THE IMPACT OF NUTRITION ON THE NUMERICAL PERFORMANCE OF

CHILDREN IN EARLY CHILDHOOD EDUCATION: A CASE STUDY IN BUSIA

COUNTY, KENYA

INSTITUTION: INSTITUTE OF CERTIFIED STUDIES TECHNICAL COLLEGE

NAME: JULIET NAFULA

ADMISSION NO: 45802

A RESEARCH PROJECT SUBMITTED TO THE KENYA NATIONAL EXAMINATION

COUNCIL FOR PARTIAL FULFILLMENT FOR THE AWARD OF DIPLOMA IN

NUTRITION AND DIETETICS

EXAM SERIES:

SUBMISSION DATE: APRIL, 2024

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DECLARATION

I declare that this research project is my original work and it has not been presented for the

award of a diploma in this college or any other college.

Name…………………………….

Admission No……………………..

Signature…………………………

Date………………………………

Supervisor declaration

This research project has been submitted for examination by my approval as the college

supervisor

Name……………………………….

Signature…………………………

Date………………………………

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ACKNOWLEDGMENT

I would like to take this opportunity to express my gratitude to everyone who contributed their

efforts and time and helped me complete this research proposal.

ii
DEDICATION

My dedication goes to heroes and heroines who are my siblings and parents for the

encouragement. I also dedicate this work to my classmates who contributed positively by guiding

me through every process.

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ABSTRACT

The School Nutritional Programme (SNP) in Kenya serves as a pivotal tool for addressing the

nutritional needs of preschool children, particularly those from low-income backgrounds, in

alignment with the Millennium Development Goals and the Education for All agenda. This study

aimed to assess the impact of nutrition on the performance of children in several work activities

within pre-schools in Bumula Constituency, Busia County. Specifically, it investigated the

influence of nutrition, feeding frequency, and parental nutritional knowledge on children's

performance in several work activities. Employing a mixed research design involving quasi-

experimental methods and both quantitative and qualitative approaches, the study engaged a

sample size of 6 head teachers, 18 teachers, 60 preschool parents, and 180 children from public

pre-schools in Bumula Constituency. Primary data was collected through questionnaires,

interviews, and a specially designed number work test for the pupils. Descriptive statistics,

including percentages, frequencies, mean, and standard deviation, were utilized for data analysis

using Statistical Package for Social Sciences (SPSS). The findings revealed that staple foods

such as porridge, maize, beans, and vegetables were predominantly offered, with the provision of

the nutrition program significantly enhancing children's performance in several work activities.

Moreover, implementing the school feeding program twice rather than once showed improved

performance in number work among children. The study also highlighted that the majority of

parents possessed an understanding of the school menu, with 60% considering it balanced and

beneficial for children. Parents acknowledged the efficacy of the school nutrition program in

enhancing children's performance in number work. Consequently, the study concluded that the

school feeding program positively contributed to pupils' performance in number work.

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TABLE OF CONTENTS

DECLARATION..........................................................................................................................................i
ACKNOWLEDGMENT.............................................................................................................................ii
DEDICATION............................................................................................................................................iii
ABSTRACT...............................................................................................................................................iv
CHAPTER ONE..........................................................................................................................................1
INTRODUCTION...................................................................................................................................1
1.1 Overview.......................................................................................................................................1
1.2 Background to the Study................................................................................................................1
1.3 Statement of the Problem...............................................................................................................2
1.4 Purpose of the Study......................................................................................................................2
1.5 Research Objectives.......................................................................................................................2
1.6 Research Questions........................................................................................................................2
1.7 Significance of the Study...............................................................................................................3
1.8 Limitations of the Study................................................................................................................3
1.10 Assumptions of the Study............................................................................................................3
1.11 Definition of Operational Terms..................................................................................................4
CHAPTER TWO.........................................................................................................................................5
LITERATURE REVIEW........................................................................................................................5
2.1 Introduction...................................................................................................................................5
2.2 Policies on Nutrition of Preschool Children...................................................................................5
2.3 Pre-school Child Education...........................................................................................................6
2.4 Nutritional Status of Pre-school Children......................................................................................7
2.5 Nutritional Programs of Pre-school Children.................................................................................8
2.6 Effects of Nutrition on Children’s Performance in Number of Work..........................................10
2.7 Effect of Feeding Frequency on Children’s Performance............................................................11
2.8 Parental Knowledge on Nutrition................................................................................................12
2.9 Theoretical Framework................................................................................................................12
2.10 Conceptual Framework..............................................................................................................13
CHAPTER THREE...................................................................................................................................14
RESEARCH METHODOLOGY...........................................................................................................14

