ASSESSMENT OF THE SCHOOL FEEDING PROGRAM AS A COMPONENT

OF THE SOCIAL INVESTMENT PROGRAM OF THE BUHARI

ADMINISTRATION IN KANO TARAUNI L.G.A, KANO STATE (2015- 2024)

BY

ABDULRAHMAN BAFFA YOLA

BU/22A/BS/6693

BEING A RESEARCH PROJECT SUBMITTED IN PARTIAL

FULFILLMENT OF THE AWARD OF BACHELOR OF SCIENCE (B.Sc)

DEGREE IN THE DEPARTMENT OF GOVERNMENT AND PUBLIC

ADMINISTRATION, FACULTY OF MANAGEMENT AND SOCIAL

SCIENCES, BAZE UNIVERSITY ABUJA

MAY, 2024
TABLE OF CONTENTS

TITLE PAGE

DECLARATION

CERTIFICATION

DEDICATION

ACKNOWLEDGEMENT

ABSTRACT

TABLE OF CONTENTS

LIST OF ABBREVIATIONS

LIST OF TABLES

LIST OF FIGURES

CHAPTER 1: INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.4 Significance of the Study

1.5 Research Questions

1.6 Research Hypotheses

1.7 Scope and Limitations of the Study

1.8 Operational Definition of Terms

CHAPTER 2: LITERATURE REVIEW AND THEORETICAL FRAMEWORK

2.1 School Feeding Programme and Academic Performance

2.2 School Feeding and Class Performance

2.3 School Feeding Programme and Retention

2.4 School Feeding Programme and Completion Rate

2.5 Theoretical Framework

CHAPTER 3: RESEARCH METHODOLOGY

3.1 Research Design

3.2 Population of Study

3.3 Sample of study

3.4 Types and Sources of Data

3.5 Instrument of Data Collection

3.6 Definition of Variables

3.7 Model Specification

3.8 Method of Data Analysis

CHAPTER 4: DATA PRESENTATION AND ANALYSIS

4.1 Data Presentation and Analysis

4.2 Discussion of Findings

CHAPTER 5: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Recommendations

REFERENCES

APPENDIX
 CHAPTER ONE

1.1 BACKGROUND TO THE STUDY

Academic achievement, synonymous with academic performance, refers to the degree to

which students have mastered the subjects taught in schools. According to Ward et al.

(2006), academic performance is the outcome of education, indicating how well students,

teachers, or institutions have met their educational goals. It specifically pertains to the

extent to which students are effectively completing their tasks and studies.

One significant factor influencing academic performance is proper nutrition. Poor nutrition

can make students more susceptible to illness, cause headaches and stomachaches, and

lead to school absences (Brown et al., 2008). Access to balanced nutrition, including

proteins, carbohydrates, and glucose, has been shown to enhance students' cognition,

concentration, and energy levels (Graham, 2010). According to Graham, school feeding

programs contribute substantially to children's education and well-being. A hungry child is

less likely to grow properly, learn effectively, and face numerous future health risks. The

School Feeding Programme is a structured initiative aimed at alleviating hunger while

supporting education, health, and community development (WFP, 2007).

Globally, social safety nets are governmental tools used to assist vulnerable populations in

addressing hunger and poverty. In Nigeria, successive governments have been concerned
about the country's high poverty levels despite its abundant resources. Initiatives such as

Operation Feed the Nation (OFN), the Green Revolution ("Back to Land"), Directorate for

Food, Roads, and Infrastructure (DFRI), the National Directorate of Employment (NDE),

Better Life Programme, People's Bank Project, Family Support Programme, National

Economic Empowerment and Development Strategy (NEEDS), Subsidy Reinvestment and

Empowerment Programme (SURE-P), and the National Poverty Eradication Programme

(NPEP) have been launched at various times to combat poverty (Mboho, 2022).

