EFFECTIVENESS OF SCHOOL FEEDING PROGRAM VIS-À-VIS

PUPILS SCHOOL PERFORMANCE

IAN A. BATABAT
Teacher III
Sicayab Elementary School
 2

ABSTRACT
This study aimed to assessed the effectiveness of the school
feeding program in relation to the pupils’ school performance, this
school year 2023 – 2024. It used descriptive method utilizing
documents to extract data for statistical treatment utilizing frequency
count and percentage computation, mean, Kruskal-Wallis H-test, Mann-
Whitney U-Test, Analysis of Variance (ANOVA). It was found out that
females outnumbered male population, also most of the respondents
aged between 8 – 9 years old. Further, most of them weight 22.01
kilograms and above, had a height of had a height between 1.01 m
and 1.50 m. and underweight. Further, they performed very
satisfactory before and after the conduct of the feeding program. Also,
it was found out that a significant difference in school performance of
the respondents before the feeding program based on their sex, age,
and height. Also, there is significance of difference on the conduct on
the school performance of the respondents after the conduct of the
feeding program when analyzed according to the respondents’ profile
in terms of sex, age and weight. Also, a significant difference in school
performance between the respondents before and after the feeding
program.

Keyword: Age, Sex, Height, Weight, BMI, Academic

Performance, Feeding Program
 3

ACKNOWLEDGMENT
First and foremost, praises and thanks to God, the Almighty, for
His showered blessings throughout my research work striving to
complete this study successfully.
I would like to express my deep and sincere gratitude to my
school head, Annabel B. Gatchalian for giving me the opportunity to
pursue this research and providing invaluable support on this
undertaking. I am extremely grateful for her.
I would like to say thanks to my friends and research colleagues
and also colleagues at work, Arianne, Amie, Paul and Mache for their
constant company and encouragement. I also want to express my
gratitude to my SBFP respondents as they never hesitate to participate
in my study. And to the one-call-away support from Sicayab
Elementary School teachers in cooperating during this period.
I am extremely grateful to my parents for their love, prayers,
caring and sacrifices for educating and preparing me for my future. I
am very much thankful to my husband and my son for their love,
understanding, prayers and continuing support to complete this
research work.
Also I express my thanks to my sisters, brothers, sister in laws
and brother in laws for their support and valuable prayers.
Finally, my thanks go to all the people who have supported me to
complete the research work directly or indirectly.

Ian
 4

INTRODUCTION AND RATIONALE

Nutrition during the school years is crucial for the physical,

mental, and psychosocial development of children. Hunger affects their

learning, growth, and potential. School feeding programs provide

nutritious foods to children and adolescents, alleviating hunger,

reducing micronutrient deficiency, anemia, overweight, and obesity,

and improving school enrollment and attendance. These programs

contribute to equity in access to education. However, most countries

have some form of school feeding program but lack universal coverage

in low- and middle-income countries. Expanding the coverage and

improving the quality of existing programs is essential to maximizing

their benefits for children (Wang and Fawsi 2020, 1-8).

Undernutrition negatively impacts schoolchildren's learning

abilities, health, cognition, and educational achievement. Poor nutrition

can diminish cognitive development through physiological changes or

reduced learning experiences. Hunger is a major barrier to child

education, leading many in food-insecure areas to remain out of

school. School Feeding Programs (SFPs) enable millions of children

worldwide to attend school, benefiting disadvantaged children through

physical growth and cognitive abilities. They may improve enrollment,

dropout rates, and attendance. However, the effects of school feeding

programs on nutritional and educational outcomes remain debated,

 5

and some studies have failed to show a significant impact on class

attendance rates (Zenebe et al. 2018, 1-7).

Child feeding remains a significant issue in the Philippines, with 3

out of 10 schoolchildren aged 6–12 years old being stunted and not

reaching their optimum weight for their heights. The Department of

Education (DepEd) has implemented public health programs, such as

community-based eating and school gardens, but 3 out of 10 children

remain stunted. To address this issue, the government launched the

School-Based Feeding Program (SBFP) in select public schools. The

SBFP aims to reduce hunger, improve nutritional status, promote good

health, and reduce inequities by encouraging families to send their

children to school. The DepEd works with local government units

(LGUs), NGOs, and private sector partners for other feeding programs.