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 3.1 Introduction.................................................................................................................................14
3.2 Research Design..........................................................................................................................14
3.3 Target Population........................................................................................................................14
3.4 Sampling Size and Sampling Procedures.....................................................................................14
3.5 Research Instruments...................................................................................................................15
3.5.1 Questionnaires..........................................................................................................................15
3.5.2 Interview Schedules..................................................................................................................15
3.5.3 Test...........................................................................................................................................15
3.6 Validity of the Research Instruments...........................................................................................15
3.7 Reliability of the Research Instruments.......................................................................................15
3.8 Data Collection Procedures..........................................................................................................15
3.9 Data Analysis...............................................................................................................................16
3.10 Ethical Considerations...............................................................................................................16
4.4 Effect of Nutrition on Children's Performance in Number Work Activity in Bumula Constituency
...........................................................................................................................................................16
Table 4.2: Information concerning the Financers of the School Nutrition Programme......................17
Table 4.3: Places where the Children took their Meals......................................................................18
4.5 Effect of Feeding Frequency on Children’s Performance in Number Work Activity in Bumula
Constituency......................................................................................................................................19
4.6 Effect of Parental Nutritional Knowledge on Children’s Performance in Number Work Activity
in Bumula Constituency....................................................................................................................19
CHAPTER FOUR.....................................................................................................................................21
FINDINGS AND DISCUSSION...........................................................................................................21
4.1 Introduction.................................................................................................................................21
4.2 Questionnaire Response Rate......................................................................................................21
Table 4.1: Response Rate from the Various Categories of Respondents............................................21
4.3 Respondents Socio-Demographic Characteristics........................................................................22
4.4 Effect of Nutrition on Children’s Performance in Number Work Activity in Bumula
Constituency......................................................................................................................................22
Table 4.2: Information concerning the Financers of the School Nutrition Programme......................23
Table 4.3: Places where the Children took their Meals......................................................................23
CHAPTER FIVE.......................................................................................................................................24
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS.........................................................24
5.1 Introduction.................................................................................................................................24

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 5.2 Summary of the Study.................................................................................................................24
5.3 Conclusions.................................................................................................................................25
5.4 Recommendations.......................................................................................................................25
5.5 Suggestions for Further Research................................................................................................25
APPENDICES...........................................................................................................................................27
Appendix i: Questionnaire for preschool teachers.................................................................................27
SECTION A......................................................................................................................................27
Appendix ii: Interview schedules for parents.....................................................................................28
Appendix iii: Interview schedule for head teachers...........................................................................28
Appendix iv: Children’s Number work Test......................................................................................29
Appendix II: Work Plan........................................................................................................................30
Appendix III: Budget.............................................................................................................................31
REFERENCES..........................................................................................................................................32

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CHAPTER ONE

INTRODUCTION

1.1 Overview

This chapter presents an overview of the study, including the background, statement of the

problem, purpose, objectives, research questions, significance, assumptions, limitations, and

delimitations. The focus is on investigating the effect of nutrition on performance in a number of

work activities among pre-school children.

1.2 Background to the Study

Nutrition plays a crucial role in child development, yet millions globally, particularly in

developing countries, suffer from chronic hunger, with a significant portion being children.

Despite efforts outlined in Millennium Development Goals and educational declarations such as

the Jomtien Declaration and Dakar Framework for Action, hunger and malnutrition remain

prevalent, hindering children's access to education. Early Childhood Development and Education

(ECDE) programs have expanded, but many children, especially from low socio-economic

backgrounds, lack access to adequate nutrition. School nutrition programs, like Food for

Education (FFE), have been implemented to address this issue, aiming to improve school

attendance and academic performance. However, gaps persist in understanding how nutrition

impacts children's performance in specific subjects, such as number work.

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1.3 Statement of the Problem

Despite the recognized importance of nutrition in child development, many preschool children in

Busia County face nutritional challenges, affecting their performance in a number work activity.

The lack of comprehensive studies addressing this specific issue in the region necessitates further

investigation.

1.4 Purpose of the Study

This study aims to determine the effect of nutrition on children's performance in several work

activities within pre-schools in Bumula Constituency, Busia County.

1.5 Research Objectives

The study seeks to:

i. Investigate the impact of nutrition on children's performance in several work activities.

ii. Examine the influence of feeding frequency on children's performance.

iii. Assess the effect of parental nutritional knowledge on children's performance.

1.6 Research Questions

The study addresses the following questions:

i. How does nutrition affect children's performance in number work?

ii. To what extent does feeding frequency impact children's performance?

iii. How does parental nutritional knowledge influence children's performance?

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1.7 Significance of the Study

The findings of this study will inform stakeholders, including parents, teachers, policymakers,

and curriculum developers, about the importance of nutrition in preschool education. It will

guide the development and implementation of effective school feeding programs, ultimately

enhancing children's cognitive development and academic performance.

