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Level of Implementation of BLT Feeding Program and Academic
Performance among Pupils of Selected Schools in Talomo District:
An Assessment
A Research Paper Presented to
the Nursing Faculty of
Davao Doctors College
In Partial Fulfillment of the Requirements
in Nursing Research I
By:
Salgo, Analu; Salutan, Arjay; Salva, Romina Zandra;
Santos, Kimberly; Sedico, Sonia; Senoc, Red;
Sibay, Shiela Mae; Sison, Chiara Mae
CHAPTER I
Introduction
Background of the Study
School feeding programs (SFPs) have received relatively less attention in
recent economic literature (Adelman et al., 2007, for a review). Significantly,
seldom do the studies of SFPs assess the relative impact of different modalities
of interventions; the current study addresses this gap in the literature by
providing a rigorous evaluation of alternative school feeding schemes in the
same environment.
In general, three objectives can be directly associated with school feeding
programs (Adelman et al., 2007; Levinger, 1986). First, SFPs can motivate
parents to enroll their children and see that they attend school regularly. Second,
SFPs can improve the nutritional status of school age children over time, and
alleviate short-term hunger in malnourished or otherwise well-nourished
schoolchildren. Third, SFPs can improve cognitive functions and academic
performance via reduced absenteeism and increased attention and concentration
due to improved nutritional status and reduced short-term hunger. Indirectly, by
increasing the amount of food available to the household, SFPs could improve
the nutritional status of household members who are not in school, especially
when SFPs entail take home rations. Overall, SFPs are appealing because if
properly designed and implemented they lead to increased number of children
being enrolled with better academic performances.
The two forms of SFPs that we consider consist of school meals and take-
home rations (THR). Under school meals program breakfast and/or lunch
(possibly fortified with micronutrients) is served at the school every school day.
Under THR a student receives a certain amount of food staples each period
conditional on maintaining a specified attendance rate during that period.
For the School Year 2009-2012, DDC continues to be the Local
Implementing Partner (LIP) of Jollibee Foundation of the Busog, Lusog, Talino
(BLT) daily lunch feeding program for underweight Grades 1 & 2 pupils in public
elementary schools for 136 days. Series of BLT orientations were conducted in
these schools from June 27-30, July 1-7 & 21, 2011 participated by school
admin/teachers, parents, PTA officers/members and LGU representatives. The
orientation aimed to acquaint the recipients on the programs’ objectives,
stakeholders’ roles and responsibilities for effective program implementation. And
for now, the BLT 1st batch of five elem. schools (Bago, Baliok, Langub, RC
Quimpo and Talomo Central Elem. Schools) are implementing their feeding
program in-school, simultaneous with the batch 2 schools catering to
underweight Grades 1 & 2 pupils.
The BLT Feeding Program in partnership with Jollibee Foundation was
implemented for two years (2009-2011), and the researchers observed that there
is a decline of participation on the part of the recipients.
The study is relevant to determine the level of implementation of the BLT
feeding program that contributed to its success and impact on education of the
pupils.
Review of Related Literature
This section presents the review of related literature that will support our
study. It contains articles and statements regarding the effect of school feeding
programs to the attendance rate and academic performance of the students.
Feeding Programs
School feeding programs have been implemented both in developed and
the developing world. Throughout the developing world, these programs often
occur through large organizations in collaboration with national governments and
non-governmental organizations. The largest provider is the UN World Food
Programme (WFP), which operated in 78 countries in 2006. Numerous other
agencies and NGOs operate school feeding programs at the national, regional
and local level. The primary assumption of SFPs is that education and learning
depend on good nutrition. Ample evidence exists to support this assumption.
However, in designing and implementing a school feeding program, a number of
options are available, depending on the primary and secondary objectives of the
program. SFPs can range from simple snack provision (usually fortified biscuits)
to breakfast or lunch programs, to take-home rations. Often, these programs
operate in conjunction with other health and nutrition initiatives to increase their
success and impact.
