i

The Effect of School-Based Feeding Program to the Nutritional Status and Academic Performance of the Learners-Beneficiaries in

Habitat Community Elementary School

An Action Research presented to the

Department of Education Regional Office XII

Funded Through Basic Education Research Fund (BERF) 2017

ELIZABETH LIEZL VICTORIA C. PANIS

March 2018

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ABSTRACT

This study aimed to assess the effect of School-Based Feeding Program to the

Nutritional Status and Academic Performance of the Learners-Beneficiaries in Habitat

Community Elementary School for school year 2017-2018. The subject of the study were

the 34 severely wasted and 106 wasted learners of Habitat Community Elementary

School for school year 2017-2018.

This study used quantitative and qualitative research designs. This study is

descriptive-correlational in nature. It described the profile of the learners-beneficiaries

based on age and grade level. It correlates also the school-based feeding program to the

nutritional status and academic performance of the learners-beneficiaries by the program

holders. Qualitative design was employed to determine the problems encountered by the

program holders in the implementation of the School Based feeding program.

The study found out that majority of the learners- beneficiaries' age were

ranging from 6.5-8.4. Popularity of the pupils was Grade 2; the nutritional status of the

learners- beneficiaries improved during the program; the academic performance of the

learners- beneficiaries during the program become well and the academic performance

of the learners- beneficiaries enhanced when the students participate in school- based

feeding program and become healthy.

The study recommends parents of the learner- beneficiaries should be involved in

the feeding program especially in preparing the food; healthy foods should be prepared

and explain to the students the importance of eating it and School-based feeding program

fund should always be available.

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ACKNOWLEDGMENT

This is to acknowledge the help of the following personalities in the pursuit of this

research until its completion.

God Almighty, for granting them wonderful achievement, for bestowing them

wisdom and understanding of the entire endeavor. It is He who enabled them to withstand

all the struggles and challenges of the research.

Basic Education Research Fund, for funding the research and for giving the

opportunity as one of the grantees and to develop her research prowess.

Dr. Cornelio R. Rollo, Principal I, for his academic guidance and motivation to

finish the job;

Mr. John G. Mahusay, MT II for providing the standardized research instrument;

Ms. Heide C. Lamata, for her encouragement to pursue this study;

The School Based Feeding Program Recipients, parents and teachers, for

their wholesome cooperation and support to conduct the study;

Rozzelle James and Princess Jazz Elsbeth, for their understanding and favor

extended to do this research and finish the study.

With sincere acknowledgment, the researcher shares blessings and favor to all of

them.

THE RESEARCHER

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I.CONTEXT AND RATIONALE

The government has developed feeding programs to reduce hunger, to aid in the

development of learners, to improve nutritional status and to promote good health, as well

as to reduce inequities by encouraging families to send their learners to school given the

incentive of being provided school feeding. The DepEd SBFP, lasting for 100 to 120 days

for beneficiary schools, aims to restore at least 70% of beneficiaries (from severely

wasted) to normal nutritional status. The DepEd also works with LGUs, NGOs and

partners in the private sector, for other feeding programs outside of the SBFP. Proceeds

of incomes from operations of school canteens are also allowed for school feeding (Albert,

2015).

The first Food for Education (FFE) program launched by the DepEd in 1997 was

a breakfast feeding program intended to address short-term hunger among public school

children. Short-term hunger is a period of hunger experienced by children who have

inadequate breakfast and/or walk long distances to school. Through the years DepEd’s

feeding program underwent changes in target beneficiaries, coverage, and service

delivery mode and eventually shifted focus from merely addressing short-term hunger to

that of addressing under nutrition among children enrolled in public elementary schools.

Food for education (FFE) programs had received renewed interest in developing

countries in Asia, Africa and Latin America as a means for achieving Millennium

Development Goals (MDG) and reducing hunger. School-feeding programs, in particular,

emerged in many countries as a social safety net response to the 2008 global food and

v

fuel crises (Bundy et. al. 2009). In developing countries, these programs provide

undernourished children or children from the poorer or poorest families with nutritious

food in exchange for school participation. Many of the programs are implemented with a

view to improving both education outcomes (e.g., school participation, school retention,

learning achievement or cognitive development) and nutrition outcomes (e.g., food,

energy consumption, anthropometry or micronutrient status).

