-Test: Two Sample for Means for Academic
Performance 32
Table 4 z-Test: Two Sample for Means for Academic
Performance 33

Reference
Appendices

8
 Chapter 1

Introduction

Background of the study

In many poor households, hunger has been a barrier to school participation. A

hunger-stricken child is not only unable to enrol in school at the right age but also

cannot attend properly even if enrolled. Besides, such children are also likely to quit

school because they have to deal with their immediate subsistence needs before they

get ready for schooling. Thus, low school enrolment, low class attendance and high

student drop-outs are recurring problems in child education among poor households

especially in areas of high food insecurity. Due to these reasons the level of education

attainment has also been low in many developing countries although both private and

social returns to education are recognized to be high (Adelman, Gilligan et al. 2008).

However, there is no doubt that other manifestations of poverty-than hunger-also

affect school participation among poor households.

In developing World Africa for instance, malnutrition results from deficiencies

and most always poverty. The evidence is unequal in demonstrating that short stature

school children a product largely resulting from growth retardation in early childhood

combined with environmental factors related to poverty is an indicator of risk of poor

school performance. In Kenya, the issue of nutrition and health of children has been

of great concern. At a UNESCO (1990) meeting in Kenya reported that the

government has had many years of experience in running programs that address the

educational, health needs of the school age children including policies, extended

9
access to different levels of schooling, school feeding programs by the communities

and government in arid and semi-arid areas.

Poor nutrition and health among school children contributes to the inefficiency of

the educational system. Children with diminished cognitive abilities and sensory

impairments naturally perform less well and are more likely to repeat grades and to

drop out of school than children who are not impaired; they also enrol in school at a

later age, if at all, and finish fewer years of schooling. The irregular school attendance

of malnourished and unhealthy children is one of the key factors in poor performance.

Even temporary hunger, common in children who are not fed before going to school,

can have an adverse effect on learning.

Children who are hungry have more difficulty concentrating and performing

complex tasks, even if otherwise well nourished. Research and program experience

show that improving nutrition and health can lead to better performance, fewer

repeated grades and reduced drop out. According to Del Rosso (1999), the following

are the ways on how school feeding programs can improve educational quality and

efficiency: alleviate short-term hunger in malnourished or otherwise well-nourished

schoolchildren. This helps to increase the attention and concentration of students

producing gains in cognitive function and learning. Then, motivate parents to enroll

their children in school and have them attend regularly. When programs effectively

reduce absenteeism and increase the duration of schooling, educational outcomes

(performance, dropout, and repetition) improve. Next, address specific micronutrient

deficiencies in school-age children. Most important of these are iodine and iron,

which directly affect cognition. Meeting the iron and iodine needs of school-age

children can translate into better school performance. Lastly, increase community

involvement in schools, particularly where programs depend on the community to

10
prepare and serve meals to children. Schools with their communities behind them are

more effective than schools with less community involvement.

At present, DepED targets severely wasted pupils and, to the extent that the

program budget allows, moderately wasted or wasted (W) pupils for its feeding

programs. Severely wasted (SW) children are those whose weight- for height is below

minus 3 standard deviations from the median weight-for-height of reference

population, while moderately wasted children have weight-for-height below minus 2

standard deviations from the median weight-for height. DepED uses the World Health

Organization (WHO) weight-for-age tables for pre-elementary school children aged 5

years old and below and the WHO Body Mass Index–for-age tables for pre-

elementary, elementary and secondary students aged 6 to 19 years old in determining

nutrition status. In SY 14-15, based on the Nutritional Status (NS) report as of SY 11-

12, the national government targeted all the 562,262 SW children enrolled in

Kindergarten to Grade 6 in public schools that school year for DepED’s School Based

Feeding program (SBFP), or about 3.8% of approximately 14.9 million children of the

enrollment in public schools. Previously, DepED had been targeting only a fraction of

the total number of SW pupils due to budget constraints for the program. In SY 13-14,

for example, it targeted the feeding of only 40,361 SW pupils for which it was

allocated a budget of only PHP 77.493 M. In SY 14-15, the budget for SBFP was

increased by national government to approximately PHP 1.08 B, commensurate to the

increase in number of beneficiaries. For SY 15-16 the budget was further increased to

approximately PHP 2.27 B with the program now targeting 532,752 SW and 627,403

W pupils enrolled in in Kindergarten to Grade 6 in public elementary schools. The NS

Baseline Report for SY 15-16 had indicated that there were 532,752 SW and

1,312,935 W pupils enrolled in Kindergarten to Grade 6 in public elementary schools.