In 2016, the Buhari administration established the National Social Investment Programme

(NSIP) to fight poverty and hunger nationwide. The NSIP comprises the N-Power

Programme, the National Home-Grown School Feeding Programme (NHGSFP), the

Conditional Cash Transfer (CCT) programme, and the Government Enterprise and

Empowerment Programme (GEEP), which includes Market-Moni, Farmer-Moni, and

Trader-Moni schemes. These programmes aim to ensure a more equitable distribution of

resources to vulnerable populations, including children, youth, and women. Since 2016,

over 4 million beneficiaries have been supported through a fair and transparent process

facilitated by the Ministry of Budget and National Planning (MBNP) and other relevant

Ministries, Departments, and Agencies.

The N-Power Programme is designed to help young Nigerians aged 18 to 35 acquire and

develop lifelong skills, making them change-makers in their communities and active

participants in domestic and global markets, with a monthly stipend of N30,000. The
Conditional Cash Transfer (CCT) programme directly supports the poorest individuals by

improving nutrition, increasing household consumption, and supporting human capital

development through cash benefits. This support is contingent on fulfilling specific co-

responsibilities aimed at improving the recipients' standard of living.

The introduction of school feeding programs can be traced to the Millennium

Development Goals (MDGs) initiative, which was implemented in many developed and

developing countries. These programs regularly provide nutritious foods to children and

adolescents attending school. The benefits of school feeding for children and adolescents

include alleviating hunger, reducing micronutrient deficiencies and anemia, preventing

overweight and obesity, improving school enrollment and attendance, enhancing cognitive

and academic performance, and promoting gender equity in access to education (WFP,

2007).

In developing countries, nearly 60 million children go to school hungry every day, with

about 40 percent of them in Africa. Providing school meals is essential for nourishing

these children. This practice motivates parents to send their children to school instead of

keeping them at home for work or sibling care (Akanbi, 2013). Consequently, the Federal

Government enacted the Universal Basic Education Act in 2004, which provided the

legislative framework for the Home-Grown School Feeding Programme.

In Nigeria, the majority of the estimated 7.3 million children out of school are girls. In

2005, the Federal Government, with the assistance of UNICEF and the New Partnership

for Africa's Development (NEPAD), launched the School Feeding Programme. Since then,

enrollment rates have increased, and school attendance has stabilized, particularly among

girls who previously left school for street trading and domestic work (WFP, 2007). The

provision of school meals offsets additional childcare expenses for parents. School feeding

programs extend beyond providing food, yielding significant returns in education and

gender equality, health and nutrition, social protection, and local economies and

agriculture. This encompasses the perceived value of education, job opportunities, the

costs associated with schooling, and the availability and quality of school facilities

(Mboho, 2022).

1.2 STATEMENT OF THE PROBLEM

Despite significant efforts by the Nigerian government to improve educational

outcomes and child health through social investment programs, many regions

continue to face challenges that hinder the success of these initiatives. In Tarauni

Local Government Area, Kano State, the School Feeding Program was introduced

as part of the broader Social Investment Program to enhance school enrollment,

attendance, and overall student well-being by providing daily nutritious meals to

pupils.
 However, the effectiveness of this program has come into question due to various

factors. These include inconsistent meal delivery, inadequate funding, logistical

challenges, and the varying quality of meals provided. Additionally, there is

limited empirical data on the actual impact of the program on students' academic

performance, attendance rates, and health outcomes in Tarauni.

Given the substantial investment and the potential benefits of the School Feeding

Program, it is crucial to assess its effectiveness comprehensively. This assessment

will provide valuable insights into the program's strengths, weaknesses, and areas

for improvement, ensuring that it meets its intended goals. Therefore, this research

aims to investigate the effectiveness of the School Feeding Program in Tarauni

Local Government Area, Kano State, from 2015 to 2024, examining its impact on

student health, attendance, and academic performance, and identifying the key

challenges and successes experienced during its implementation.

1.3 OBJECTIVES OF THE STUDY

Primary Objective:

- To evaluate the effectiveness of the school feeding program in Kano Tarauni L.G.