In the Child Nutrition Act of 1966 it was stated that educational progress was an
objective of the United States School Feeding programs. In spite of this fact no
serious attempt has ever been made to evaluate whether this objective has been
met; the few evaluations that have been conducted lack scientific rigor. As a
whole the studies fail to provide a strong basis from which to make valid
inferences regarding the long-term effects of the feeding program on school
achievement and adaptation. Studies that have focused on the short-term effects
of hunger or morning feeding suggest that the provision of breakfast may both
benefit the student emotionally and enhance his capacity to work on school type
tasks.
Attendance Rate
A study of the state of health of the Nutrition Foundation of India was done
regarding nutrition and physical and mental competencies of 1,336 children,
aged 6-8 years in the rural schools of Uttar Pradesh, for a period of more than
three years, found that the problems of malnutrition and ill health cannot be
overcome by the school meal program which provides less than 15% of the
recommended daily allowance for calories. However, the program did improve
school attendance and academic performance as well as reduce the school drop-
out rate. Nutrition status appeared to be the most important determinant of
scholastic performance.
Another study in Bangladesh was done and it shows that income
supplements through food distribution in 4,787 primary schools - 30 kg of wheat
per month to 698,000 beneficiaries - has achieved its objective of raising
enrollment and attendance and reducing dropout of low-income families. This
report documents a cost-effectiveness evaluation of this government-sponsored
program. The survey covered 104 food for education (FFE) schools and 97 non-
FFE schools. Enrollment increased by 20% in FFE schools compared with a 2%
decline in non-FFE schools. Attendance improved in FFE and drop out was
lower than in non-FFE schools. The program effectively targeted the program to
low-income households, however the income benefits may not be great enough
to entice children from the poorest households to attend schools. The FFE
program transfers income to target households at least cost compared to other
food-based programs -- 1.59 taka per 1 taka benefit versus 6.55 to 1 in the rural
rationing program. The cash-based rural maintenance program “cash-for-work”
costs 1.32 taka per 1 taka benefit, the lowest of all targeted programs in
Bangladesh.
According to a meeting for school feeding for education, school feeding
programs can increase attendance rates, especially for girls. School feeding or
take-home rations serve as incentives for enrolling children in school and
encouraging daily attendance. This is likely a short-term solution, however,
because if there is no change in the quality of schooling, attendance will likely
drop once the food incentive is removed.
The Department of Education’s Food for School Program (FSP) started in
2005 resulted to a significant drop in the incidence of malnutrition among public
elementary school children from 21 percent to 17 percent. School attendance
thus improved from 90 percent in 2006 to 95 percent in 2007. The FSP targets
six schools in each division with the highest incidence of malnutrition and the
most number of pupils coming from low-income families as feeding program
beneficiaries. DepEd said there was an increase in the number of FSP
beneficiaries from 676,740 preschool and grade 1 pupils in 2006 to 2.7 million
preschoolers and grade 1 pupils when the program was expanded in 2007.
Priority provinces and NCR had all its public elementary school children as
recipients.
A strong, positive evaluation of the US school breakfast program in
Lawrence, Massachusetts, USA, an ethnically diverse city with a high proportion
of low-income families, is presented. Six schools participated in the evaluation.
All children in grades 3 to 6 were considered eligible to enroll in the study if they
had qualified to receive free or reduced price school meals and had been
registered in the public school system for the second semester of the school
years 1985-1986 and 1986-1987. The school breakfast program began in late
January before the start of the second semester of the 1986-87 school years.
Participation in the program was related to improvement in standardized tests
and rates of absenteeism and tardiness compared to children who qualified for
the program but did not participate. The authors conclude that participation in
the breakfast program is associated with significant improvements in academic
functioning among low-income school children.