These programs provide nutritious food in exchange for school

participation, aiming to improve both education and nutrition

outcomes (Lu and Dacal 2020).

Sicayab Elementary School, situated in Sicayab, Dipolog City, is

one of the beneficiaries of the Jesus V. Del Rosario Foundation and

EMCOR Inc. Feeding Program for the school year 2022-2023. The said

feeding program subjected the sixty-one pupils from kindergarten to

Grade 6 who were diagnosed as malnourished. The said feeding

program provides nutritious foods and drinks to undernourished

children, ensuring their physical, mental, and social well-being is

 6

prioritized. It also provides comfort and love to undernourished

children, boosting their motivation and excitement for school. The

program started in February, 2023 and ended in June 2023. Thus, as

the focal person for the said program as well as the researcher of this

study, it is befitting to assessed the said program. Hence, this study

aimed to assessed the effectiveness of the school feeding program in

relation to the pupils’ school performance, this school year 2023 –

2024.

LITERATURE REVIEW

Good nutrition is crucial for mental and physical well-being and

plays a significant role in education. The World Health Organization

reports that 149 million children under five are stunted, 45 million are

wasted, and 38.9 million are overweight and obese globally.

Malnutrition is defined as deficiencies or excess in nutrient intake,

including undernutrition and overweight and obesity. The Philippines

ranks fifth among East Asia and Pacific countries with the highest

stunting and wasting prevalence. Despite economic growth and higher

health budgets, little progress has been made in reducing stunting in

the country (WHO, 2021).

In the Philippines, 25% of 6-10-year-old children are

underweight, 24.5 percent are stunted, and 7.6% are wasted. Stunting

and underweight prevalence are not significantly different between

boys and girls, but stunting and underweight prevalence are

 7

significantly higher among the poor than in non-poor households. The

government's efforts to address malnutrition include agencies like the

Food and Nutrition Research Center, Departments of Health,

Education, Defense, and Social Welfare, the Presidential Assistant for

Community Development, and the National Nutrition Council. Nutrition

plays a vital role in education, with the Department of Education being

one of the major implementing agencies in the delivery of health-

related services and programs (Lago and Quirap 2022).

Nutrition is crucial in education, and the Department of

Education has been implementing health-related services and

programs since 1997. DepEd Order No. 43 s. 2011 supports this,

promoting nutritional programs like School Feeding programs. These

programs ensure all school children have access to nutritious meals

and are defined as a sound investment in education. The School-Based

Feeding Program (SBFP) aims to improve the nutritional status of

Severely Wasted (SW) and Wasted (W) learners from kindergarten to

Grade 6 pupils by at least 70% at the end of 120 feeding days.

However, the duration of feeding days in 2020-2021 has been reduced

to 60 days for nutritious food packs and 50 days for milk products due

to changes in the school calendar and pandemic funds. Nutrition is a

vital component of human health, life, and brain development

throughout the lifespan. However, achieving good nutrition remains a

pressing economic issue, as inadequate nutrition puts a child at risk of

 8

not realizing their full potential. An adequate food intake is essential

for influencing children's academic performance (Lago and Quirap

2022; DepEd Order No. 43, S. 2011).

Further, DepEd Order No. 23 s. 2020, the Guidelines on the

Implementation of School Feeding Programs (SFPs) for the School Year

2020-2021. The Department of Education implements the School

Feeding Programs (SFPs) to address the undernutrition problem among

the learners to improve nutritional status and encourage learners to

enroll despite the pandemic. It also aims to 'increase the number of

School-Based Feeding Beneficiaries and increase the number of

partnerships with the stakeholders. The implementation of the School-

Feeding Program is in line with the Basic Learning Continuity Plan (BE-

LCP), a package intervention that will respond to the basic education

challenges brought about by COVID-19. This serves as a modification in

the Department of Education in the design of learning delivery strategy

and operational directions that prioritize the welfare of the learners,

teachers, and personnel under the department. It is believed that

education and learning depend on good nutrition.

The Department of Education, through the Bureau of Learners

Support Services- School Health Division, is implementing the School-

Based Feeding Program (SBFP) to address malnutrition among public

school children. The program aims to improve nutritional status by at

least 70% after 120 feeding days, increase classroom attendance and
 9

school performance by 85% to 100%, and encourage daily attendance.

The program is guided by Maslow's Hierarchy of Needs, which suggests

that students' full potential is limited if their basic needs are unmet.