Specific Objectives:

i. To examine the relationship between the School Feeding Programme and Class test

performance of pupils in public primary schools with Kano Tarauni L.G., Kano State.
ii. To determine the relationship between the School Feeding Programme and the

Retention of pupils in public primary schools with Kano Tarauni L.G., Kano State.

iii. To identify challenges in the program’s implementation and operation.

1.4 SIGNIFICANCE OF THE STUDY

This research is significant as it provides a comprehensive assessment of the school

feeding program's impact on education and local economies in Kano Tarauni L.G.A. By

evaluating the program's effects on student attendance, academic performance, and

nutritional health, the study offers critical insights into how well the program meets its

educational and health objectives.

The findings will offer valuable insights for policymakers, program administrators, and

stakeholders, facilitating evidence-based decisions to refine and enhance the program

for greater efficacy. By identifying best practices and addressing implementation

challenges, the study aims to improve resource allocation and foster better collaboration

among stakeholders. Moreover, the research will contribute to the existing body of

knowledge, filling gaps and providing a foundation for future studies, ultimately

supporting the sustained success and expansion of school feeding initiatives.

1.5 RESEARCH QUESTIONS

What is the impact of the School Feeding Program on class test performance and

retention rates of pupils in public primary schools in Tarauni Local Government Area,

Kano State, and what are the challenges faced in the program’s implementation and

operation?

1.6 RESEARCH HYPOTHESES

Based on the research objectives, the following hypotheses were formulated:

1. H₀₁: The School Feeding Programme does not affect the class test

performance of pupils in public primary schools in Tarauni Local

Government Area, Kano State.

2. H₀₂: The School Feeding Programme does not affect the retention rates of

pupils in public primary schools in Tarauni Local Government Area, Kano

State.

3. H₀₃: There are no significant challenges in the implementation and operation

of the School Feeding Programme in public primary schools in Tarauni Local

Government Area, Kano State.

1.7 SCOPE AND LIMITATIONS OF THE STUDY

1.7.1 SCOPE OF THE STUDY

Geographical Scope:
  The study will be conducted in selected primary schools within Kano Tarauni L.G.,

Kano State.

Temporal Scope:

 The research will cover the period from the program's inception in 2016 to the

present.

Subject Scope:

 The study will focus on primary school students, teachers, school administrators,

program coordinators, and local food vendors.

1.7.2 LIMITATION OF THE STUDY

In this research study, the limitation is important for transparency and for understanding

the scope of the findings.

1. Data Accuracy and Reliability: The accuracy of the data collected may be affected by

inconsistencies in record-keeping and reporting by schools.

2. Sample Size and Representativeness: The study has a limited sample size and may not

include all schools within the Local Government Area.

3. Temporal Limitations: The study covers the period from 2015 to 2024, which may not

capture long-term effects beyond this timeframe.

4. Resource Constraints: Limited resources in terms of time, funding, and manpower

affects the depth and breadth of the research.

1.8 OPERATIONAL DEFINITION OF TERMS

Local Government Area: A region within a state that is governed by its own local

council, responsible for providing public services and infrastructure to the community.

2. Social Investment Programme: A government initiative aimed at improving the

welfare and economic conditions of citizens through various projects, such as job creation,

education, and health services.

3. Retention: The ability to keep pupils enrolled and attending school over a period of

time without dropping out.

 CHAPTER TWO

2.1 School Feeding Programme and Academic Performance

School feeding programs play a crucial role in mitigating short-term hunger among pupils.

According to the World Food Programme (2004), hunger due to skipped meals

significantly impacts learning capacity. Providing a small snack at the beginning or mid-

morning of the school day helps alleviate short-term hunger, leading to increased

awareness, activeness, and improved learning capacity (Briggs, 2008).

Additionally, school feeding programs contribute to enhancing the nutritional and health

status of learners. These programs help improve both the nutritional and health status of

school children, allowing them to learn more effectively when they are not hungry. Poorly

fed children who receive nutritious meals show improvements in growth, academic

performance, and reductions in anemia and other nutritional deficiencies (King and

Burgess, 1995; Mboho, 2022).