11
 The Department of Education (DepEd) recognizes the importance of good

nutrition for the improvement of academic performance of learners. It is considered to

be sound investment in education as it is associated with increased enrolment,

improved attendance, better performance, decreased repetition and decreased dropout.

Hence, DepEd proposed in the 2014 Budget a School-Based Feeding Program (SBFP)

that will cater to a targeted 562,262 severely wasted (SW) school children in Kinder

to Grade 6 nationwide. The proposal was approved but the budget was lodged with

the Department of Social Welfare and Development (DSWD) as President Benigno

Aquino Directed the DSWD to implement a national feeding program that will cover

the daycare center pupils and the school children.

Current School Situation

Nutrition has been seen as crucial in the child’s physical, emotional and

cognitive development. Food has been acknowledged as life and a power in activating

people’s life as well as supporting various aspects of child development and that is

depended upon correct amount and quality. This fact has been fully embraced within

the schools in Rodriguez District I. Most of these schools receive children from

disadvantaged households within. These children have no guarantee of daily meals

due to their poor socio-economic background. Balanced diet is necessary because it

builds, protects and repairs the body. Human beings require sufficient food for

sustainability and functionality. The problem of malnutrition and its effects on brain

development, physical and intellectual functioning has tremendous implications. As a

result, many children end up experiencing stunted growth and development.

At Manggahan Elementary School, there were a total of 247 pupils listed as

severely wasted across all grade levels, significantly almost the same number (259) of

12
pupils were identified to be reading at frustration based from the PHIL IRI reading

test. The persistence of hunger, malnutrition, and micronutrient deficiencies can have

long lasting effects on the health status and productivity of people and their nations.

Early malnutrition can adversely affect physical, mental, and social aspects of child

health, which in turn leads to underweight, stunted growth, lowered immunity, and

mortality. Research has shown that the physical effects of malnutrition as measured

by indicators such as body mass index (BMI) have a significant impact on an

individual’s productivity.

Research has shown that nutrition is important for cognitive and brain

development; therefore, making healthy food choices becomes vital to a student’s

academic performance. Adverse effects of malnutrition on the cognitive functioning

of children are well documented around the world, in particular, the negative effect of

under nutrition (Averett and Stifel, 2007; Alaimo et al., 2001; Kaestner and

Grossman, 2009 and Taras, 2005). In-school meals provide an important nutritional

intervention during an often-overlooked critical growth period. By providing food at

school during the school day, they have two advantages. First, well-timed school

meals alleviate short term hunger, possibly improving students’ ability to concentrate

and learn. Second, they provide an incentive for school attendance directly to the

child (Caldes and Ahmed 2004). Therefore, the impact of in-school meals on learning

appears to operate both through improvements in school attendance and through

better learning efficiency while in school. Thus, well-run programs that provide

reasonably nutritious meals should have positive impacts on school participation,

learning, and child dietary intake. However, the size of these effects depends on

various programmatic and contextual factors. In some cases, they may be small or

even null.

13
School Base Feeding Program

The SBFP is characterized by on-site feeding of beneficiaries for a duration of

100–120 feeding days using standardized recipes with malunggay and a 20-day cycle

menu. Each meal provides child beneficiaries with at least 300 additional calories.

Meal preparation and the feeding are implemented by a school-based feeding core

group, consisting of teachers and parents, with the assistance of volunteer parents.

Procurement of supplies and financial reporting are the responsibility of the

beneficiary schools. The DepED has also prescribed complementary activities such as

deworming of the beneficiaries prior to the start of the feeding program, waste

segregation, management and composting, integration of the Essential Health Care

Program (EHCP) in the implementation of the SBFP, and the Gulayan sa Paaralan

Program (GPP). The EHCP uses simple and cost-effective health interventions for

promoting cleanliness and preventing sickness among school children, while the GPP

provides for the growing in school sites, if possible, of vegetable gardens that have at

least 50 malunggay trees, other vegetables as well as fruits. The SBFP in its current

form was first implemented in school year (SY) 2011–2012 and was called the

Breakfast Feeding Program back then.

This Policy Note presents the findings of the process evaluation of the SBFP.

