2

School feeding program (sometimes referred to as school meal program) are

interventions that regularly provides nutritious foods to children and adolescent
attending schools. Benefits of school feeding on children and adolescent
including alleviating hunger, reducing micro nutrients deficiency and anemia,
preventing over weight and obesity, improving school enrollment and attendance
increasing cognitive and academic performance, and contributing to gender
equity in access to education.

Most counties have some forms of school feeding program in some way
and at some scale. School feeding program are widely available in high income
counties but generally have incomplete coverage in low- and middle-income
countries (LMICS) where the need is greatest in terms of hunger and poverty. It
is imperative to expand the coverage of school feeding programs and to improve
the quality of existing programs to maximize their benefits on children and
adolescent.
NATIONAL
Early malnourishment can adversely affect physical, mental and social
aspect of child’s health, which as result leads on underweight stated growth,
lowered immunity and morality. The lack of nutrition imposes significant
economic costs on individual and nation, including how it effects on academic
performance and behavior at school and long-term productivity among adults.
Problems like delayed entry to school, less overall schooling, smallest status and
lower school performance among children represent a great motivation to impose
feeding programs.
According to the results of an impact evaluation study since 1997, the
department of education (DepEd) has implemented first SBFP, then called
breakfast feeding program (BFP) aimed to address short term hunger. Through
the years the SBFP shifted focus from addressing short term hunger to
addressing under-nutrition among pubic primary pupils. The SBFP also under
mean changes in target beneficiaries, coverage and service mode. This policy
note summarizes the results of an impact evolution. (IE)study of the SBFP and its
complimentary activities SY 13-14 ( Tabunda et al 2006)
The SBFP aims to rehabilitate at least 70% of severely wasted
beneficiaries to normal nutritional status at end of the feeding days, ensure 85%
to 100% classroom attendance of beneficiaries and improve childrens health and
nutrition values and behavior. According to the health and nutrition center (HNC)
and DepEd the primary goal of the SBFP is the nutrition goal the other are
secondary.
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LOCAL
In South Cotabato more than 100,000 children in public school in the
Region 12 have benefitted from the supplementary feeding program (SFP)
implemented by the Department of Social Welfare and Development (DSWD).
Region 12 is made up of the provinces of North Cotabato, Sultan Kudarat, South
Cotabato, Sarangani and the cities of Cotabato, Kidapawan. Tacurong, and
Koronadal and General Santos.
According to Jane Blessy Manguray a supplementary feeding program
local person of DSWD 12 she said North Cotabato had the highest number of
beneficiaries with 34,693 school children. They were provided with daily nutrition
supplemental feeding program aims to improve the nutritional status of school
children, many of them in daycare centers the region.
The food supplement includes not meals served during break time in the
morning session or in the afternoon session to children in Day care Center (DCC)
and supervised neighborhood play (SWP). Close monitoring follows after a
month to determined improvement in a children’s weight as composed to their
weight prior to the SFP.
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REVIEW RALATED LITERATURE AND STUDIES