2.2 School Feeding and Class Performance

Poor nutrition and malnutrition can significantly hinder a child's academic achievement

and learning process. Academic achievement refers to the educational outcomes or

performance that indicate the extent to which a child has met specific goals. Malnutrition

has a lasting impact on academic performance, often resulting in poor academic scores
(Prangthip et al., 2018). A child's learning and school performance are strongly influenced

by their nutritional and health status. Children lacking essential nutrients do not have the

same learning potential as their well-nourished peers. Those with cognitive and sensory

impairments tend to perform poorly and are more likely to repeat grades.

Malnutrition often stems from food insecurity. Food-insecure children typically show

smaller improvements in reading and mathematics performance compared to children with

consistent access to nutritious foods (Cooper, 2019). Simply having reduced access to

nutritious foods can set elementary-aged students on a path to poorer academic

achievement compared to their peers who have adequate nutrition.

Poor nutrition in young children often means inadequate intake of foods rich in essential

vitamins and nutrients. These nutrients are crucial for physical and mental growth and

development, as well as for achieving successful learning outcomes. Nutrient deficiencies

in children are linked to learning deficiencies, lower arithmetic grades, and increased

likelihood of repeating a grade (Basch, 2011). Learning deficiencies naturally result in

lower grades, as grades are an assessment of academic performance. Since most schools

use grades to determine whether a student is ready to advance to the next class, many

students with learning deficiencies and poor grades must repeat the same class level.

Grades, acquired through tests and test scores, are a standard measure of a student's

academic achievement and performance in a specific area of learning, reflecting progress

toward learning goals (Prangthip, 2018).

High grades and test scores indicate a high level of academic achievement for specific

learning goals, while low grades and test scores indicate the opposite. A study examining

the relationship between the consumption of healthy versus unhealthy foods on academic

performance in urban schoolchildren used standardized test scores as a measure of

academic achievement. The study revealed that higher consumption of less healthy foods,

such as sweets and salty snacks, was linked to lower standardized test scores in

Mathematics and English, suggesting that nutrient-poor foods are associated with lower

academic achievement in this group (Bleiweiss-Sande, 2019). Moreover, the study found a

positive relationship between vegetable consumption and verbal test scores.

Another study also identified positive links between consuming a healthy diet rich in fresh

fruits, vegetables, and whole grains during early life and higher intelligence quotients later

in life (Bleiweiss-Sande, 2019). This indicates that the benefits of nutritious food extend

beyond improving academic test scores to enhancing overall academic achievement

throughout life by increasing intelligence quotients.

School breakfast programs offer students the chance to start their day positively and

calmly; some schools use breakfast time for students to socialize and enjoy themselves

(Basch, 2011). Activities may include reading, being read to, or socializing with friends.

Children believed that eating breakfast increased their activity and participation in school,

thereby contributing to their academic performance (Prangthip et al., 2019). Increased

activity and participation in school lead to improved test scores and overall academic

achievement.

A study in California found a strong correlation between the percentage of students eating

breakfast and higher academic scores in schools (Taras, 2005). Consuming a nutritious

breakfast improves cognitive functioning, enabling students to achieve better test scores.

By implementing school breakfast programs and providing breakfast to students in the

classroom, schools can ensure that each child receives the necessary nutrients to learn

effectively and perform well on tests. According to Alaimo, Olson, and Frongillo (2001),

food-insufficient children have significantly lower arithmetic scores, are more likely to

repeat a grade, and have difficulties getting along with other children. This shows that

food insufficiency is linked to negative academic and psychosocial outcomes.

2.3 School Feeding Programme and Retention

Proper nutrition during childhood is crucial for laying the foundation for a healthy life in

later years. School-aged children experience rapid growth, making it essential to provide

the necessary diet during this developmental stage. Good nutrition is the first line of

defense against numerous childhood diseases, which can have lasting effects on a child's

life. The preschool years (ages 1-5) are a period of rapid and significant postnatal brain

development (neural plasticity) and the acquisition of cognitive skills (working memory,

attention, and inhibitory control). Nutrition has been linked to cognitive development and
abilities. Cognitive abilities, reflected in academic performance, are essential in school

children. Cognition includes a complex set of higher mental functions supported by the

brain, such as attention, memory, thinking, learning, and perception. (Bhatnagar and

Taneja, 2001).