In the Philippines, the feeding program of the DepEd was first launched in 1997 to

address short-term hunger among public school children. Through the years, the program

underwent changes in target beneficiaries, coverage, delivery mode, and focus (i.e., from

addressing short-term hunger to that of addressing undernutrition). In 2006 the program,

then called the Malusog na Simula, Yaman ng Bansa program and also known as the

Food for School (FSP) program, had families as beneficiaries; it was addressing severe

hunger among families in selected geographic areas. Each beneficiary family received a

kilo of rice for each day that the family’s pre-school or Grade 1 child attended class or

attended the Day Care Center (DCC); the rice was given to the pupil after class to ensure

school attendance. DepEd implemented the FSP for the beneficiaries enrolled in pre-

school or Grade1 in public elementary schools, while the Department of Social Welfare

and development (DSWD) took charge of rice distribution in the DCCs. goo.gl/Aa1Kx3

In developing countries, school-learners encounter a number of challenges,

including failure to complete school, poor health and nutrition, and poor academic

performance. (Nkhoma et. al,) (2013). More so, countries worldwide have attempted to

implement feeding programs, but very few programs are evaluated. Monitoring and

evaluating are often neglected due to financial challenges when the scope of a feeding

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program is expanded (Mennillo and El Rayess (2013). Procurement and liquidation were

difficult for SBFP implementers to follow, and that SBFP forms were complicated. Delays

in submission and acceptance of liquidation reports caused disruptions in feeding in some

schools, and even in the discontinuation of the program in one case (Albert, 2015).

School-Based Feeding Program (SBFP) was implemented in coordination with the

Department of Social Welfare and Development (DSWD), and other partner stakeholders

intended to cover 562, 262 severely wasted (SW) for School Year 2014-2015. For School

Year 2015-2016, DepEd will continue to implement the DepEd SBFP in accordance with

Republic Act (RA) 10651, the General Appropriations Act (GAA) of 2015 which will cover

532, 752 wasted (SW) and 627, 403 wasted (W) school children from Kinder to Grade

6 based on July 2015 Baseline Nutritional Assessment. The priority should be given from

Kinder to Grade 3 wasted pupils due to high level of dropout rate, vulnerability to illnesses,

and undernutrition. More so, they are considered at their critical stage of mental and

physical development. On the other hand, at least 80% of the beneficiaries are targeted

to be rehabilitated to normal nutritional status at the end of 120 feeding days. Also, it aims

to increase classroom attendance from 85% to 100% and to improve the pupil’s health

and nutrition values and behaviour (DepEd Order No. 33, s. 2015).

This study evaluates early successes and challenges of the implementation of

School-Based Feeding Program, the nutritional status and academic performances of

learners in Habitat Community Elementary School.

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V. INNOVATION, INTERVENTION AND STRATEGY

Good nutrition is fundamental for children’s current and future health, as well as

their development and learning. Nutrition education is an important element aimed at

improving malnutrition. In order to build a comprehensive and sustainable school feeding

program that addresses all forms of nutrition programme, the school should consolidate

and strengthen ongoing school based feeding program and create an appropriate

learning environment through nutrition program, school gardening, clean water and

sanitation as well as physical activity education.

Promote the active involvement of parents, communites and local government in

the development and implementation of school nutrition programmes.The teacher is the

most fundamental to sustain the innovation. It means without the teachers, innovation

cannot occur government has developed feeding programs to reduce hunger, to aid in

the development of learners, to improve nutritional status and to promote good health, as

well as to reduce inequities by encouraging families to send their learners to school given

the incentive of being provided school feeding. The DepEd SBFP, lasting for 100 to 120

days for beneficiary schools, aims to restore at least 70% of beneficiaries (from severely

wasted) to normal nutritional status. The DepEd also works with LGUs, NGOs and

partners in the private sector, for other feeding programs outside of the SBFP. Proceeds

of incomes from operations of school canteens are also allowed for school feeding (Albert,

2015).

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VI. Action Research Questions

This study aimed to assess the effect of School-Based Feeding Program to the

Nutritional Status and Academic Performance of the Learners-Beneficiaries in Habitat

Community Elementary School for school year 2017-2018.