1.8 Limitations of the Study

Limitations include difficulties in data collection due to weather conditions and respondents' lack

of education, which may have impacted the interview process and the reliability of questionnaire

responses. Additionally, interpretation challenges arose when dealing with non-educated

respondents, potentially affecting the sincerity of their responses.

1.9 Delimitations of the Study

The research was carried out in Bumula Constituency, specifically in pre-schools attached to

primary schools. The study focused on examining the effect of nutrition on children’s

performance in several work activities. It was conducted exclusively in public pre-schools, and

the respondents included teachers, parents of preschool children, preschool children, and head

teachers.

1.10 Assumptions of the Study

The study assumed that all the respondents would provide honest and accurate information. It

was also assumed that all questionnaires would be filled and returned promptly and that no

external factors would interfere with the outcome of the study.

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1.11 Definition of Operational Terms

 Balanced diet: A diet containing foods from all food groups in the correct proportion required

by the body.

 Child: In this study, a child refers to anyone between the ages of 3-6 years attending

preschool.

 Diet: Types of food or drink regularly consumed by an individual or group.

 Health: The state of complete physical, emotional, mental, and social well-being, not merely

the absence of disease or infirmity.

 Healthy life: A lifestyle that promotes overall well-being, including proper intake of water,

protein, fats, carbohydrates, minerals, and vitamins.

 Malnutrition: Lack of sufficient proper nutrients from food.

 Meal: The sum of food ingested at one feeding.

 Number work: The study of numbers, quantity, space, and their interrelationships.

 Nutrition: Components of food required by the body in adequate amounts for growth,

reproduction, and maintaining a normal life.

 Performance: The status of a pupil with respect to the attainment of knowledge and skills,

typically evaluated through formal examination.

 Pre-school: An educational setup serving 3-6-year-olds before they join primary school.

 Pre-school child: A child aged 2-6 years attending preschool.

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 School feeding program: An activity where the school provides a balanced diet to children

during school hours.

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter presents a review of the literature related to the influence of school feeding

programs on the academic performance of preschool children. It begins by providing background

information on preschool education, the nutritional status of preschool children, and existing

nutritional programs for preschools. The review aims to identify gaps in knowledge and establish

a foundation for the study. The section then explores empirical literature concerning the effects

of nutrition, feeding frequency, and parental knowledge on children's academic performance.

Additionally, it discusses theoretical and conceptual frameworks relevant to the study's variables

and their potential influence on preschool children's performance.

2.2 Policies on Nutrition of Preschool Children

The Kenya Demographic and Health Survey reports alarming statistics, with 35% of children

under the age of five experiencing stunted growth, 16% being underweight, and 7% wasted.

These figures underscore the importance of investigating the impact of nutrition on cognitive

development. Notably, children from rural and economically disadvantaged backgrounds are

more likely to experience malnutrition due to disparities in economic resources between rural

and urban areas.

To address nutritional challenges, several policies have been implemented in Kenya. These

include Sessional Paper No. 1 of 2012, which informed the development of the Food and

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Nutrition Security Strategy (FNSS) 2012-2017 and the National Nutrition Action Plan 2012-

2017. These initiatives prioritize resource allocation for nutrition-related interventions, focusing

on critical periods from before birth to two years, as emphasized in the UN 2010 summit

resolution on nutrition.

Recommendations from the Early Childhood Development Regional Conference in Mombasa

highlighted the need for balanced diets using locally available foods and hygienic practices,

particularly for families lacking food security. Stakeholders, including community health

workers and ECD practitioners, are urged to promote education on the importance of providing

balanced diets.

Moreover, various policy documents, such as the Master Plan on Education and Training 1997-

2010 and the Comprehensive Education Sector Analysis Report 1994, emphasize the

significance of nutrition and health in early childhood development. These policies underscore

the importance of adequate nutrition in promoting proper growth and development, ultimately

contributing to improved performance in several work activities among preschool children.

2.3 Pre-school Child Education

The significance of early childhood education is paramount for the holistic growth and

development of every child. Global commitments to Education for All (EFA), as evidenced by

conferences in Jomtien (1990) and Dakar (2000), underscore the importance of early childhood

care and education, particularly for vulnerable children. In Kenya, policies have been formulated

to prioritize early childhood education, aligning with international conventions such as the UN

Convention on the Rights of the Child and the Convention on the Elimination of All Forms of

Discrimination Against Women. However, limited research exists on the policies guiding early

childhood education, especially in resource-constrained contexts.

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Numerous studies have demonstrated the positive relationship between pre-primary education

and subsequent academic success. Early childhood programs provide vital stimulation during a

period of rapid brain development, contributing to improved social skills, academic performance,

and overall adjustment during later schooling. In Kenya, while pre-school education is not

compulsory, it serves as a crucial foundation for children before they enter formal schooling.

However, challenges such as inadequate resources, insufficiently trained teachers, and disparities

in access persist, particularly among children from disadvantaged backgrounds.