Analyses of the CRS/Burkina Faso SFP were based on: national data on
enrollment, drop-out, and exam scores with participation in school feeding;
individual 5-year time series data from 18 schools that had had their school
canteen program suspended or was newly integrated into the program; and 18
matched pairs of schools to control for socio-economic status, quality of school,
language, PTA operation, etc. The author concludes that the greatest impact of
the SFP was on school attendance, and, in fact, the data may underestimate the
impact since teachers are sanctioned based on low attendance rates. The
relationship with enrollment was not consistent. There was an association
between the school canteen and lower dropout rates in the most disadvantaged
provinces. A relationship between higher success rates on the end of 6th year
exams and participation in the program was also apparent, particularly among
girls.
The impact of the noon mid-day meal program in India was assessed by
analyzing existing data in pre- and post-program periods to identify trends in
enrollment, attendance and dropout in participating primary schools. The results
suggest that the program has not had a positive impact on aggregate enrollment,
but did have a positive impact on attendance and drop-out.
United Nations is trying to address child hunger in the Philippines. Since
2006, the WFP has provided support to some 200,000 children in Mindanao
through meals in schools and take-home family rations. The program that is
implemented with the Department of Social Welfare and Development was
having a tremendous impact. There is an increase of 40 percent in terms of
attendance in school and dropouts have been practically eliminated.
A pilot for a school feeding program conducted in 8 schools (4 receiving
the program and 4 control schools) on the outskirts of Lilongwe in Malawi
showed that the SFP clearly had an impact on enrollment and attendance.
Schools participating in the program provided children with a cooked porridge
(soya and maize flour, iodized salt) providing one-third of the daily recommended
caloric intake during the morning of each school day. In addition, deworming
tablets were provided to children twice at six month intervals and latrines were
under construction at the pilot schools. In program schools there was an
increase of about 5% in enrollment over three months; there was no increase in
control schools. There was an even greater impact on absenteeism: 1-2% in
program schools compared to 27-36% in control schools over the same period.
Academic Performance
Two empirical studies find that school meal programs cause a significant
increase in learning achievement, as measured by improvements in test scores.
However, in each study, scores were significantly higher for school meal
recipients on only one of three tests taken. The impact of in-school meals on
learning appears to operate both through improvements in school attendance
and through better learning efficiency while in school, though no study has
separately identified the relative contribution of these effects. FFE programs may
also have an impact on cognitive development, though the size and nature of the
effect vary greatly by program, micronutrient content of the food, and the
measure of cognitive development used. Empirical evidence on the effects of
school meals on cognitive function is mixed and depends on the tests used, the
content of the meals, and the initial nutritional status of the children.
The relationship between nutrition and academic performance has been
well documented around the world. In particular, the negative effect of under
nutrition. Among others, Averett and Stifel (2007) who study the effects of
childhood over and underweight on cognitive functioning find that malnourished
child tend to have lower cognitive abilities when compared to well nourished.
Children who do not get enough to eat are likely to suffer from stunted growth
and hindered mental development. In addition, Alaimo et al. (2001) report that
children aged between 6 and 11 in food insecure households scored lower on
arithmetic tests, were more likely to have repeated a grade, and had difficulty
getting along with other children. Kaestner and Grossman (2009) find that
children in the top and bottom of the weight distribution have lower achievement
test scores than children in the middle of the weight distribution. Boys and girls
who are in the lowest (0-5 percentiles) tail of the weight distribution have
achievement test scores that are approximately 4-6 percent (10% of a standard
deviation) lower than similar children in the middle of the weight distribution. In
fact they find more consistent evidence of a low weight effect than a high weight
effect. Taras(2005) who reviews research from published studies on the
association between nutrition among school-aged children and their performance
in school and on tests of cognitive functioning. Food insufficiency is a serious
problem affecting children’s ability to learn. Offering a healthy breakfast is an
effective measure to improve academic performance and cognitive functioning
among undernourished populations.