In particular, the evaluation examined the processes undertaken by the DepED in the

SBFP and complementary activities during SY 2013–2014, when DepED targeted

40,361 beneficiaries enrolled in 814 schools located in 20 provinces and eight cities.

The results can provide inputs to improving current and future implementation of the

SBFP, which ws expanded in SY 2014–2015 to include all severely wasted children

enrolled in public elementary schools.

14
Related literature

According Ermias (2015) evaluated the impact of SFP on primary school

performance and has found that there was statistically significant difference between

the two groups on attendance rate but there is no significance difference in their

achievement test score. The sample consists of 195 students of Kasim elementary

school as an intervention group and 228 students of Selected elementary school as a

control group in Debrelibanos Woreda, Oromiya region. The study used an

experimental research design specifically ex-post facto analyses of students‟ cases

with and without the intervention program on different groups. The provision of the

service in the research area had limitation of time quality. The school meal was

delivering late in the day after the lesson begins so that children may leave school

early in the day.

While a study by Dheressa (2011) explored the impact of SFP on class

attendance, enrolment and school drop outs among primary school students by

participating 102 households and 17 selected individual stakeholders in Sidama zone.

Household questioner, key informant interviews and observation were the methods

employed to collect data and the „within-without‟ approach is used to design the

research. This study has shown that there is no significant positive impact of SFP on

enrolment, attendance and drop outs. However, the researcher claimed that the study

doesn’t use large sample size and the nature of the data made difficult to determine

the absolute impact of SFP on school participation indicators

It was followed by Hinrichs (2010) that also emphasized the contribution of

SFP for education compared with its health benefits. According to his study,

participation in the program as a child appears to have few long-run effects on health,

15
but the effects on educational attainment are sizable. The educational and health

outcomes of SFP differ across grade levels. He also found that participation in grades

seven through twelve has a stronger effect on educational attainment than

participating in the earlier grades does, whereas there is some evidence suggesting

that participation in earlier grades is more important for the health outcomes.

While according to Jensen (2010), school feeding mostly takes place within

the context of broad national school reform programs. These reforms should focus on

other essential inputs to education and learning such as teacher development,

curriculum reforms and student assessment. National ministries or organizational

dealing with education should not be encouraged to take on school feeding at the

expense of other educational inputs as it is difficult politically to refuse food aid.

Lastly, according to Taylor (2010), complementary inputs are needed in order

to overcome the reliance on outside food sources such as school feeding programs.

She emphasized on complementary health and nutrition inputs to accompany the

feeding program.

Aim of the Research

In Maslow hierarchy of needs, the physiological needs must be met. That

children need food in the right quality and quantity. Food is necessary because it

builds, protects and repairs the body. The malnutrition and its effects on brain

development has tremendous implications on child performance. Poorly fed children

are more exposed to disease infections and emotional frustrations as compared to well

fed children.

The study is anchored on DO 34 s. of 2015 (revised DO 33 s. of 2015) which

is also known as Implementation of School-Based Feeding Program (SBFP) where in

16
some complemented program of DepEd were utilized like deworming, Essential

health care program and Gulayan sa paaralan .

School Feeding Program as a form of safety net has also several educational

benefits. According to Bundy et al., (2009) school feeding helps increasing students‟

attendance rate, cognition, enrollment rate, retention rate and academic achievement.

Since 2008, several countries have scaled up their national School Feeding Programs,

indicating an increased demand for these safety nets. School-attending children who

are beneficiaries of the national school feeding program in lower middle-income

countries have a proportion of 49 percent, while the coverage in low-income countries

is 18 percent. Ethiopia is among the least three countries in

school feeding program coverage (WFP, 2013). In 2015, the Ethiopian School

Feeding Program can reach 10.2% of the total school age children live in food

insecure areas (MOE, 2015).

Conceptual Framework

The study adopted a cross-sectional survey design. The design used because it

allowed the study to collect data at one point in time. Also, the design allowed

assessment on the impacts of school feeding program on learner’s academic

performance. The survey was appropriate because enable the researcher to use

different methods to collect data. The survey was carried in selected respondents. The

target population of the study included learners and teachers. This category of

respondents provided the true measure of the sample study due to having knowledge

of the school feeding program and learners’ classroom achievements. Two hundred

fifty nine (259) learners registered in schools Feeding Program was taken by using

17
simple random sampling technique to generate 40 random respondents. Eight (8)

teachers were taken purposively as key informants of the study. The self-structured

questionnaire with close-ended questions was used to collect data in the study. The

instrument was developed specifically for the learners. The type of questionnaires

produces answers which can be subjected to statistical analysis (Cohen et al, 2004).