The hierarchy includes physiological, safety, love and belonging,

esteem, and self-actualization (Sahagun 2022).

A School Feeding Program (SFP) is crucial for providing a

balanced diet to children, enabling them to increase their attention

span and improve academic achievement. Nutrition and health are

powerful influences on a child's learning and performance in school.

Undernutrition can be devastating for young children aged 0-8, and

good nutrition involves consuming a variety of foods in appropriate

amounts. A balanced diet helps children develop their cognitive,

psychomotor, and affective domains. A healthy child concentrates

more on class work, plays, interacts with others, and grows in self-

esteem (Bilbar 2020, 110-124)

School feeding programs are interventions that provide meals or

snacks in school settings, aiming to improve attendance, enrollment,

learning outcomes, and nutritional status of children. These programs

are considered a sound investment in education and have been

implemented in developed countries like the USA, Japan, and the UK.

Nutritional status is determined through clinical examinations,

biochemical analyses, anthropometric measurements, and dietary

studies. The DepEd implemented the school-based feeding program to

 10

reduce the number of severely wasted students and improve their

academic performance. The program is monitored and evaluated by

Technology and Livelihood Education Teachers to ensure the ideal

nutritional status is achieved. Poor nutrition and weak health can lead

to poor cognitive development, poorer performance, and increased

likelihood of repeating grades and dropping out of school (Agujar et al.

2020, 21-32).

School feeding programs provide essential nutrients for needy

children in schools, enabling them to concentrate more effectively.

Nutritional status and health have a strong positive impact on a child's

educational outcomes. However, these programs have faced

challenges, as they were initially intended to help poor children and

empower women but now enrich those involved. Further, the short-

term benefits of feeding programs and the link between hunger and

learning. Children who are hungry or chronically malnourished are less

able to learn regardless of their setting. Therefore, it is crucial to

establish appropriate school feeding programs to improve children's

educational outcomes (Dimaculangan 2019, 646-650).

The issue of poverty, hunger, and malnutrition negatively

impacts the development of children, who are the future generation of

the country. Nutritional inadequacies negatively impact school-going

children and the quality of education provided. High malnutrition rates

may lead to high dropout rates, and hungry children struggle

 11

academically due to inadequate preparation. Children lacking essential

nutrients, such as iron and iodine, and those with protein-energy

malnutrition, hunger, or parasitic infections, have lower chances of

learning. School feeding programs are well-positioned to address these

challenges, and a review of literature suggests that school feeding

programs are valuable strategies for intervening in the nutritional and

cognitive development of learners. However, there are diverse views

on whether the program is achieving its intended objectives (Morallos

2018, 63-74).

School-based feeding programs have become a popular solution

for NGOs and governments in developing countries to address severe

malnutrition. However, determining the effectiveness of these

programs can be challenging due to unclear performance indicators,

public-private interactions, and operating and social costs. In the

Philippines, the Department of Education (DepEd) has initiated several

school feeding programs to improve nutritional status, classroom

attendance, and alleviate short-term hunger. The ACED Blueplate

Centralized Kitchen (ABCK) model, developed by the ACED Blueplate, is

a sustainable, replicable, and cost-effective large-scale school feeding

model. The largest implementation of the ABCK model is the City-wide

School Feeding Program (CSFP), which feeds over 17,000

schoolchildren daily through a single centralized kitchen in Metro

Manila, Philippines (Miro et al. 2018, 1394-1404).

 12

RESEARCH QUESTIONS

This study aimed to assessed the effectiveness of the school

feeding program in relation to the pupils’ school performance, this

school year 2023 – 2024.

Specifically, this study sought to answer the following:

1. What is the demographic profile of the respondents in terms

of:

1.1 sex;

1.2 age;

1.3 weight;

1.4 height; and

1.5 body mass index (BMI)?

2. What is the school performance of the respondents before the

conduct of the feeding program?

3. What is the school performance of the respondents after the

conduct of the feeding program?

4. Is there a significant difference on the school performance of

the respondents before the conduct of the feeding program

when analyzed according to profile?

5. Is there a significant difference on the school performance of

the respondents after the conduct of the feeding program

when analyzed according to profile?

 13

6. Is there a significant difference between the school

performance of respondents before and after the conduct of

the feeding program?