NUTRATIONAL ELEMENTS
Once children reach school age they spend more of their walking hours in
school that in any other environment. High quaintly nutrition impacts childrens
health, wellbeing, and learning and school environment have been “identified as
a local point for invention” (Ritchie l at. 1015)
Research on the health and dietary behavior impacts of SBPs in high
income countries find modest positive effects overall, including higher vitamins
intakes and increased vegetable and fruits consumption is some cases
(especially in younger children) (krisjonsson et al 2007). Studies have also found
that SFPs can increase vegetable and fruits consumption (Bontuger et al 1014)
and can reduce disparities in vegetable and fruits consumption between children
from higher versus lower socio-economic status households (Longave et al
2014).
Evidence has been emerging over the couple of decades on the benefits
of multi component school food intervention snd especially on those that focus on
younger children (prior to adolescence) ( Greenhalgh et al 2017). (Hollar et al
2010) multi component intervention include the introduction of healthy food in
meals integrated with curriculum and often with parent’s involvement (Van
Caumenberghe et al 2010).
Frequency
The SBFP, of DepEd involves feeding program primary pupils for 100-120
feeding days using a 20-day cycle of standardized recipes with malunggay. Each
meal has at least 300 calories, this is lower than (876) calories per meal in
feeding programs elsewhere (Adelman et al 2008). Further, SBFP gives lower
feeding days compared to 180 feeding day average in developing countries
(Bundy et al 2009).
In the past six (6) years, the Department of Education (DepEd) through
the Bureau of Learner Support Services (BLSS) – School Health Division (SHD)
has done policy improvements to make sure that the feeding program meets its
objectives. Annual program evaluation indicates that 73% of the undernourished
student beneficiaries convert to normal nutritional status at the end of 120
feeding days. School attendance was also noted to have improved and is
averaging at 98%. The children were observed to have better class participation
and exhibit positive health habits such as washing of hands before and after
eating, tooth brushing, and general good grooming practices. These findings
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were affirmed by the result of the impact study done by the Philippine Institute of
Developmental Studies (PIDS) in 2015.2
The process evaluation research done by PIDS also on the same year
indicates that the SBFP is a “well managed program”. School heads and other
school personnel were oriented before the program started. Parents of
beneficiaries were included as participants of the orientation and committed their
services for program implementation. ( https://www.teacherph.com/school-based-
feeding-program-sbfp/)
Budget
DBM earmarks P3.7 billion for DSWD’s feeding program of 1.8 million
kids. The Department of Budget and Management (DBM) has allotted P3.7
Billion for the Department of Social Welfare and Development (DSWD)’s
Supplementary Feeding Program (SFP) for children in the 2023 National
Expenditure Program (NEP). With this budget, around 1.8 million children
enrolled in child development centers managed by local government units and
supervised neighborhood play will be provided hot meals. Moreover, around
157,968 malnourished youngsters will benefit from the milk feeding program.
SFP comprises two subprograms: regular feeding, and milk distribution.
The first subprogram was sought to receive P3.1-B allocation, and the second
was proposed to be allocated with P360-M. The remaining Php181.9-M was set
aside for administrative costs of the SFP.The Department of Social Welfare and
Development is the lead agency in the program implementation of thr SFP for
undernourished children aged three to five years old.The Budget Secretary
added that good nutrition is important to develop and enhance the physical and
mental capacities of children.
Republic Act No. 11037, also known as “Masustansyang Pagkain para sa
Batang Pilipino Act,” institutionalizes a nation feeding program for
undernourished children in public day care, kindergarten and elementary schools
to combat hunger and undernutrition among Filipino children.In 2021, a total of
1,685,170 young children were given nourishment through the SFP.
https://www.dbm.gov.ph/index.php/secretary-s-corner/press-releases/list-of-
press-releases/2370-dbm-earmarks-p3-7-billion-for-dswd-s-feeding-program-of-
1-8-million-kids
Physical Development
In comparatively higher-income countries of Latin America, school feeding
programs are just as common and more likely to be funded and operated on a
large scale by government agencies (Bundy et al 2009) And, in the U.S the
National School lunch program (NSCP) subsidizes meal provision in 99% of