The focus group discussion by using the checklist was employed for teachers and

learners. The checklist was designed mainly to examine the impact of school feeding

program on academic performance. The period of two months was used to distribute

and collect the questionnaire from respondents. Respondents filled the questionnaire

provided. An interview was carried while the respondents could ask for clarification

on what was written in the questionnaire. The researcher reviewed the secondary data

in the scorebook to compare the result of learners in the period before and after the

school feeding program. The collected data was analysed using Statistical Package for

Social Sciences (SPSS) whereby descriptive statistics presented in terms of

percentages, frequencies. Chi-square test was used to test the correlation of the school

feeding program and learners’ academic performance. Independent variables namely

increase the number of teachers, attendance, learning and teaching materials, food in

school, scores and enrolment were used in this study when other factors remain

constant. Documentation information score were used to correlate with learners’

academic performance.

18
 Process

Input Enroll the selected output

respondents to the School
Recording of Base Reading Program The effect of
respondents Height,
Monitor the Height and School Base
Weight, BMI and
Academic Weight and academic Feeding Program
Performance before performance of the to the Pupils
during and after the respondents Health Status
School Feeding Measure the significant
and Academic
Program difference in height, Performance
weight and academic
performance before and
after the School Base
Feeding Program

FEEDBACK

Figure1. Paradigm design of the effect of School Base Feeding Program to the Pupils

Health Status and Academic Performance

19
Statement of the Problem

Proponents of SFP claim that providing food in schools would ostensibly

attract vulnerable children to school, improves their attendance and minimizes drop-

outs. According to the United Nations World Food Program, School Feeding Program

is an incentive for vulnerable families to invest in pupils education and encourages

poor households to send children to school and helps to keep them there (WFP

2008b). Empirical studies also reveal that School Feeding Programs indeed have

significant positive impact on school participation. Such studies suggest SFPs are

effective in encouraging school enrollment, enhancing class attendances, and

lowering student drop-outs (see for example, Ahmed 2004; WFP 2009). To the

contrary, few other studies reveal there is no observable impacts of School Feeding

Program on school participation (see He 2009). This study, therefore, takes account of

these arguments and evaluates the significance of a particular School Feeding

Program in improving school participation among primary school children.

The main objective of this study is to test the Effectiveness of School Feeding

Program to Learners Nutritional Status and Academic Performance. Specifically, it

sought answers to the following questions:

1. What is the status of respondent’s academic performance and BMI?

a. Before the exposure of learners to the school feeding program?

b. After the exposure of learners to the school feeding program?

20
 2. Is there a significant difference on the academic performance of learners

and their BMI before and after the respondents’ admission to the feeding

program?

Hypothesis

There is no significant difference in the physical aspects (BMI) and academic

performances of students according to the assessment of the respondents before and

after the exposure to the School Base Feeding Program

Significance of the Study

Since the major objectives of SBFP are bring to children into school, improves

academic achievement, retention rate, attention in addition to making them out of

hunger. One of the primary aims School Base Feeding Program is to intervene to

improve the wellbeing of vulnerable groups in the society; hence, the researcher

believes that conducting research on SBFP will help teachers, social workers, parents

and school to get involved in the practice, education, policy and research issues on the

program delivery that targeted vulnerable school children.

For the Teachers; the result of the survey will show the significance of the school

feeding to the development of the learner’s physical and intellectual attributes.

For the Parents; the result of the survey may be used to encourage the parents to

monitor their child’s nutritional status and academic performance.

For the Child; the result will help the pupils to established concrete learning

experience that proper nutrition is essential to improve their academic

performance

21
 Chapter 2

Methodology

Research Design

The study adopted quantitative approach research approach using a

Researcher-made observation form to investigate the effects of school feeding

program of to the respondents in terms of academic performance and Body Mass

Index (BMI).