SCOPE AND LIMITATION

This study aimed to assessed the effectiveness of the school

feeding program in relation to the pupils’ school performance in this

school year (2023-2024). It used the quantitative-descriptive type of

research utilizing secondary data (documentary analysis) retrieved

from the advisers of the respondents as well as the data coming from

the program coordinator of the feeding program. Further, it focused on

assessing the sixty-one (61) beneficiaries of the Jesus V. Del Rosario

Foundation and EMCOR Inc. Feeding Program for the school year 2022-

2023.
 14

RESEARCH METHODOLOGY

Sampling

The respondents of this study were the sixty-one (61)

beneficiaries of the Jesus V. Del Rosario Foundation and EMCOR Inc.

Feeding Program for the school year 2022-2023. Table 1 shows the

respondents’ distribution.

Table 1. Respondents’ Distribution

Grade Number of
Respondents
Kinder 10
Grade 1 6
Grade 2 16
Grade 3 14
Grade 4 6
Grade 5 3
Grade 6 6
Total 61

Data Collection
 15

Before the collection of the data, the researcher asked

permission from the school principal as well as advisers of the

respondents for the use of the secondary data for this study. Upon

approval, the researcher personally gather the said secondary data

from the official documents recorded in the school. The data collected

were then statistically analyzed.

Ethical Issues

The researcher made sure that the research respondents were

not be harm in any manner whatsoever while the study will be

conducted. Prior to conducting the data gathering, the researcher shall

first seek approval from the school principal. Additionally, the

researchers shall make sure that the respondents will be protected and

be given privacy, and that the research data will have sufficient level

of secrecy. Also, the respondents' identities will be kept anonymous at

all times.

Scoring Procedure

To interpret the school performance of the respondents with the

given scale and verbal description.

90 – 100 - Outstanding
85 – 89 - Very Satisfactory
80 – 84 - Satisfactory
75 – 79 - Fairly Satisfactory
70 – 74 - Did Not Meet the Expectation
Data Analysis
 16

The tallied and tabulated data was statistically treated using

frequency count and percentage computation, mean, Kruskal-Wallis H-

test, Mann-Whitney U-Test, Analysis of Variance (ANOVA).

DISCUSSIONS OF RESULTS

This section presents the discussion of results of the present

investigation. The responses of the respondents of this study were

statistically treated in order to answer the research questions of the

present investigation.

Problem No. 1. What is the demographic profile of the

respondents in terms of sex, age, weight,

height and body mass index?

Table 2. Profile of the Respondents According to Sex

Respondents’ Sex Frequency Percentage

Male 30 49.18%
Female 31 50.82%
Total 61 100.00%
 17

Table 2 displays the demographic characteristics of the

participants in relation to their sex. The data from the table indicates

that the majority of the respondents were females, accounting for 31

out of 61 respondents or 50.82%. at comparison, male respondents

accounted for 30 out of 61 respondents or 49.18%. This suggests that

the majority of the beneficiaries of the food program at the school

were females.

Table 3. Profile of the Respondents According to Age

Respondents’ Age Frequency Percentage

6 – 7 years old 19 31.15%
8 – 9 years old 27 44.26%
10 – 11 years old 11 18.03%
12 years old and above 4 6.56%
Total 61 100.00%

Table 3 displays the demographic characteristics of the

participants in relation to their age. The data showed that the majority

of the respondents, specifically 27 out of 61 or 44.26%, were between

the ages of 8 and 9. This was followed by 19 out of 61 respondents or

31.15% who were between the ages of 6 and 7. In comparison, only 4

out of 61 respondents or 6.56% were 12 years old or older. The results

emphasized that the majority of the participants fell between the ages

of 8 and 9, indicating that a significant portion of the recipients of the

meal program were young kids in elementary school.

Table 4. Profile of the Respondents According to Weight

 18

Respondents’ Weight Frequency Percentage

14.00 kls. and below -
14.01 kls. – 16.00 kls. 12 19.67%
16.01 kls – 18.00 kls 6 9.84%
18.01 kls. – 20.00 kls. 7 11.46%
20.01 kls. – 22.00 kls. 13 21.31%
22.01 kls. and above 23 37.70%
Total 61 100.00%

Table 4 displays the characteristics of the participants in relation

to their weight. The table indicates that the majority of the

respondents, specifically 23 out of 61 or 37.70%, have a weight of

22.01 kilograms and above. This is followed by 13 out of 61

respondents or 21.31% who weigh between 20.1 and 22 kilograms. In

comparison, only 6 out of 61 respondents or 9.84% have a weight

between 16.01 and 18.00 kilograms. The results emphasized that the

majority of the participants had a weight of 22.01 kilograms or more.