Specifically, the study sought to answer the following questions:

1. What is the profile of the learners -beneficiaries of the School Based-

Feeding Program based on the following:

1.1 age; and

1.2 grade level?

2. Is there a significant difference on the nutritional status of learners-

beneficiaries before and during the program?

3. Is there a significant difference on the academic performance of the

learners- beneficiaries before and during the program?

4. Is there a significant relationship on the school-based feeding program to the

nutritional status and academic performance of the learners - beneficiaries by the

program holder?

5. What are the problems encountered by the programs holders in the

implementation of SBFP?

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VI. Action Research Method

This study used mixed-method particularly quantitative and qualitative design. This

study is also descriptive-correlational in nature. It described the profile of the learners-

beneficiaries based on age and grade level. It correlates also the school-based feeding

program to the nutritional status and academic performance of the learners-beneficiaries

by the program holders. Qualitative design was employed to determine the problems

encountered by the program holders in the implementation of the School Based feeding

program.

A. Participants & Other Sources of Data and Information

The research utilized purposive sampling. The respondents were the 34 severely

wasted and 106 wasted elementary learners, 10 teachers, feeding coordinator, principal

and 7 parents of Habitat Community Elementary School for school year 2017-2018.

B. Data Gathering Methods

The data collection of this action research used the result of the nutritional status

of the learners before and after the feeding program and the survey questionnaire. The

following instrument utilized is: Focus Group Discussion was used to gather substantial

information from the teachers, learners, and parents on the implementation of the School-

Based Feeding Program. The persons involved in the discussion were the teachers,

parents, and learners who were the beneficiaries of the SBFP. The result of FGD was

supported by individualized interview and was conducted by the researcher to the

teachers, pupils, parents, feeding coordinator, and school principal. After the interviews

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conducted, a questionnaire was given to the randomly selected participants. The

researcher assisted the participants in answering the questionnaire to get factual

information.

c. Ethical Issues

The researcher asked permission from the school principal to conduct the

research. Responses were treated with utmost confidentiality.

d. Plan for Data Analysis

Focus Group Discussion was used to gather substantial information from the

teachers, pupils, and parents on the implementation of the School-Based Feeding

Program. The persons involved in the discussion were six (10) primary teachers, seven

(7) parents, feeding coordinator, principal and five (5) pupils who were respondents of the

SBFP.

The respondents were the 34 severely wasted and 106 wasted elementary

learners, 10 teachers, feeding coordinator, principal and 7 parents of Habitat

Statistical Treatment:

The data gathered were treated statistically using the following tool:

In determining the profile of the learners-beneficiaries based on age and grade

level, frequency and percentage were utilized.

In determining the significant difference of the nutritional status of the learners-

beneficiaries before and during the program, t-test was applied.

In determining the significant difference on the academic performance of the

learners- beneficiaries before and during the program , t-test was applied.

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In determining the significant relationship on the school-based feeding program

to the nutritional status and academic performance of the learners – beneficiaries,

multiple linear regression analysis was used.

VXIII. Discussions of Results and Reflections

Profile of the Learners-Beneficiaries of the School-Based Feeding Program

This study determined the profile of the learners-beneficiaries of the school-based

feeding program in Habitat Community Elementary School in terms of age and grade level

of the pupils. Table 2 and 3 show the results.

Table 1

Profile of the Learners-Beneficiaries in terms of Age

Age Frequency Percentage

10.5 and above 27 19.30%

8.5 - 10.4 32 22.85%

6.5 - 8.4 63 45%

6.4 and below 18 12.85%

Total 140 100%

Table 1 shows the profile of the learners-beneficiaries in terms of age. There were

45% of age ranges from 6.5-8.4, 22.85% of age ranges from 8.5-10.4, 19.30% of age

ranges from 10.5 and above, and 12.85% of age ranges from 6.4 and below. Majority of

the learner-beneficiaries, ages ranges from 6.5-8.4, were identified as the severely

wasted before entering the School Based Feeding Program. Those learners beneficiaries

ages from 8.5 and above were fewer than above ages ranges from 6.5 to 8.4. This

indicates that these SBFP recipients of the latter stage were fewer than age ranges 10.4

and below.