The overall design of this study is comparative as it entails studying two

observation period of cases (Before and After), using identical methods. The

evaluation method employed in this study is comparing the outcomes of program and

non-program schools using what is known as the „with-without’ approach (Geda

1999). Thus, the method compares pupils enrolled with the program and those who

are not, as a way to measure the impacts of the project. This approach assumes that

both enrolled and not enrolled pupils have similar characteristics (in terms of, for age,

grade level and classes attended), and any observed difference between beneficiary

and non-beneficiary pupils is attributed to the effect of program.

22
Sources of Data

Sampling Procedure

The study was conducted in one of the public schools in the Division of Rizal

District of Rodriguez, specifically at Manggahan Elementary School. This school is

located at Brgy. Manggahan Rodriguez Rizal. The school caters pupils from

Kindergarten to grade 6 with a population of 1,296 pupils of which 259 are currently

enrolled at the school-based feeding program

The study concentrated mainly on the pupils in Manggahan Elementary

School. The study assessed how pupils respond in terms of academic performance

and BMI as far as feeding program are concerned. To generate data, parents, teachers,

children were used to respond to issues.

According to Koul (1984), sampling is a process by which relatively small

number of individuals or objects are selected and analyzed in order to find out

something from the entire population from which they are selected. A sample is a

small proportion of population selected using some predetermined procedure.

Purposive sampling was used to identify pupils each on their own category. A

combination of Simple random sampling was applied to select children after obtaining

a list from the teacher advisers.

23
 The respondents of the study were the 259 pupils who are in the School base

feeding Program the researcher obtain the population mean and utilized sample

random method to get the population sample, a total of 60 respondents.

The Research Instruments

These are tools used for data collection. Researcher-made Observation Form

were designed for the teachers and children to form a major data collection tool as it

allows the study to include a large sample for representativeness to inform the study

on practice ,opinions and attitudes of the respective respondents with regard to school

feeding program on aspects of performance of the pupil .Observation form were

designed to collect data to document adequacy ,availability and resources and

facilities for provision of adequate nutrition ,health status of children ,frequency of

school attendance and children performance . Interview schedule was designed for

parents and pupils to give insight information that may not have covered by

questionnaires.

The validity of an instruments represents the extent to which the instrument

measure what it purports to measure .Validity of questions and other research

instruments is validated by experts in the field of education who will be given the

instruments to go through to avoid ambiguity and misinterpretation by respondents

which could arise at the time of data collection.

24
 Republic of the Philippines
Department of Education
Region 4A CALABARZON
Division of Rizal
District of Rodriguez I

Academic Performance and BMI Observation Form

Pre Implementation
2019-2020

Grade and Section ______________ Date recorded___________

Respondent Grading Period Average *Body Mass Index

*where 5=Obese 4= Over weight 3=Normal 2= wasted

1=severely wasted

25
Figure 2 Academic Performance and BMI Observation Form (Pre Implementation)

Republic of the Philippines

Department of Education
Region 4A CALABARZON
Division of Rizal
District of Rodriguez I

Academic Performance and BMI Observation Form

Post Implementation
2019-2020

Grade and Section ______________ Date recorded___________

Respondent Grading Period Average *Body Mass Index

*where 5=Obese 4= Over weight 3=Normal 2= wasted

1=severely wasted

26
Figure 3 Academic Performance and BMI Observation Form (Post Implementation)

Data collection

The first step on conducting the survey is to make a request letter which was

approved by the principal of the school. The researchers then retrieve the letter upon

approval. The researchers gather information about the study by distributing a

researcher made observation form to the class advisers of the respondent who are also

engaged in School-Based Feeding Program at Manggahan elementary school. After

data gathering, the researchers then collect the Observation form for tallying and

apply the proper statistical treatment.

The Difference in Difference (DID) linear regression is used to measure the

effect of School Feeding program (SFP) on attendance rate and academic

achievement. The regression analysis is done for controlling of differences in initial

observed characteristics between comparable and treatment groups and for changes in

variables.

Ethical Procedures

27
 The researcher passed an ethics statement to all individuals involved in the

study. The distribution of ethical statement was done personally by the researcher

together with the attached letter of permission and approval note. The ethics

statements and permission to conduct the study were directed to the principal and to

the District Supervisor. The advisers of pupils being studied were also given a copy of

the ethics statement and consent to the respondents.

Statistical Technique

The z-test: Two samples for means is used to test the effect of School Feeding

Program (SFP) on academic performance and BMI of respondents attention measure.