This indicates that most of the school children who received the

feeding program were over the weight threshold of 22.01 kilograms.

Table 5. Profile of the Respondents According to Height

Respondents’ Height Frequency Percentage

1.00 m and below 3 4.92%
1.01 m – 1.50 m 54 88.52%
1.51 m – 2.00 m 4 6.56%
2.01 m and above - -
Total 61 100.00%

Table 5 displays the characteristics of the participant based on

their height. The table indicated that the majority of respondents, 54

out of 61 or 88.52%, had a height between 1.01 m and 1.50 m. In

contrast, only 3 out of 61 respondents, or 4.92%, had a height of 1.00

 19

m or below. This suggests that most of the beneficiaries of the feeding

program had a height within the range of 1.01 m to 1.50 m.

Table 6. Profile of the Respondents According to Body-Mass

Index

Respondents’ Body Mass Frequency Percentage

Index
18.5 and below (Underweight) 60 98.36%
18.6 – 24.9 (Healthy Weight) 1 1.64%
25.0 – 29.9 (Overweight) -
30.00 and above (Obese) -
Total 61 100.00%

Table 6 presents the characteristics of the participants based on

their body-mass index. The table indicated that the majority of the

respondents, specifically 60 out of 61 or 98.36%, had a body-mass

index of 18.5 and below. In contrast, only 1 out of 61 respondents or

1.64% had a body-mass index of 18.6 – 24.9. This suggests that the

majority of the beneficiaries of the feeding program were underweight.

Problem No. 2. What is the school performance of the

respondents before the conduct of the feeding

program?

Table 7. School Performance of the Respondents Before the

Conduct of the Feeding Program
Rating Scale Frequency Median Frequency x
Median
90 – 100 10 95 950
85 – 89 18 87 1,566
80 – 84 27 82 2,214
75 – 79 6 77 462
TOTAL N=61 Efm= 5,192
X= 85.11(Very Satisfactory)
 20

Table 7 displays the academic achievements of the participants

prior to the implementation of the feeding program. The chart

indicated that the respondents achieved a very satisfied grade of 85.11

in their school performance prior to the implementation of the feeding

program.

Problem No. 3. What is the school performance of the

respondents after the conduct of the feeding

program?

Table 8. School Performance of the Respondents After the

Conduct of the Feeding Program
Rating Scale Frequency Median Frequency x
Median
90 – 100 15 95 1,425
85 – 89 22 87 1,914
80 – 84 24 82 1,968
75 – 79 - 77 -
TOTAL N=61 Efm= 5,307
X= 87.00 (Very Satisfactory)

Table 8 presents the academic accomplishments of the

participants after the introduction of the feeding program. According to

the chart, the respondents earned a high level of satisfaction with a

grade of 87.00 in their school performance after the feeding program

was implemented.

Problem No. 4. Is there a significant difference on the school

performance of the respondents before the

conduct of the feeding program when analyzed

according to profile?
 21

Table 9 Test of Significant Difference on the School

Performance of the Respondents Before the Conduct
of the Feeding Program When Analyzed According to
the Respondents’ Profile
School Performance Before the Conduct of the
Feeding Program
Profile
U- H- p-value Interpretatio
Action
Value Value @ 0.05 n
Ho Significant
Sex 259 0.002944
Rejected Difference
Ho Significant
Age 9.6521 0.02177
Rejected Difference
Ho
No Significant
Weight 12.221 0.09353 Accepte
Difference
d
Ho Significant
Height 18.3968 0.000101
Rejected Difference
Ho
Body Mass No Significant
38.5 0.6486 Accepte
Index Difference
d
* p-value is lesser than 0.05 level of significance = significant; Reject Ho
* p-value is greater than 0.05 level of significant = not significant; Accept Ho.