The Ministry of Education, Science, and Technology in Kenya oversees early childhood care,

development, and education. Despite efforts to promote holistic development, some ECDE

centers prioritize academic drilling over comprehensive care, indicating a need for improved

training and parental education. While the introduction of free primary education has increased

primary school enrollment, challenges such as inequitable access to ECDE centers persist,

exacerbated by the high cost of enrollment and inadequate nutritional support.

2.4 Nutritional Status of Pre-school Children

Nutrition plays a fundamental role in the holistic development of children, influencing physical,

mental, and emotional well-being. Malnutrition remains a significant challenge in many

developing countries, impacting child survival, growth, and cognitive development. In Kenya, a

substantial proportion of pre-school children suffer from malnutrition, with severe consequences

for their health and educational attainment.

Early childhood represents a critical period for ensuring adequate nutrition, as it significantly

influences brain development and overall learning capacity. Neglecting child nutrition during

this period can lead to long-term neurological and behavioral disorders, hindering educational

outcomes and perpetuating cycles of underdevelopment. Therefore, promoting adequate nutrition

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during early childhood is essential for fostering optimal growth and development and breaking

the cycle of underdevelopment.

Efforts to address malnutrition must involve all stakeholders, including policymakers, educators,

and parents, recognizing nutrition as a fundamental component of quality early childhood

education. By prioritizing children's nutritional needs, societies can ensure the fulfillment of

children's rights to health, nutrition, and education, laying a solid foundation for their future

well-being and productivity.

2.5 Nutritional Programs of Pre-school Children

School feeding programs have a history dating back to the 1930s, as documented by Tomlison

(2007) in the United Kingdom and the United States of America. These countries later

institutionalized feeding programs as part of their national agendas, primarily aiming to improve

children's growth. The United States of America initiated a school feeding program in Austria as

international aid in the 1940s, targeting severe malnutrition.

In developing countries, many children suffer from malnutrition during their early years due to

poverty. In these regions, a significant portion of the population, nearly 60 million children,

attend school hungry, with almost 40% of them in Africa. Some children experience malnutrition

from the time they are in their mothers' wombs. Malnutrition adversely affects the development

of all human tissues, particularly brain development, which has been recognized by the medical

profession for decades. The quality of nutrition influences a child's ability to adapt to the school

environment and their general psychological development. Poor nutrition deprives children of

emotional motivation and psychological drive, hindering their growth in the school context

compared to the home environment. Unfortunately, lack of adequate nutrients in early childhood

is common among children from impoverished backgrounds.

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Investing in children's growth and development indirectly addresses the problems of hunger and

poverty in nations. Since the late 1970s, the government of Kenya has undertaken initiatives to

improve children's health, nutrition, and school participation. The National School Milk

Programme, established through a Presidential Directive in 1979, aimed to supply milk to all

primary schools. Another initiative, run by the National School Feeding Council of Kenya,

supports school feeding and encourages such activities in areas where parents can sustain the

program themselves. The Government of Kenya, along with the World Food Programme,

implemented a school feeding program to increase school enrollment, retention, and completion

by providing meals. The National School Feeding Council of Kenya (NSFCK) revised its policy

on school feeding programs, encouraging them not only in needy areas but also in areas where

parents can afford to maintain them. This program, managed by the NSFCK, relies on funding

support from parents, donations from individuals and organizations, and a minimal grant from

the government. The main objectives of these programs include providing food supplements to

improve the health and nutritional status of pre-primary and primary school children, particularly

in food deficit and semi-arid areas of the country.

School feeding programs have garnered criticism for several reasons. Firstly, they have been

considered primarily as educational interventions, neglecting their broader impact on health and

well-being. Secondly, they have often been implemented independently without adequate

integration with national policy strategies, limiting their effectiveness and sustainability. Thirdly,

the relatively high costs associated with traditional school feeding programs have raised concerns

compared to national education budgets and other food aid tools.

Despite these challenges, there is solid empirical evidence that school feeding programs have a

positive impact. They increase school enrollment and attendance while reducing dropout rates,

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contributing to broader societal and economic changes. School feeding programs also promote a

healthy citizenry by providing nutritious meals that enhance children's health, cognitive

development, and learning capacity. Studies conducted in Kenya and Uganda have shown a

reduction in anemia prevalence due to school meal provision, highlighting the program's health

benefits. Additionally, school feeding programs contribute to increased time spent in school,

leading to improved enrollment, attendance, and academic performance. Overall, investing in

school feeding programs is essential for promoting child development, improving educational

outcomes, and building human capital for sustainable economic growth.