Children should be provided with food that will give an adequate amount of energy such

as fats, carbohydrates, vitamins, minerals and proteins. Proteins help to build human cells

and sources are animal liver, lean red meat, fish, chicken, turkey, seafood, cheese, milk

and eggs and some products derived from soybeans, green beans, dairy foods, peanut

butter, soya products, nuts, seeds, wheat and legumes. Erickson (2006) opines that fat

makes up more than 60% of the brain and acts as a messenger in partial control of aspects

such as mood. Foods rich in omega-3 fatty acids include purified fish oils, canola oil,

walnut oil, walnuts, soybeans, soybean oil, and pumpkin seeds. Omega-3 fatty acids such

as those found in salmon, kiwi fruit, and walnuts, provide many benefits in improving

memory and learning, much of which occurs at the synapses.

Carbohydrates which are the most important source of energy for the body during

childhood could be derived from sugars, starches and fiber. It provides energy to all tissues

in the human body, especially the brain and red blood cells which normally utilize glucose

as the fuel for cell activity. Carbohydrates from whole grains, milk products, fruits,

vegetables and legumes increase the nutrition of children's diet. Vitamins are essential and

vital in a proper diet for small children. Vitamin A is necessary for correct development of
vision, to guarantee the integrity of epithelial tissue and development of tissue

differentiation. The main sources of vitamin A are: liver, dairy products, eggs, fish,

margarine, fruits and vegetables. Vitamins B help in the growth, sustenance and

development of children. Vitamin C is essential for optimum functioning of the immune

system. It contains antioxidant properties and plays a significant support role in the

process of iron absorption. Vitamin D in fish, dairy products and iodine obtained from sea

foods, dairy products, enriched grains and iodized salt plays an essential role in

metabolizing muscle functioning, cell proliferation and maturation and correct functioning

of the immune system. Vital nutrients for school-age children include calcium found in

dairy products and dairy-free calcium-fortified beverages, iron in meats and iron-fortified

grains. Minerals in diet are good for children, most especially iron, calcium, magnesium,

phosphorus, sodium, zinc and iodine. Manganese and magnesium are two minerals

essential for brain functioning; sodium, potassium and calcium play a role in message

transmission and the thinking process. Erickson (2006) opined that vitamins and minerals

are important substances for the functioning of the brain. Most important are the vitamins

A, C, E, and B complex vitamins.

School feeding positively impacts Cognitive development and Education. Existing

research makes a convincing case that nutrition and health interventions will improve

school performance (WHO, 1992). Good health and nutrition are needed for concentration,

regular school attendance and optimum class performance (Levinger, 1996). Kleinman and
Green (2002) carried out a research study on the implementation of a universal breakfast

program on the academic performance of school-aged children and found that children

who participated in the program have improved nutrition status. Those children with

improved nutrition status experienced decreased hunger, reduced absenteeism, and

increased math scores. Taras (2005) found that schools which had a breakfast program not

only had lower tardiness and absentee rates, but positive effects on brain function and

higher scholastic scores as well. Verbal fluency, arithmetic, attention tests, memory,

creativity, endurance, and general cognitive functioning were found to be a result of eating

nutritious food.

2.4 School Feeding Programme and Completion Rate

Enhanced nutrition contributes to better health for students, leading to fewer absences,

more consistent attendance, better retention of lessons, and improved performance in tests

and examinations. Rosso and Marek (1996) state that the absence of food provision in

schools results in higher rates of repetition and dropout among pupils. Poor or no nutrition

weakens children's conditions, diminishing their learning capacities and forcing them to

prematurely end their education or remain out of school, thus hindering effective learning

participation (Mboho, 2022).

Rausch (2013) explains that proteins, found in foods like meat, fish, milk, and cheese, are

crucial for creating neurotransmitters, which serve as chemical messengers in the brain.