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Table 2 Profile of the Learners-Beneficiaries in terms of Grade Level

Grade Level Frequency Percentage

Grade 6 14 10%

Grade 5 26 18.57%

Grade 4 10 7.14%

Grade 3 23 16.43%

Grade 2 34 24.29%

Grade 1 16 11.43%

KD 17 12.14%

Total 140% 100%

Table 2 shows the profile of the learners-beneficiaries in terms of grade level. There

are 24.29% of grade 2, 18.57% of grade 5, 16.43% of grade 3, 12.14% of kindergarten,

11.43% of grade 1, 10% of grade 6, 7.14% of grade 4.

Difference of the Nutritional Status of the Learners- Beneficiaries This study also determined whether before and during the feeding program differ on

their nutritional status. Table 3 shows the result.

Table 3 Difference of the Nutritional Status of Learners- Beneficiaries

Before and During the Program

Group

Mean of Body Mass

Index

Description t-value p-value Remarks

Before 16.5 Wasted

-23.21 .000

There is significant difference

During 19.2 Normal

Mean Difference: 2.7

Based on t-test for independent samples, the learners- beneficiaries before the

program obtained 16.5 mean of body mass index, while 19.2 mean of body mass index

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during the program. This yields a mean difference of 2.7 between the mean of the body

mass index before and during program.

Using t-test, the t-value is -23.21 and p-value is .000. Since p <.05, then there is

significant difference between the two groups. This means that the nutritional status of

learners- beneficiaries before and during the program differ significantly. The body mass

index of learners- beneficiaries before and after the program is significantly different.

This result leads to the rejection of the null hypothesis that there is significant

difference in the nutritional status of learners-beneficiaries before and during the program.

The implication is that the nutritional status of the learners- beneficiaries improved

during the program. Specifically, the mean body mass index of the learners- beneficiaries

is 19.2 which are described as Normal.

Difference of the Academic Performance of the Learners- Beneficiaries This study also determined whether before and during the feeding program differ on

their academic performance. Table 4 shows the result.

Table 4 Difference of the Academic Performance of the Learners- Beneficiaries Before

and During the Program

Group

Mean of Academic

Performance

Description t-value p-value Remarks

Before 81.3 Satisfactory

1.66 .000

There is significant difference.

During 82.1 Satisfactory

Mean Difference: 0.8

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Based on t-test for independent samples, the learners- beneficiaries before the

program obtained 81.3 mean of academic performance, while 82.1 mean of academic

performance during the program. This yields a mean difference of 0.8 between the mean

of the academic performance before and during program

Using t-test, the t-value is 1.66 and p-value is .000. Since p <.05, then there is

significant difference between the two groups. This means that the academic

performance of learners- beneficiaries before and during the program differ significantly.

Both groups’ levels of academic performance are described Satisfactory.

This result leads to the rejection of the null hypothesis that there is significant

difference in the academic performance of learners-beneficiaries before and during the

program.

The implication is that the academic performance of learners- beneficiaries

improves when the students were healthy. Specifically, feeding program eliminate the

hunger of the students which is a great way to encourage them to attend in school and to

develop their academic performance.

Relationship School-based Feeding Program to the Nutritional Status and Academic Performance of the Learners - Beneficiaries by the Program Holder To determine whether nutritional status is significantly related to their academic

performance in school-based program, multiple linear regression analysis was used.

Table 5 shows the results.

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Table 5 Relationship School-based Feeding Program to the Nutritional Status and

Academic Performance of the Learners - Beneficiaries

Nutritional Status (based on Body Mass

Index)

Academic Performance

Beta t-value p-value Remarks

Normal .172

.403

.000

Significant

Wasted .766 1.799 .146 Not

Significant

Multiple R: .891 R-square: .778 F-value: 1.828 Sig F: .000

Multiple linear regression analysis shows that there is a significant relationship

between nutritional status and their academic performance. This is shown by the F-value

of 1.828 whose sig F=.000, since sig F<.05, the relationship is significant.