2.6 Effects of Nutrition on Children’s Performance in Number of Work

Numerous studies have demonstrated a direct link between nutrition and academic performance,

particularly in number work or mathematics. Proper nutrition, starting during pregnancy and

continuing throughout early childhood, is crucial for brain development and cognitive

functioning. Children who have access to feeding programs tend to perform better academically

and demonstrate regular attendance in school. Malnutrition, on the other hand, leads to stunting

and mental development issues, negatively impacting children's academic performance.

Academic achievement, measured through standardized tests, report card grades, and teacher

ratings, is significantly influenced by nutrition. Well-nourished children exhibit better attention

span, concentration, and cognitive abilities compared to their poorly nourished counterparts.

Nutrition enhances children's ability to understand and grasp a number of work concepts,

ultimately improving their academic performance. Proper nutrition also contributes to

psychological well-being, confidence, and motivation, facilitating effective learning.

In Kenya, studies have focused on the impact of nutrition on early childhood development,

particularly through school feeding programs. However, a gap still exists in understanding how

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nutrition specifically affects performance in number work at the ECD level. Bridging this

knowledge gap is essential for informing interventions aimed at improving educational outcomes

among preschool children in Busia town and its environs. Proper nutrition not only promotes

physical health but also lays the foundation for cognitive development and academic success,

highlighting its significance in early childhood education.

2.7 Effect of Feeding Frequency on Children’s Performance

Proper frequency of nutrition intake has been shown to have a significant impact on academic

performance. The human body requires energy at regular intervals, especially for children who

have higher energy needs due to their rapid growth and metabolism (Ken, 2013). Debate

continues regarding the most suitable feeding frequency for children and its effect on their

performance. Providing meals for children at school has been associated with increased

motivation, academic achievement, school attendance, and punctuality. Proper feeding frequency

has also been linked to reduced psychological impact of hunger, improved educational behaviors,

emotional development, and better attitudes towards learning (Teras, 2005).

Research indicates that quality and properly arranged nutritional supply can enhance children's

mental capacity to tackle mathematical problems (Teras, 2005). Additionally, recent studies have

found a direct positive correlation between increased physical activity and improved cognitive

functions in learners. Schools that allocate more time for physical education have seen

significant improvements in math scores, suggesting a strong connection between physical health

and mental capacity for learning (Tapsell, 2007).

Understanding the impact of nutrition on educational outcomes is crucial for parents, learners,

and teachers. Cognitive growth, which encompasses attitudes, reasoning, and knowledge

acquisition, is influenced by factors such as nutrition, genetics, and environment. Therefore,

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providing good nutrition at the preschool level is essential, as it lays the foundation for later

academic performance. Poor nutrition can lead to decreased physical activity, social

maladjustment, and impaired mental growth (Tapsell, 2007). Educating parents about proper

nutrition for children is crucial, as it directly affects children's health and well-being.

Although studies have shown that proper nutrition positively affects children's competence in

number work, more research is needed to understand how feeding frequency in preschools

influences performance in this area. Such information would be valuable in designing effective

feeding programs for preschool children to enhance their learning outcomes.

2.8 Parental Knowledge on Nutrition

Parental knowledge, especially that of mothers, plays a crucial role in ensuring children receive

adequate nutrition. Educated parents are more likely to provide their children with a balanced

diet and seek professional healthcare services. Additionally, parental literacy on nutrition has

been linked to reduced child mortality rates and better overall health outcomes for children

(Grossman, 2007). Educating parents about nutrition is vital for setting the foundation for a

healthier future generation and society.

The level of education of parents, particularly mothers, has a significant impact on children's

brain development and social adaptability. Children of educated parents tend to perform better

academically and make healthier choices in their own lives. Therefore, investing in parental

education is essential for breaking the cycle of illiteracy and improving children's overall well-

being (Corwyn & Bradley, 2002).

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2.9 Theoretical Framework

Maslow's Hierarchy of Human Needs provides a theoretical framework for understanding the

relationship between nutrition and children's performance. According to Maslow, human beings

have hierarchical needs that must be met for their well-being. Physiological needs, such as food

and shelter, form the basis of the hierarchy, followed by safety, love and belongingness, esteem,

and self-actualization (Maslow, 1943).

For children to learn effectively, their basic physiological needs, including nutrition, must be

fulfilled. Without proper nutrition, children may struggle to concentrate and engage in learning

activities. Maslow's theory emphasizes the importance of addressing basic needs first before

higher-level needs, such as cognitive development, can be met.

2.10 Conceptual Framework

The conceptual framework for this study involves the interaction of three main variables:

nutrition (independent variable), performance (dependent variable), and teaching (intervening

variable). Nutrition directly influences children's performance, with proper feeding frequency

and parental knowledge playing crucial roles. Teaching acts as an intervening variable,

facilitating the transfer of knowledge and skills to children.

The quality and frequency of nutrition intake affect children's performance in activities such as

number work. Counting, sequencing, number value, and number recognition are among the

parameters used to assess children's performance in this area. Ultimately, the goal is to ensure

that children receive adequate nutrition to support their learning and overall development.