Comparing the mean difference of attention between the two groups‟ used to test the

existence of the effect. The z-test analysis is done by the assumption of there is no

difference between the mean value on academic performance and BMI of SFP

participants before and after the implementation of SFP. The attention measure

analysis has used the pupil’s grade ranges

The data was analyzed by using computer software in conformity with the

objectives of the study. Primarily, the data was tabulated and encoded on the

Statistical Package for Social Sciences (SPSS, version 24.00), cleared and verified.

Then, it is transferred to STATA 13 by STATA transfer software for inferential

analysis to test the magnitude and the direction of the SFP effect on academic

achievement and attendance rate. The independent t-test analysis and all case

summaries are done on SPSS.

Finally, the interpretation of the finding was presented by sorting all dependent

variables (academic achievement, attendance rate and attention) thematically with the

28
reviewed literatures in line with the research questions. The participants‟ score was

also analyzed and presented descriptively in accordance with their grade level.

Chapter 3

Results and Discussion

The assessment of the respondents on the benefits of pupils in the School

Based Feeding Program according to Academic Performance, and BMI

Table 1 Academic Performance and BMI Observation Form

Pre Implementation
2019-2020

29
      
2nd Grading
Name grades Body Mass Index
Pupil 1 78 1
Pupil 2 80 1
Pupil 3 79 1
Pupil 4 81  
Pupil 5 78 1
Pupil 6 79 1
Pupil 7 79 1
Pupil 8 80 1
Pupil 9 80 1
Pupil
10 78 2
Pupil
11 78 2
Pupil
12 78 2
Pupil
13 78 2
Pupil
14 81 2
Pupil
15 83 2
Pupil
16 80 1
Pupil
17 81 1
Pupil
18 81 1
Pupil
19 81 1
Pupil
20 80 2
Pupil
21 81 2
Pupil
22 80 2
Pupil
23 81 2
Pupil
24 81 1
Pupil
25 80 1
Pupil
Table 1 Result 26 81 1 of Academic
Pupil
Performance 27 81 2 and BMI
Pupil
Observation 28 80 2 Form Pre
Pupil
Implementation 29 80 2 2019-2020
Pupil
30 80 2
Pupil
30
31 81 2
Pupil
32 80 1
Pupil
 3rd Grading
Name grades Body Mass Index
Pupil 1 86 3
Pupil 2 88 3
Pupil 3 87 3
Pupil 4 86 3
The table 1 showed
Pupil 5 83 3
Pupil 6 86 3
the status of the Academic
Pupil 7 88 3
performance Pupil 8 87 3 and Body Mass
Pupil 9 85 2
Index of the Pupil respondents,
10 86 3
the mean of Pupil academic
11 87 3
performance Pupil before the
12 85 3
implementation Pupil of School
13 87 2
Based Feeding Pupil Program is
14 88 2
80.75 while the Pupil mean of Body
15 87 3
Mass Index is Pupil 1.466.
16 88 3
Pupil
17 87 3
Pupil
Table 1 18 87 3 Academic
Performance Pupil and BMI
Observation 19 86 3 Form
Pre Pupil Implementation
2019-2020 20 88 3
X Pupil
21 88 3
Pupil
22 85 2
Pupil
23 84 2
Pupil
24 86 4
Pupil
25 85 4
Pupil
26 85 3
Pupil
27 85 3
Pupil
28 87 3
Pupil
29 88 3
Pupil
30 87 3
Pupil
31 86 3
31
Pupil
32 86 2
Pupil
33 87 4
 Table 2 Frequency and Percentage Distribution of the Respondents According

to Physical Development (Post Implementation)

The table 2 showed the status of the Academic performance and Body Mass

Index of the respondents, the mean of academic performance before the

implementation of School Based Feeding Program is 86.65 while the mean of Body

Mass Index is 2.95

Table 3 z-Test: Two Sample for

Means for Academic Performance

  3rd Grading grades 2nd Grading grades

Mean 86.65 80.75
Known Variance 88.83873 108.4792
Observations 60 60
Hypothesized Mean
Difference 0
Z 3.253451683
P(Z<=z) one-tail 0.000570061
z Critical one-tail 1.644853627
P(Z<=z) two-tail 0.001140121
z Critical two-tail 1.959963985  

32
 Table 3 showed the two result of z-test for two sample means, the mean for

second grading is 80.75 the mean increased in the third grading with 86.65 which

mean changes has been observed between the two mean. More importantly the

computed P value 0.001140121 is smaller than the degree of confidence which is 0.05

implying that null hypothesis is rejected, there is significant difference between the

academic performance before and after the implementation of school based feeding.