Protein energy malnutrition, resulting from a lack of these substances, leads to poor
student participation. A well-nourished student, equipped with adequate learning

materials, is more likely to perform well academically and complete their academic year

on time.

2.5 Theoretical Framework

This study is guided by Abraham Maslow's (1971) motivation theory, based on the

Hierarchy of Needs. Maslow defined a need as a physiological or psychological

deficiency that compels a person to satisfy it. These needs, arranged in hierarchical

order, can create tensions that influence a person's attitudes and behaviors at work.

Food, being a basic need, is essential for a child's well-being. A hungry child is

likely to be unhealthy physically, psychologically, and socio-emotionally, which

adversely affects their academic performance. Such a child lacks the motivation to

attend school, study, or retain learned information. They are also unable to focus

on other needs such as stability, forming friendships, or enjoying playtime.

Consequently, the child's normal growth is stunted, leading to poor attendance,

concentration, and academic performance. As Murungi (2012) highlights, food

significantly improves learning because a hungry child cannot learn properly. A

child who is unhappy, weak, and unable to focus or retain information is likely to

perform poorly and may become absent from school, ultimately leading to dropout.
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

This study adopts a mixed-methods research design, combining both quantitative

and qualitative approaches to achieve a comprehensive understanding of the

effectiveness of the School Feeding Programme in Tarauni Local Government

Area, Kano State. The quantitative aspect involves the collection and analysis of

numerical data to examine relationships between the school feeding programme,

academic performance, and retention rates. The qualitative aspect involves

gathering detailed insights through interviews and focus groups to identify

challenges in the program’s implementation and operation.

3.2 Population of Study

The population of this study includes all public primary schools in Tarauni Local

Government Area, Kano State. The target respondents are pupils, teachers, and

school administrators involved in the School Feeding Programme. Specifically, the

 study focuses on pupils in primary grades 1 to 6, as well as teachers and

administrators who oversee the program.

3.3 Types and Sources of Data

The study utilizes both primary and secondary data:

 Primary Data: Collected through structured questionnaires administered to pupils

and teachers, interviews with school administrators, and focus group discussions.

 Secondary Data: Sourced from official records and reports on the School Feeding

Programme, academic performance records, and attendance registers from the

schools involved.

3.4 Instrument of Data Collection

The following instruments are used for data collection:

 Questionnaires: Structured questionnaires are designed to gather quantitative

data on pupils' academic performance, nutritional status, and retention rates.

Separate questionnaires are tailored for teachers and pupils.

 Interview Guides: Semi-structured interview guides are used to collect

qualitative data from school administrators, focusing on the challenges and

implementation of the School Feeding Programme.

3.5 Definition of Variables

 Academic Performance (Dependent Variable): Measured by pupils' grades

and test scores in Mathematics and English.

 Retention Rates (Dependent Variable): The percentage of pupils who remain

enrolled in school over a specified period.

 School Feeding Programme (Independent Variable): The provision of meals

to pupils during school hours.

 Nutritional Status (Independent Variable): Measured by indicators such as

Body Mass Index (BMI) and general health assessments.

3.6 Model Specification

The study employs multiple regression analysis to examine the relationships

between the school feeding programme and academic performance, as well as

retention rates. The regression model is specified as follows:

3.7 Method of Data Analysis

The data analysis involves several steps:

 Descriptive Statistics: Used to summarize the data, including means,

standard deviations, frequencies, and percentages. This helps to provide an

overview of the sample characteristics.

 Correlation Analysis: To assess the relationships between variables,

particularly between the School Feeding Programme and academic

performance, as well as retention rates.

 Multiple Regression Analysis: To determine the effect of the School Feeding

Programme and nutritional status on academic performance and retention

rates. This analysis helps to identify the strength and direction of these

relationships.

 Thematic Analysis: Used to analyze qualitative data from interviews and

focus group discussions. This involves coding the data, identifying patterns

and themes, and interpreting the findings to understand the challenges in the

implementation and operation of the School Feeding Programme.