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CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter outlines the research design, target population, sample size and sampling

procedures, research instruments, validity and reliability of the study, data collection methods,

data analysis, and ethical considerations.

3.2 Research Design

The study employed a quasi-experimental research design with a blend of qualitative and

quantitative data. Quasi-experimental designs are suitable for establishing cause-effect

relationships between treatments and behaviors when random assignment is not feasible. The

pre-schools were divided into experimental and control groups, with experimental schools

providing meals and control schools not providing meals. Both groups were given a specific

topic to teach over three weeks, followed by a test administered to the children. The results were

analyzed using the t-test. Additionally, qualitative techniques were used to gather data from

parents.

3.3 Target Population

The target population comprised head teachers, teachers, parents, and preschool children in the

Early Childhood Development Education (ECDE) programs. This included 6 preschools, 180

preschool children, 18 teachers, 6 head teachers, and 60 parents.

3.4 Sampling Size and Sampling Procedures

Purposive sampling was used to select schools based on their provision of feeding programs.

Random sampling was then employed to select 60 parents from the selected schools.

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3.5 Research Instruments

Data were collected using questionnaires, interview schedules, and written tests.

3.5.1 Questionnaires

Questionnaires were used to collect data from preschool teachers, containing both open- and

closed-ended items to gather information on meal provision, pupil participation, and academic

performance.

3.5.2 Interview Schedules

Interview schedules were used to collect data from head teachers and parents to obtain more

detailed information on meal programs and their perceived impact on children's performance.

3.5.3 Test

Teachers were given a specific topic to teach over three weeks, followed by a test administered

to the preschool children to assess their performance.

3.6 Validity of the Research Instruments

Content validity was ensured by subjecting the instruments to expert review, and incorporating

feedback to refine the instruments.

3.7 Reliability of the Research Instruments

Reliability was assessed using the test-retest method to ensure consistent results.

3.8 Data Collection Procedures

Data collection involved obtaining necessary permits, introducing the study to participants,

administering questionnaires and interviews, and conducting tests.

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3.9 Data Analysis

Data obtained from questionnaires and tests were analyzed using percentages, bar graphs, tables,

and statistical software to compute mean scores and standard deviations.

3.10 Ethical Considerations

Participants were informed about the study's purpose and procedures, and their confidentiality

was assured. Informed consent was obtained, and data were handled with care to protect

participants' privacy and rights.

4.4 Effect of Nutrition on Children's Performance in Number Work Activity in Bumula

Constituency

The first objective of the study was to determine the effect of nutrition on children’s performance

in several work activities in the Bumula Constituency. Information on the presence of the school

nutrition program was the first information sought from the head teachers. Among the six

sampled schools, 4(67%) offered a school nutrition program while the remaining 2(33.3%) did

not offer any school nutrition program.

Information concerning those who financed the school nutrition program is shown in Table 4.2.

Based on the table, one-quarter of the schools were financed each by parents, another quarter by

the school, another quarter by the school and NGO, and the last quarter of the schools were

financed by parents and the school. This information implies that the school nutrition program is

not an exclusive program left to the school alone but other stakeholders are involved in financing

the program including the NGOs and parents who take their children to the schools. The head

teachers asserted the fact that running the school feeding programs was an uphill task since the

county governments do not provide funds for the meals even though there were funds allocated

for the program.

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The NGOs providing the school feeding programmes at the commencement of the programme

provided fuel used to cook food and ingredients for the meals but at current, they only provide

the food and have withdrawn from providing fuel (firewood). The head teachers stated that

shortly, the NGOs would withdraw from the feeding programs, this will highly affect the early

childhood learners especially those from disadvantaged socio-economic status putting them at

risk of childhood disease and malnutrition. This research finding concurs with Nkinyangi (1991)

who states well-nourished children perform better in class than those who are poorly fed. The

teachers also attested to the fact that when children get good nutrition they can concentrate do

not get irritated easily and have consistency in their performance.

Table 4.2: Information concerning the Financers of the School Nutrition Programme

Sponsors Frequency Percent

Parents 1 25

School 1 25

School + NGO 1 25

Parents + School 1 25

Total 4 100

The researcher also determined the environment where the children take the meals when they are

having their school nutrition programme (Table 4.3). Among the four sampled schools offering

the school meal programme, half of the schools were offering the school meal in the classroom,

another one quarter offered the meals in kitchens, and the other quarter in the open field. These

results concur with those of a study in Zambia by Bunde (2016) who established that most of the

17
pre-primary schools offer school feeding programmes without any adequate funding put in place

and funds from the parents are not enough to run the programme that requires other facilities

such as a kitchen and dining room to make it more successful. Most of the children who ate in

the open fields their schools did not provide the feeding programmes in school. Either their

parents gave packed food from home, which they ate cold, or the children were given money to

buy food from the kiosks which most of the time were snacks and did not have any nutritional

value to their bodies.

