School Based Feeding Program: Bridging Nutritional Status & School Performance Among Learners at Risks

Abstract

INTRODUCTION

The connection between health and learning has become an important issue internationally. Nutritional and health status are powerful influences on a child's learning and on how good a child performs in school. It was substantiated that to learn effectively, children need good health (Vince Whitman, 2001). Children with diminished cognitive abilities and sensory impairments naturally perform less, are more likely to repeat grades and to drop out of school. The irregular school attendance of unhealthy children is one of the key factors in poor performance. Children who are hungry have more difficulty concentrating and performing complex tasks. Research and program experience shows that improving nutrition and health can lead to better performance and reduced dropped out. Poor nutrition and health among schoolchildren contributes to the inefficiency of the educational system. 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. Armed with the above context, the researcher upon analysis of the pupils nutritional profile for July 2018 as well as the result of the revised Phil IRI Group Screening Test conceptualized this action research to determine the effect of the School Based Feeding Program on the school performance of the nutritionally at risks learners.

METHODS

The 31 grade 3-6 learners were purposively selected based on their nutritional and reading status. They were provided with health lessons as well as guided reading activities. Frequency Count, Simple Mean and MPS were used to analyze reading comprehension skills and concept cognition in quarterly examination in two (2) core subjects while anthropometric measure was used to determine BMI and nutritional status.

RESULTS

The study showed positive link between nutrition, school attendance, and reading status. However, data on concept cognition showed a not so positive link in terms of learners’ mastery level with only 48% of them reached the target 75% mastery level.

DISCUSSIONS

This research was limited to nutritionally and readers at risks whose reading comprehension skills were monitored closely using the revised PHIL IRI reading tools making it original and heuristic. The integration of nutrition and reading program makes the study original giving value on the importance of nutrition to learners' school performance.