Table 4 z-Test: Two Sample for BMI

  BMI 3rd BMI 2nd

Mean 2.95 1.483333333
Known Variance 12.65795 13.33656
Observations 60 60
Hypothesized Mean Difference 0
Z 2.228261873
P(Z<=z) one-tail 0.012931529
z Critical one-tail 1.644853627
P(Z<=z) two-tail 0.025863057
z Critical two-tail 1.959963985  

Table 4 showed the two result of z-test for two sample means for BMI, the

mean for second grading is 1.48 the mean increased in the third grading with 2.95

which mean changes has been observed between the two mean. More importantly the

computed P value 0.025863057 is smaller than the degree of confidence which is 0.05

implying that null hypothesis is rejected, there is significant difference between the

Body Mass Index before and after the implementation of school based feeding.

33
 Chapter 4

SUMMARY, CONCLUSSIONS AND RECOMMENDATIONS

Summary of Findings

Proponents of SBFP claim that providing nutritious food in schools would

ostensibly attract vulnerable children to school, improves their academic performance.

According to United Nations World Food Program, School Feeding Program is an

incentive for vulnerable families to invest in pupil’s education and encourages poor

households to send children to school and helps to keep them there (WFP 2008b).

Empirical studies also reveal that School Feeding Programs indeed have significant

34
positive impact on school participation. Such studies suggest SFPs are effective in

encouraging school enrolment, enhancing class attendances, and lowering student

drop-outs (see for example, Ahmed 2004; WFP 2009). To the contrary, few other

studies reveal there is no observable impacts of School Feeding Program on school

participation (see He 2009). This study, therefore, takes account of these arguments

and evaluates the significance of a particular School Feeding Program in improving

school participation among primary school children.

The main objective of this study is to test the Effectiveness of School Feeding

Program to the academic performance and Learners Nutritional Status Specifically, it

answered the following questions:

1. There a significant difference on the academic performance before and

after the exposure of learners to feeding program?

2. There a significant difference on the Body Mass Index of learners

before and after their exposure to feeding program?

Conclusions

Since that all the benefits under the School-Based Feeding Program at

Manggahan Elementary School in all aspects and obtained a verbal interpretation of

agree by all respondents. It is therefore concluded that the SBFP have a good impact

on the beneficiaries. Result showed that there is no significant difference on the

academic performance and Body Mass Index of the respondents under the School-

Based Feeding Program at Manggahan Elementary School whey they are grouped

according to age, sex and occupation. Therefore, the null hypothesis was rejected.

Recommendation

35
 Recommendations Based on the conclusions, the researchers recommend the

following:

1. Continuous implementation of the SBFP should be done by the government in

order to address the constant improvement of the beneficiaries in terms of Physical

Growth, Academic Performance, and Social Development. Also, the researchers

recommend that this should be implemented specially in remote area in the provinces.

2. Since that there is co-equal result of the respondent’s assessment whey they are

grouped according to age, sex, and grade level reflecting that they are very much

satisfied with the result of the program. It is recommendable to make the parent

greater number involvement in the program to ease the implementation.

3. To the future researchers, it is recommended to conduct follow-up study in order to

validate the result of the study, or to conduct a further study.

Reference

Abbagero, S. K. (2010). The Prospect of Cash-for-Work Programme in Mitigating the

Risk of Negative Dependency of Food Aid Beneficiaries in Ethiopia. Institute

of Development Research and Development Policy. Bochum, Ruhr-

Universität Bochum M.A. Degree 100.

Adelman, S. W., D. O. Gilligan, et al. (2008). "How Effective are Food for Education

Programs? A Critical Assessment of the Evidence from Developing

Countries." Food Policy Review

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Albert, J. R. G, A. L. Tabunda, I. Angeles-Agdeppa. 2015. Feeding Severely Wasted

Children in School: Examining Processes in DepED’s School Feeding

Program. PIDS Policy Note. Makati City: Philippine Institute for

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Bundy, D., C. Burbano, M. Grosh, A. Jelli, M. Jukes, and L. Drake. 2009. Rethinking

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