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public schools, with participation of more than half of students (schan zenbach
2009).
Despite the ubiquity of school feeding programs, we know surprisingly little
about their casual impact on education out-comes especially academic
achievement. This is especially time of the nature large scale school feeding
programs in developed countries. In the US (Hinrichs 2010) uses a 1960s
modification of the NSLP funding formula to find that if had long term effects on
school attainment.
Egilio and Winicki (2005) find that schools threatened with accountability
sanctions tended to increase the calories content of meals but no other nutrients
and that this may have boosted high-stakes test scores. The effect could stem
from a short run effect of glucose level on student’s cognition. Using a difference
in differences strategy. Belot and James (2011) founf that a British program that
affected the nutritional content of school meals in a single borough of London
apparently raised test score and lowered absences.
Interest in Study
According to WFP (2006) hunger is one of the most persistent and
damaging problems faced by school children of today. Similarly, Adelman et al
(2005) state that hunger has an over whelming impart on the performance of
school children in school. This is because it affects the brain development and
impedes the intellectual capacity of children (Bloom 2009). According to many
scientists and psychologist acute and chronic hunger affects children ability to
stay attentive and perform. Well academically in school (Bloom 2009, Bauncey
2009). According to the WFP (2006) highlight that hunger and poor education are
interrelates in that a hunger child is less likely to attend school.
An increase in enrollment and attendance helps ensure positive academic
performance of children in school (UNESCO 2015) which eventually promotes
positive educational outcomes. In addition, an analysis of the SFP in Burkena
Faso revealed that schools with canteens or food pantries that provide food for
the children during school hours were associated with increased enrollment
attendance and higher completion rate (WFP 2006).
According to the world food program (2005) the impact of the school
feeding programs on enrollment cannot be overemphasized. Kazianga et al
(2009) identified a positive relationship between the SFP and school enrollment
academic performance and cognitive development. Similarly, Akanb (2011)
identified a significant increase in the attendance and enrollment rates in school
after introduction of the SFP in Nigeria.
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ACADEMIC PERFORMANCE
General Point Average (GPA)
A grade point average is a number representing the average value of
theaccumulated final grades earned in courses over time. more common called a
GPA,a student’s grade point average is calculated by adding up all accumulated
final grades and dividing that figure by the number of grades awarded. This
calculation results in a mathematical mean-or average-of all final grades. the
most common form of GPA is based on a 0 to 4.0 scale (A = 4.0, B = 3.0, C =
2.0, D = 1.0, and F = 0), with 4.0 representing a “perfect” GPD – or a student
having earned straight as in every course. Schools may also assign partial points
for “plus” or “minus” letter grades, such as a 3.7 for an A-, a 3.3 for B+, and so
on. GPAs may be calculated at the end of a course, semester, or grade level and
a “cumulative GPA” represents an average of all final grades individual students
earned from the time enrolled in a school to the completion of their education.
In some schools, weighted-grade systems are used in GPA calculations,
and they give students to a numerical advantage for grades earned in a higher-
level course, such as honors courses or advance placement courses, or for
completing more challenging learning experiences. In weighted-grade systems,
an A in a higher-level course might be awarded a 4.5 or 5.0 for example, while an
A in a lower level course is awarded a 4.0 (yet weighted grading systems vary
widely in design and methodology). A student’s GPA is often used to determine
academic honors such as honor roll, class rank or Latin honors. GPAs have been
one of several major factors used by colleges, post-secondary programs and
employers to assess a student’s overall academic record.
In public schools, grading systems and GPA scales may vary significantly
from one school or school district to the rest. When investigating or reporting on
grading systems, class rank, or other academic honors, it is important to
determine specifically, how grades and GPAS are calculated and what evaluation
criteria was used to measure academic performance and awarded grades.
(https://www.edglossary.org/grade-point-average/
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Theoretical and Conceptual Framework