Table 9 displays the statistical analysis of the school

performance of the participants before the implementation of the

feeding program, categorized by the participants' profile. It examines

the major differences in performance. The application of the Mann-

Whitney U-test and Kruskal Wallis H-test resulted in a p-value below

the predetermined significance level of 0.05. This indicates that the

hypothesis, which suggests a significant difference in school

performance of the respondents before the feeding program based on

their sex, age, and height, is rejected. Therefore, there is a substantial

difference in the academic performance of males and females, as well

as between younger and older students, and between those who are
 22

short and those who are tall. According to Laureys et al. (2021),

academic performance may be influenced by gender, age, and

physical size. Girls may have an edge in some cognitive tasks due to

biological variances, such as neurological and metabolic variations.

Boys and girls' upbringing and education might be influenced by

societal norms and gender-based preconceptions. Learning methods

also have an impact, as males tend to be more inclined towards

physical movement (kinetic) whereas girls lean towards auditory or

verbal learning. The cognitive development of kids may be influenced

by their age, which in turn might impact their capacity to comprehend

intricate ideas or excel in standardized examinations. Classroom

conduct and relationships with classmates and instructors may be

influenced by social variables, including the social abilities of older

pupils. Physical height may also impact self-confidence, as taller

students tend to have higher levels of self-assurance, while smaller

pupils often experience lower levels of self-esteem. Nevertheless, it is

important to avoid making broad generalizations about these aspects

when considering different people. It is essential to acknowledge and

deal with these intricacies in order to establish educational settings

that are inclusive and successful.

 23

Problem No. 5. Is there a significant difference on the school

performance of the respondents after the

conduct of the feeding program when analyzed

according to profile?

Table 10 Test of Significant Difference on the School

Performance of the Respondents After the Conduct
of the Feeding Program When Analyzed According to
the Respondents’ Profile
School Performance After the Conduct of the
Feeding Program
Profile
U- H- p-value Interpretatio
Action
Value Value @ 0.05 n
Ho Significant
Sex 293.5 0.01336
Rejected Difference
Ho Significant
Age 15.4698 0.001456
Rejected Difference
Ho Significant
Weight 14.193 0.002654
Rejected Difference
Ho
No Significant
Height 2.7442 0.2536 Accepte
Difference
d
Ho
Body Mass No Significant
57.5 0.1241 Accepte
Index Difference
d
* p-value is lesser than 0.05 level of significance = significant; Reject Ho
* p-value is greater than 0.05 level of significant = not significant; Accept Ho.

Table 10 presents the test of significance of difference on the

conduct on the school performance of the respondents after the

conduct of the feeding program when analyzed according to the

respondents’ profile. Applying Mann-Whitney U-test and Kruskal Wallis

H-test resulted in a p-value below the level of significance set at 0.05

which rejection of the hypothesis which states that there is significance

of difference on the conduct on the school performance of the

 24

respondents after the conduct of the feeding program when analyzed

according to the respondents’ profile in terms of sex, age and weight.

Thus, male or female, young or old as well as light or heavy had

different school performance of the respondents after the conduct of

the feeding program. In support, Laureys et al. (2021) pointed out that

the implementation of a feeding program led to observed differences

in school performance among respondents based on three factors:

gender, age, and physical stature. Gender differences may be

influenced by biological differences and social factors like societal

expectations and gender roles. Age can also affect how respondents

respond to the program and their school performance. Physical stature

can reflect variations in nutritional status and overall health. Lighter

individuals may experience improvements in health and cognitive

function, while heavier individuals may have different nutritional

requirements. These findings emphasize the importance of considering

individual characteristics and needs when designing interventions and

highlighting the complex interplay between nutrition, biological factors,

and social determinants of academic performance.

 25

Problem No. 6. Is there a significant difference between the

school performance of respondents before and

after the conduct of the feeding program?

Table 11. Test of Significant Difference Between the School

Performance of the Respondents Before and After
the Conduct of Feeding Program

Sum of Mean Calculated

Source df p-value
Square Square F
Between 179.540
1 179.5409
Groups 9
6.5435 0.01177
Within Group 120 3292.5902 27.4383
Total 121 3472.1311 28.6953

Table 11 displays the statistical analysis that examines the

substantial difference in the academic performance of the participants

before and after the implementation of the feeding program. The

ANOVA analysis resulted in a p-value below the predetermined

significance threshold of 0.05, indicating that the hypothesis stating a

significant difference in school performance between the respondents

before and after the feeding program. Therefore, it can be inferred that

implementing a feeding program for school children contributes to the

enhancement of their academic performance. Namunyola and Thelma

(2023) argue that implementing a feeding program for school children

is essential for enhancing academic performance. This program

addresses nutritional deficiencies, promotes health and well-being,

improves cognitive function, and creates a supportive learning

 26

environment. Communities can enable children to realize their full

academic potential and stop the cycle of poverty and

underachievement by providing them with access to healthy meals.