Table 4.3: Places where the Children took their Meals

Place Frequency Percent

Classroom 2 50

Kitchen 1 25

Open field 1 25

Total 4 100

4.5 Effect of Feeding Frequency on Children’s Performance in Number Work Activity in

Bumula Constituency

The second objective of the study was to determine the effect of feeding frequency on children’s

performance in number work activity in Bumula Constituency. Based on the information

obtained from the four schools that offer school nutrition programmes, 50% fed the children

18
once while the remaining 50% of the children were fed twice. On the other hand, two other

schools did not have any nutrition programme at all.

Based on the performance, it was established that there were significant differences in

performance between schools that provide the school feeding programme once (92.5 ± 1.1%)

compared to schools that provide the school nutrition programme twice (95.2 ± 2.1%). When the

results were further tested using a t-test, there were significant differences in the performance of

the children in number work (t = 12.834, df = 1, P = 0.0062). Schools that provided the feeding

programme twice saw consistency of their children’s attendance and performance. After the

children had their ten o'clock porridge, they felt more energized for outdoor play and actively

participated in indoor activities until lunchtime. For those who did not get any meals at school, it

affected their performance, concentration, and their consistency in attending school.

4.6 Effect of Parental Nutritional Knowledge on Children’s Performance in Number Work

Activity in Bumula Constituency

The final objective of the study was to determine the effect of parental nutritional knowledge on

children’s performance in number work activity in Bumula Constituency. The researcher

inquired from the parents on whether they understand the school menu. Among the 60

parents, 72% understood what was on the school menu while the remaining 28% did not

understand the school menu. They were further asked if they believed that the menu is balanced

in terms of quality, of which 60% indicated that the menu is balanced and good for the children

as opposed to the 40% who indicated that the menu was not balanced. Among the 40% of the

parents who believed that the food was not balanced, they suggested that more protein should be

included in the menu.

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Finally, the parents were asked if they believed that the school nutrition program effectively

improved the performance of the children in number work, of which 100% of the parents agreed

that indeed the school nutrition program improved number work.

CHAPTER FOUR

FINDINGS AND DISCUSSION

4.1 Introduction

This chapter delves into the analysis, findings, and interpretation of data collected. The study

aimed to assess the influence of nutrition on children's performance in number work activities, as

well as the effects of feeding frequency and parental nutritional knowledge on children's

performance.

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4.2 Questionnaire Response Rate

The study targeted 6 preschool head teachers, 18 teachers, 180 preschool children, and 60

parents. Response rates were excellent across all groups, with a 100% response rate achieved for

each category.

Table 4.1: Response Rate from the Various Categories of Respondents

Respondents Research Response Response rate

Head teachers 6 6 100

Teachers 18 18 100

Parents 60 60 100

4.3 Respondents Socio-Demographic Characteristics

4.3.1 Head Teachers

 The majority of head teachers were male (83.3%), aged 35 to 50 years, with diplomas,

and 6-10 years of work experience.

4.3.2 Teachers

 Female teachers dominated (61.1%), primarily aged 35 to 50 years, with diplomas, and 6-

10 years of work experience.

4.3.3 Parents

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  Most household heads were male (69.4%), aged 35 to 60 years, with diploma

qualifications.

4.4 Effect of Nutrition on Children’s Performance in Number Work Activity in Bumula

Constituency

 Among the sampled schools, 67% offered school nutrition programs.

 Financing for these programs came from various sources, including parents, schools,

NGOs, or a combination.

 Despite funding challenges, head teachers acknowledged the positive impact of nutrition

programs on children's performance.

Table 4.2: Information concerning the Financers of the School Nutrition Programme

Sponsors Frequency Percent

Parents 1 25

School 1 25

School + NGO 1 25

Parents + School 1 25

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Sponsors Frequency Percent

Total 4 100

Table 4.3: Places where the Children took their Meals

Frequency Percent

Classroom 2 50

Kitchen 1 25

Open field 1 25

CHAPTER FIVE

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

5.1 Introduction

This chapter presents the summary of the study, conclusions drawn from the findings,

recommendations made therein, and suggestions for further research, which was conducted in six

pre-schools in Busia County.

5.2 Summary of the Study

Nutrition is crucial for the growth and development of human beings, especially children. This

study investigated the effect of nutrition on the performance of preschool children in a number

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work activity, an area that has received limited research attention. The study aimed to determine

the effect of nutrition on children’s performance in a number of work activity, the effect of

feeding frequency on children’s performance, and the effect of parental nutritional knowledge on

children’s performance in Busia County.