The conceptual framework of the study anchoress on the benefits of
feeding program. The first frame focus on the feeding program while the second
frame, it deals with the whole some benefits to the B’laan pupils in Sitio El-Ulit
Elementary School.

Dependent Independent

Whole some Benefits Feeding Program

*Physical Development *Nutritional Elements

*Academic Performance *Frequency

*Interest to Study *Budget

Figure 1. Conceptual Framework

Statement of the Problem
The main object of this study is to determine the feeding program and its
wholesome benefits to the Blaan pupils in Sitio El-Ulit Elementary School.
Specially, it suggests answering the following questions.
1. What is the profile of the respondents?
a. Age
b. Sex
c. Religion
d. Parents Civil Status
e. Parents Occupation
2. What are the factors that affect to the implementing of feeding programs?
a. Elements of Nutrients?
b. Frequency?
c. Budget?
3. What is the significant relationship in the feeding program in line with
Elements of Nutrients, Frequency, and Budget as a independent variable
and wholesome Benefits to the Blaan Pupils in Sitio El-Ulit Elementary
School?
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Hypothesis
HOI- There is no significant relationship between feeding program
encountered by respondent in terms of their Physical Development, Academic
Performance, Interest in Study based on grade point average.

Significant of the Study

This research will contribute to the body of knowledge in the field of
educational. Precisely this research will be useful to the following:
Students, this study may serve as a guide and reference for the students
undertaking for similar studies.
Teacher, this research will aid their discussion regarding to the wholesome effect
of feeding program. It will easier for them to tackle related topics about this
research.
The Researcher, this research can also gain significance in the study. They
would improve their skills, strategy, and knowledge in engaging research.
Future Researcher, the future researcher can also gain significance in this study.
It may serve as their guide to gather information for a similar study with a wider
scope.
The School (El-Ulit Elementary School) will serve as their file for future use if they
need an information concerning this study.

Definition of Terms
For better understanding of the context of the study, the following terms
are defined operationally and conceptually.
1. Feeding Program- refers to the interventions that regularly provide nutrition’s
to children and adolescent attending school.
2. Malnourishment- refers to deficiencies, excesses or imbalance in a person’s
intake of energy and/or nutrients
3. El-Ulit Elementary School- refers to public school basic education located at
Tantangan South Cotabato
4. Nutritional Elements- refers to chemical elements required as an essential
nutrient by organism to perform function necessary for life.
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5. Frequency – refers to the number of occurrences of repeating event per unit of

item
6. Academic Performance- refers to an accomplishment achievement or
fulfillment of a person or group of individuals in line with academic
7. Interest to Study – refers t a powerful motivational process that energize
learning, guides academic, and career trajectories and essential to academic
success
8. Budget- refers to estimate of income and expenditure for a set period of time
9. Physical Development – refers to the advancement and retirements a motor
skill, or in other words, children’s abilities to use and control their bodies. Scope
and Limitations of the Study.

Research Instrument
The questionnaire was the major instrument in this study so that it will be
secure to certain questions. The questionnaire that was used in this study is
designed to obtain information on the Feeding program and its wholesome
benefits to the Blaan pupils of Sitio El-Ulit Elementary School. Question is used
to give the respondents the opportunity to give their response and suggestions.
Instructions: Evaluate the following items using the following rating scale
below by checking the item that corresponds to your perception on the idea
represented by the statements which are arrangement by indicators.
Range of Level Descriptive Interpretation
Level Equivalent
4.50-5.00 5 Strongly Agree This indicates that the provision
relating wholesome benefits as
embodied in the item is very
much evident or always
occurred.
3.50-4.49 4 Agree This indicates that the provision
relating to the wholesome
benefits has embodied in the
item oftentimes evident or
oftentimes occurred.
2.50-3.49 3 Uncertain This indicates that the provision
relating to wholesome benefits
as embodied in the item
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sometimes evident or
sometimes occurred.
1.50-2.49 2 Disagree This indicates that the provision
relating to the wholesome
benefits as embodied in the
item rarely evident or rarely
occurred.
1.00-1.49 Strongly Disagree This indicates that the provision
relating to the wholesome
benefits as embodied in the
item in non-existent or did not
occur.

Data Gathering Procedure

In this stage the researchers administered the treatment on the
respondents. Before conducting the study, the researchers obtained the following
phases:
1. Permission to Conduct our study. Phase one consisted of obtaining of
permission from Dean of College of Education to conduct the study. After
receiving permission, the researcher met with their respondent and explained to
them the purpose of the study.
2. Implementation of the questionnaire. Phase two consistent of implementing
the treatment of the gathering of data. The researchers administered
questionnaire to the students. The researchers gave the respondents sufficient
time to answer the questionnaire.
3. Retrieval of the Research Instrument. Answered questionnaire then, were
gathered, responses coded and was subjected to the appropriate statistical
computation.
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Statistical Treatment
The study employed the following statistical tools.
Weighted Mean and Standard Deviation – interpreting data when options to the
items of the questionnaire are assigned points.
Pearson r correlation – finding the relationship of independent and dependent
variables.
T-test – finding the significant difference of a population and a sample mean
when the variance of the sample is given and when n is small.