RECOMMENDATIONS

Based on the summary of findings, the following

recommendations were drawn;

1. The school must ensure that the feeding program should provide

nutritionally balanced meals, incorporating diverse food groups

and considering cultural preferences and dietary restrictions to

meet the diverse needs of students.

2. The school may ensure that the school feeding program should

be integrated with other education and health initiatives to

enhance student well-being and academic success, promoting

cross-sectoral partnerships and addressing poverty and health

disparities.

3. The school may initiate in Promoting nutrition education and

healthy eating habits among students, parents, teachers, and

staff through workshops, seminars, and educational materials

empowers them to make informed food choices.

4. Future researchers may benchmark the herein result for their

future studies.
 27

REFERENCES

Agujar, Rosana, Wylyn Villanueva and Roshela Santo 2020. “School-

Based Feeding Program in Culiat High School and its
Impact on Nutritional Status and Academic Performance
of the Severely Wasted Students: Basis for Developing A
Multi-Ways Feeding Program”. European Journal of
Humanities and Educational Advancement. 1, 4.
Bilbar, Armel 2020. “Effectiveness of School’s Feeding Program in
Coping Pupils’ Malnutrition on their Academic
Performance”. Journal of Educational Research, 5, 5, 110-
124.

DepEd Order No. 23, Series of 2020. “Operational Guidelines on the

Implementation of the School-Based Feeding Program for
School Year 2020-2021”. Retrieved from
www.deped.gov.ph
DepEd Order No. 43, Series of 2011. “Strengthening the school health
and nutrition programs for the achievement of the
education for all (EFA) and millennium development
goals (MDGs)”. Retrieved from www.deped.gov.ph
Dimaculangan, Kimberly 2019. “Practices and Experiences of School-
Based Feeding Program (SBFP) Implementation at San
Juan Elementary School”. International Journal of
Research in Engineering, Science and Management. 2, 4,
646-650.
Lago, Rochelle and Erlinda Quirap (2022). “School-Based Feeding
Program: Nutritional Status and Academic Performance
of Pupils”. Global Scientific Journals. 10, 17.
Laureys, Felien, Lotte Middelbos, Nikki Rommers, Silke De Waelle, Eline
Coppens, Mirelle Mostaert, Frederik Deconinck &
Matthieu Lenoir. 2021. The Effects of Age, Biological
Maturation and Sex on the Development of Executive
Functions in Adolescents. Frontier Physiology. 12:703312
Lu, Mark Joseph and Ramil Dacal 2020. “Implementation of School-
Based Feeding Program and Its Effect on the Physical
Growth and Academic Performance”. Asian Journal of
Multidisciplinary Studies. 3, 2.
 28

Miro, Eden Delight, J Lemuel Martin, Leslie Lopez, Joselito Sescon,

Carmela Oracion and Jhoel Loanzon 2018. “A Supply
Chain Profile of a School-based Feeding Program using
the Centralized Kitchen Model”. International Journal of
Technology. Volume 9, 7, 1394-1404.
Morallos, Perla L. 2018. “Evaluation of School-Based Feeding Program
in Cangcahipos Elementary School Using CIPP Model:
Basis for Enhanced Program Implementation”. Journal of
Education and Practice. 9, 29, 63-74.
Namunyola, Brenda and Chanda Chansa Thelma. 2023. Effects of
School Feeding Program on the Academic Performance
of Learners: A Case of Selected Secondary Schools in
Kapiri Mpposhi District of Central Province, Zambia.
Frontier Physiology. 15.
Sahagun, Jody 2022. “Operational Practices of School Program: An
Evaluation to the Implementation of School-Based
Feeding Program”. American Journal of Multidisciplinary
Research and Innovation. 1, 1.
Wang, Dongqing and Wafaie W. Fawzi 2020. “Impacts of school feeding
on educational and health outcomes of school-age
children and adolescents in low- and middle-income
countries: protocol for a systematic review and meta-
analysis”. Systematic Reviews. 9, 55, pp. 1-8.
World Health Organization (2021). “Malnutrition”. Retrieved from
www.who.int
Zenebe, Mastewal, Samson Gebremedhib, Carol J. Henry and Nigatu
Regassa 2018. “School Feeding Program Has Resulted in
Improved Dietary Diversity, Nutritional Status and Class.
Attendance of School Children”. Italian Journal of
Pediatrics. 44, 16, pp. 1-7.
 29