The value of R-square which is 0.778 implies that 77.8 percent of the variation in

academic performance is due to their nutritional status, particularly, their body mass

index. Specifically, normal nutritional status has significant relationship to academic

performance of the students (beta=.172, p=.000) since p<.05. This means that students

who are normal nutritional status tend to obtain higher academic performance. This

means, students whose normal in nutritional status perform better in academics.

This result, therefore, leads to the rejection of the null hypothesis that there is

significant relationship between nutritional status of learners- beneficiaries and their

academic performance.

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IX. Action Plan Division of City Schools Conel District

HABITAT COMMUNITY ELEMENTARY SCHOOL

General Santos City

ACTION PLAN

School Based- Feeding Program

S.Y. 2017-2018 OBJECTIVE/TA

RGET ACTIVITIY PERSONS

RESPONSIBLE TIMELINE RESOURCE

REQUIREMENTS INDICATORS of

SUCCESS

Organize the school SBFP TWG

Creation of SBFP TWG

Principal School Feeding Coordinator Canteen Teacher Guidance Teacher

July 2017 School MOOE Organized the School SBFP TWG

Improve the nutritional status of the learners- beneficiaries

Identify the Wasted and

Severely Wasted pupils

Principal KD to Gr. VI Teachers SBFP TWG

June-July 2017

School MOOE List of wasted and severely wasted

pupils

Improve the academic performance of the learners- beneficiaries

Conduct Pretest to identify the baseline of the

learners- beneficiaries

Principal SBFP TWG Teachers

July-Aug 2017

School MOOE Pre test results

To get involved the parents of the learners- beneficiaries.

Discuss the program to the parents of the

learners-

Principal SBFP TWG Teachers PTA Officers

July-Aug 2017

School MOOE Involvement of parents during the

SBFP implementation.

Conduct orientation about SBFP and its importance .

Discuss the program to the

parents and partners.

SBFP TWG

SBFP TWG SBFP TWG

Identified parents and learner

beneficiaries and PTA Officers were oriented on SBFP

Prepared by: ELIZABETH LIEZL VICTORIA C. PANIS Teacher Approved by:

CORNELIO R. ROLLO, PH.D. Principal

xvii

X. References

References Albert, J. (2015). How is government managing school feeding program? Retrieved

from http://www.rappler.com/thought-leaders/81799-education-school-feeding-program)

Lawson, T. (2012) Impact of school feeding programs on educational, nutritional, and

agricultural development goals: a systematic review of literature. Retrieved from

http://ageconsearch.umn.edu/bitstream/142466/2/2012LawsonPlanB.pdf

Nkhoma, O. W. W., Duffy, M. E., Cory-Slechta, D., Davidson, P. W., McSorley, E. M.,

Strain, J. J., & O'Brien, G.,M. (2013). Early-stage primary school children

attending a school in the malawian school feeding program (SFP) have better

reversal learning and lean muscle mass growth than those attending a non-SFP

School1,2. The Journal of Nutrition, 143(8), 1324-30. Retrieved from

http://search.proquest.com/docview/1443710398?accountid=141440

O'Toole, T. P., PhD, Anderson, Susan,M.S., R.D., Miller, Clare,M.S., R.D., & Guthrie,

Joanne,PhD., R.D. (2007). Nutrition services and foods and beverages available

at school: Results from the school health policies and programs study 2006. The

Journal of School Health, 77(8), 500-21. Retrieved from

http://search.proquest.com/docview/215674040?accountid=141440

Philippines : DepEd slates feeding program for underweight kids. (2015). MENA Report,