Nutritional and health status are powerful influences on a child’s learning
and on how well a child performs in school. Children who lack certain nutrients in
their diet (particularly iron and iodine), or who suffer from protein-energy
malnutrition, hunger, parasitic infections or other diseases, do not have the same
potential for learning as healthy and well-nourished children. Weak health and
poor nutrition among school-age children diminish their cognitive development
either through physiological changes or by reducing their ability to participate in
learning experiences - or both. Poor nutrition and health among schoolchildren
contributes to the inefficiency of the educational system. Children with
diminished cognitive abilities and sensory impairments naturally perform less well
and are more likely to repeat grades and to drop out of school than children who
are not impaired; they also enroll in school at a later age, if at all, and finish fewer
years of schooling.
Theoretical Framework
Maslow's hierarchy of needs is a theory in psychology, proposed
by Abraham Maslow in his 1943 paper, A Theory of Human Motivation. Maslow
subsequently extended the idea to include his observations of humans' innate
curiosity. His theories parallel many other theories of human developmental
psychology, all of which focus on describing the stages of growth in humans.
Maslow use the terms Physiological, Safety, Belongingness and Love, Esteem,
and Self-Actualization needs to describe the pattern that human motivations
generally move through.
For the most part, physiological needs are obvious – they are the literal
requirements for human survival. If these requirements are not met, the human
body simply cannot continue to function.
Air, water, and food are metabolic requirements for survival in all animals,
including humans. Foods are important to the children. Healthy eating can
stabilize children’s energy, sharpen their minds, and even out their moods.
Eating regularly can improve focus and concentration, and significantly improve
their grades and had fewer problems in the class.
Maslow’s hierarchy of needs is significant to our study since it has the
thought that for a human to achieve an optimal functioning, he or she should be
able to attain first his or her physiological needs. It is congruent to our study
because the respondents are malnourished elementary students. The theory will
serve as our basis knowing that if a student will not be able to attain to his or her
physiological needs such as food, he or she cannot perform well in other
activities including class participation.
Conceptual Framework
The independent variable of the study is the Level of Implementation of
Busog, Lusog, Talino Feeding Program in terms of attendance rate and drop –
out rate while the dependent variable is the Academic Performance in terms of
grades.
Figure 1
Research Paradigm
Level of Implementation of BLT
1. Attendance rate2. Drop – out rate
Academic Performance
1. Grades
IV DV
Respondents Profile
1. Age2. Gender3. Weight
Statement of the Problem
This study aims to determine the level of implementation of Busog, Lusog,
Talino Feeding Program and the academic performance among grades 1, 2, and
3 pupils of selected schools in Talomo district. Specifically it seeks to answer the
following questions:
1. What is the profile of the respondents in terms of:
1.1 Age;
1.2 Gender; and
1.3 Weight?
2. What is the level of implementation of Busog, Lusog, Talino Feeding Program
among pupils of selected schools in Talomo district in terms of:
2.1 Attendance rate; and
2.2 Drop – out rate?
3. What is the academic performance of the respondents in terms of final school
year grades?
4. Is there a significant relationship between the respondents profile and the level
of implementation of the Busog, Lusog, Talino Feeding Program among pupils of
selected schools in Talomo district?
5. Is there a significant relationship between the level of implementation of BLT
and the academic performance of the respondents in terms of:
5.1 Attendance rate; and
5.2 Grades?
6. Is there a significant difference on the level of implementation of BLT feeding
program of selected schools in Talomo district?
Hypotheses
This study will be guided by the following null hypotheses to be tested at
0.05 level of significance.
Ho1. There is no significant relationship between the respondents profile
and the level of implementation of the Busog, Lusog, Talino Feeding Program
among pupils of selected schools in Talomo district.
Ho2. There is no significant relationship between the level of
implementation of BLT and the academic performance of the respondents of
selected schools in Talomo district in terms of attendance rate and grades.
Ho3. There is no significant difference on the level of implementation of
BLT feeding program of selected schools in Talomo district.