DISSIMENATION AND ADVOCACY PLAN

Advocacy and Dissemination Plan: School Feeding Program

Goal : To advocate for and disseminate information about the

benefits of a school feeding program in improving child
nutrition, academic performance, and overall well-being.
Target Audience:
School Administrators
Teachers and School Staff
Parents
Community Leaders and Organizations
Local Government Officials
Media Outlets
Pupils/Students
Strategies:
1. Develop Key Messages:

 Highlight the importance of nutrition in supporting child

development and academic success.
 Emphasize the positive impact of a school feeding program on
student health, attendance, and performance.
 Communicate the role of community support and collaboration in
sustaining the program.

2. Create Advocacy Materials:

 Produce informational brochures, fact sheets, and infographics

outlining the benefits of a school feeding program.
 Develop case studies and success stories highlighting the
experiences of schools that have implemented successful
feeding programs.
 Create multimedia content, including videos and social media
posts, to engage and educate the target audience.
 30

3. Engage Stakeholders:

 Organize stakeholder meetings and workshops to discuss the

importance of school feeding programs and garner support.
 Collaborate with local schools, parent-teacher associations, and
community organizations to raise awareness and advocate for
program implementation.
 Cultivate relationships with government officials and
policymakers to advocate for funding and policy support for
school feeding initiatives.

4. Conduct Information Sessions:

 Host information sessions and webinars for school

administrators, teachers, and parents to learn about the benefits
of a school feeding program and how to get involved.
 Invite nutrition experts, health professionals, and community
leaders to present on topics related to child nutrition and food
security.

5. Utilize Media Channels:

 Issue press releases and media advisories to local newspapers,

radio stations, and television networks to generate media
coverage of the school feeding program.
 Arrange interviews and guest appearances on talk shows and
community forums to discuss the importance of nutrition in
education.
 Leverage social media platforms to share updates, success
stories, and educational content about the school feeding
program.

6. Monitor and Evaluate:

 Establish metrics to track the reach and impact of advocacy

efforts, such as media mentions, event attendance, and
community engagement.
 31

 Solicit feedback from stakeholders through surveys, focus

groups, and interviews to assess the effectiveness of advocacy
activities.
 Use data and insights gathered to refine advocacy strategies and
tailor messaging to the needs and interests of the target
audience.

By implementing this advocacy and dissemination plan, we can

effectively raise awareness, build support, and mobilize stakeholders to
prioritize and invest in school feeding programs as a critical component
of child health and education initiatives. Together, we can ensure that
all children have access to nutritious meals and the opportunity to
thrive in school and beyond.
 32

Appendix A

Financial Report

Activities Particulars Amount

a. Conceptualized of the
Research Proposal  Bond Paper, Inks  Php 1, 500.00
1. Supply Materials
b. Implementation of the
Research Proposal  Bond Paper and  Php 1, 500.00
1. Supply and Materials, Folders
Printing of Questionnaires,  Mobile Data  Php 2, 000.00
2. Data Gathering Expense
3. Reproduction of the  Printing, Folders  Php 2, 500.00
Final Copy of the
Research Paper
c. Implementation of the  Printed Materials,  Php 2, 500.00
Action Research Food and snacks of
children
TOTAL Php 10, 00.00
 33

IAN A. BATABAT was born on June 4, 1981 in Dipolog City,

Zamboanga del Norte. Now married with one child. She is currently
residing at Madison County, Dicayas, Dipolog City. She finished her
Elementary Grades in Minaog Elementary School and Secondary
Education in Jose Rizal Memorial State College, Siocon Campus. She
graduated the Degree of Bachelor of Elementary Education at Saint
Vincent’s College last March 2001 and she acquired her CAR academic
requirements leading to Master of Elementary Education in Saint
Vincent’s College, Dipolog City. She is in the service of the Department
of Education from 2007-present and currently teaching in Sicayab
Elementary School of Dipolog City.
34