Retrieved from

http://search.proquest.com/docview/1714465147?accountid=141440

Umali, T. (2014). Deped’s school-based feeding program. Retrieved from

http://www.businessmirror.com.ph/depeds-school-based-feeding-program/

http://www.wfp.org/school-meals

https://dirp3. gov.ph/websitecms/CDN/PUBLICATIONS/pidsdps1605.pdf

https://goo.gl/vM8xqr

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XI. Financial Report

REPORT OF DISBURSEMENTS

DEPARTMENT OF EDUCATION

Habitat Community Elementary School

DATE OR/RER

No. Payee

Nature of Payment/Particulars

Amount

6/20/2017 3578 Kristan Educational School Supplies/ Ink

1,005.00

7/10/2017 trisikad Transportation

80.00

7/20/2017 YBL Transportation 90.00

7/20/2017 YBL Transportation 85.00

7/20/2017 706389 KCC Mall of Koronadal Meals

173.00

7/20/2017 971 Mang Inasal Meals

53.00

7/20/2017 TRICYCLE Transportation

125.00

8/11/2017 1192 Catanio's

Meals

800.00

8/12/2017 6047 Kristan Educational School Supplies 980.00

8/12/2017 6436 LAGAO MAK'S BBQ STN

Meals

264.00

8/25.2017 1199 Catanio's

Meals

2,480.00

9/15/2017 7051 Kristan Educational School Supplies

1,425.00

9/29/2017 444460 YBL Transportation 85.00

9/29/2017 3977907 YBL Transportation 100.00

9/29/2017 TRICYCLE Transportation 125.00

9/29/2017 LIEZL PANIS Meals 125.00

10/1/2017 1747 SM School Supplies

414.50

11/20/17

National Book Store School Supplies

1,375.00

FARE Transportation

190.00

11/24/17 8385 GNET.PH INC Meals 440.00

11/25/17 19 TITA LASANI FOOD,INC. Meals 273.00

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11/26/17 8482

Rachel M. Hernandez Lounge Meals

2,178.00

11/29/17 8492 Rachel M. Hernandez Lounge Meals 300.00

11/30/17 169 Golden Crown Meals 245.00

12/05/17 8510 GNET.PH INC Meals 440.00

12/06/17 6000 Lagao Mak's BBQ Meals 204.00

12/09/17 227 YUMMY MIX FRIES Meals 115.00

12/14/17 5420

INASAL DE CEBU Meals

1,500.00

12/17/17 6404 Lagao Mak's BBQ Meals 360.00

12/17/17 115584 888 INKTECH Ink 260.00

12/23/17 8702 Rachel M. Hernandez Lounge Meals 876.00

10/12/2017 Kristan Educational School Supplies

1,040.00

01/05/18 588 Kiko Meals 154.00

01/12/18 8761 GNET.PH INC Meals 573.00

01/14/18 7992 Dad. Crown Bookstore School Supplies/ Ink 511.00

01/17/18 128781 Bayfront Noodle House Meals

236.00

01/20/18 8200 Dad. Crown Bookstore School Supplies/ Ink

539.00

01/28/18 58812 Freemont Foods Corporation

Meals

197.00

2/3/18 8664 Dad. Crown Bookstore ink

358.00

2/4/18 694 Kiko Meals

180.00

2/10/18 24884 Freemont Foods Corporation Meals

949.00

2/13/18 6133 Kristan Educational School Supplies/ Ink

377.50

2/16/18 58915 Freemont Foods Corporation

Meals

168.00

FARE

80.00

FARE

100.00

3/2/18 24788 Freemont Foods Corporation

Meals

975.00

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3/2/18 FARE to CCES, Home

100.00

3/5/18 7495 Kristan Educational School supplies

440.00

3/5/18 FARE to CCES, Home

100.00

3/10/18 FARE to NCES, Home

100.00

3/11/18 4084 Yolly's Special Goto Meals

260.00

3/15/18 9920 Dad. Crown Bookstore supplies

507.00

3/15/18 1082 Delibites Meals

75.00

3/17/18 4011 Mang Inasal Meals

956.00

3/17/18 5132 Lagao Mak's BBQ Meals

185.00

3/20/18 8133 Kristan Educational School supplies

377.50

3/25/18 118222 888 INKTECH ink

490.00

3/25/18 13747 Mc Donalds Meals

140.00

4/1/18 495 Jo Cuisine Meals

320.00

4/4/18 2425 LSK PRINTING PRESS Hardbound

900.00

4/5/18 3596 HUKAD Meals

1,761.06

4/7/18 4011 TITA LASANI FOOD,INC. Meals

466.00

TOTAL

30,780.56

I hereby certify that this Report of Disbursement (ROD) is a full, true and correct statement of the disbursements made by me and that this is in liquidation of the cash advance/s granted last September 29, 2017 in the amount of Twenty Four Thousand. Pesos . ELIZABETH LIEZL VICTORIA C. PANIS 3/30/2018

Signature over printed name Date Submitted

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