Significance of the Study
The results of this study will be beneficial to the following:
School administration of Talomo District Elementary School. This study will
provide factual data that will help them to analyze and evaluate the results of the
Busog, Lusog, Talino Feeding Program to the school attendance rate and
academic performance of the pupils. This will also help them to decide whether
to find other sponsors in order for other pupils to benefit from a feeding program.
Furthermore, this will help them to think of better ways so as to maintain the
feeding program.
DDC Administration. The results of this study will serve as basis whether the
school will continue to support the feeding program. In addition to that, this will
also enlighten them to help and support other public elementary schools.
Parents of the pupils. The results of this study will motivate the parents to give
importance to their child’s nutrition. Furthermore, this study will educate parents
that nutrition has an effect on their child’s well being and academic performance
in school. This study will also enlighten them to encourage their child to eat
nutritious foods.
Nursing Students. The findings of this research will serve as a source of
information for other researches related to the study. This will also motivate the
student nurses to have health teachings to the parents of the pupils in order for
the pupils to be healthy.
Definition of Terms
Academic Performance- How students deal with their studies and how
they cope with or accomplish different tasks given to them by their
teachers.
Age- The period of time that a person has lived.
Attendance Rate- The ratio of the number of enrolled students actually in
attendance during the course of a school year to the number of enrolled
students that school year.
Dropout Rate- The number of people who stop attending school before
the end of a school year.
Gender- A range of characteristics used to distinguish
between males and females, particularly in the cases
of men and women and the masculine and feminine attributes assigned to
them.
Grade- A level of academic development in an elementary, middle, or
secondary school.
Level of Implementation- The extent of action exerted by the school
involved in conducting the feeding program, measured through the
outcome of the attendance and dropout rate.
Respondents- The ones involved in the study; the recipients of the BLT
Feeding Program.
Weight- A measure of the heaviness of an object.
CHAPTER II
Research and Methodology
This chapter presents the research design, research setting, participants,
measures, procedure, statistical tools, scope and limitation of the study.
Research Design
The researchers will utilize the non-experimental descriptive, correlational,
and comparative research designs. It is descriptive because it will describe the
demographic profile of the respondents and the level of implementation of BLT
Feeding Program. It is correlational because it aims to determine the significant
relationship between the level of implementation of BLT and the academic
performance of the respondents among selected schools in Talomo district in
terms of attendance rate and grades. It is also comparative design because it will
determine the significant difference on the level of implementation of BLT feeding
program of selected schools in Talomo district.
Setting
The study will be conducted at Romualdo C. Quimpo Elementary School,
Baliok Elementary School, Bago Elementary School, and Talomo Elementary
School. The institutions have six levels, Grade 1, Grade 2, Grade 3 and Grade 4,
Grade 5 and Grade 6. Each level is composed of four to five sections. All of
these institutions are located at Talomo, Davao City.
Participants
Table 1
Frequency Distribution of Respondents Per School
Name of School Number of Recipient
Romualdo C. Quimpo Elementary School 40
Baliok Elementary School 40
Bago Elementary School 40
Talomo Elementary School 40
Total 160
The table shows the frequency distribution of the respondents from different
schools of Talomo districts. There are 40 Grades 1, 2, and 3 pupils from each
school, with a total of 160 pupils who were the recipients of the feeding program.
Sampling
Universal sampling will be employed in the study.
Research Measures
To determine the level of implementation of BLT Feeding Program in
terms of attendance rate and drop – out and their academic performance, the
researchers will utilize the school records of the respondents.
Procedure
The researchers formulated a title, and presented to title defense. After
the approval of the title, the researcher will undergo a proposal defense. After
approval of the proposed study, the researchers will write a letter to the principals
of the different schools in Talomo district asking permission to conduct the study
and utilize the school records of the recipients for data gathering.
Scope and Limitation of the study
This study will focus on determining the level of implementation of BLT
feeding program and the academic performance of Grades 1, 2, and 3 pupils of
school year 2009- 2011 of Romualdo C. Quimpo Elementary School, Baliok
Elementary School, Bago Elementary School, Talomo Elementary School.
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