The research employed a quasi-experimental design with a mix of qualitative and quantitative

research methods. Purposive sampling was used to select six pre-schools, with four schools

offering feeding programs. Six head teachers, 18 teachers, 60 parents, and 180 pre-school

children participated in the study. Data was collected using questionnaires, interviews, and tests.

The study found that most schools did not initially have feeding programs but were established

with support from NGOs. School feeding programs were financed by parents, schools, and

NGOs. The provision of these programs significantly improved children's growth, health, and

development, especially for those from socio-economically disadvantaged families. Consistent

attendance and better classroom participation were observed in schools with feeding programs,

leading to an overall improvement in children's performance in number work.

5.3 Conclusions

This study concludes that school feeding programs are vital interventions that significantly

benefit education. The provision of balanced meals in schools improves children's performance

in number work. Parental support and understanding of school feeding programs contribute to

their effectiveness. When food is balanced, served in appropriate quantities, and provided at

recommended intervals, children can grow, develop, and perform better academically.

5.4 Recommendations

Based on the findings, the following recommendations are made:

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1. Parents should be sensitized on the importance of school feeding programs and encouraged

to contribute towards funding them, especially in schools that do not provide such programs.

2. Pre-school administrations should ensure that the food supplied to pre-schools contains all

necessary nutrients for children's growth and development, thus improving performance.

3. Parents should be educated on the importance of providing balanced meals to children at

home, complementing the quality of food provided at school.

5.5 Suggestions for Further Research

 A similar study could be conducted across Busia County to generalize the findings.

 Further research could investigate how school attendance due to feeding programs affects

academic performance in both preschool and primary school.

 Research on budget allocation for school feeding programs and reasons for the lack of

funding from county governments could provide valuable insights.

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 APPENDICES

Appendix i: Questionnaire for preschool teachers

Please fill in each section of this questionnaire and do not write your name or institution all the

information given is confidential.

SECTION A

i. What is your gender? Male Female

ii. What is your age bracket? 25 years and below 26-35 36-46 46 and above.

iii. What is your highest academic level?

iv. What is your professional qualification?

v. What is your work experience?

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 vi. Does the school provide for children meals in your school?

vii. Are the parents concerned with the children’s feeding at school?

viii. Who meets the cost of running the feeding program?

ix. What is the frequency of children’s attendance in school?

x. Who prepares the children’s meals?

xi. Where is the food prepared?

xii. Is the meal balanced?

xiii. Do you think when children are well fed with a balanced diet they are likely to concentrate

on doing number work?

xiv. Can school feeding programs improve children's performance in number work?

xv. In your opinion does the school feeding program affect the children’s performance in a

number of work activities?

xvi. Is there any difference between when children eat and when they are hungry when being

taught?

Appendix ii: Interview schedules for parents

This interview schedule is designed to gather information to seek your opinion on nutritional

information about your child. The information is purely for academic purposes.

i. What is your gender? Male Female

ii. What is your marital status? Married Single

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 iii. What is your age?

iv. What is your occupational status?

v. Are the meals offered at school balanced?

vi. Does your child get meals from the school?

Appendix iii: Interview schedule for head teachers

i. What is the name of your preschool?

ii. What is the enrollment of the preschool children in your school?

iii. Does your school provide a feeding program?

iv. If yes, who finances the program?

v. Where do the children have their meals?

vi. Do you think the feeding program has an effect on the children’s performance in number

work activities?

vii. What is the quality of the food given to the children?

viii. What is the frequency of the food given to the children?

ix. What ratio is served per child?

x. In your experience do you think that the performance of children in a school with a school

feeding program performs better than schools that do not offer the program?

Appendix iv: Children’s Number work Test

i. Fill in the missing numbers

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 ii. Arrange the numbers in order.

iii. Write the numbers in words

iv. Draw the balls

v. Put together/add

vi. Take Away

vii. Which one is heavier?

viii. Count and write

ix. Name the shapes

Appendix II: Work Plan

The study timeline is outlined below:

MONTH ACTIVITY

May 2023 Preparation of research proposal

June 2023 Submission of the research proposal

June-July 2023 Data collection and analysis

July-August 2023 Writing and presentation of Preliminary Findings of research

MARCH, 2024 Writing of the final draft and Presentation of the project

APRIL, 2024 Submission of Research Project

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Appendix III: Budget

No Activity Unit Cost Total Cost (Ksh.)

1. Research Proposal

- Typing and photocopy 2 @ 200 500

- Binding 3 @ 50 150

2. Data Collection

- Transport and Subsistence

- Questionnaires 2000.00 2000.00

- Miscellaneous 600.00

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No Activity Unit Cost Total Cost (Ksh.)

3. Data Analysis 500.00

4. Report Writing

- Typing and Printing 3 @ 300 700.00

- Binding 3 @ 300 150.00

5. Miscellaneous 400.00

Grand Total 9000

(Note: Ksh. refers to Kenyan Shillings)

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