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RELATIONSHIP BETWEEN EATING

PATTERNANDACADEMICPERFORMANCE

OFGRADESIXPUPILSOFARELLANO

UNIVERSITY-LEGARDA

In Partial Fulfillment

of the Requirements for the Degree

BACHELOR OF SCIENCE IN NURSING


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MEMBERS:

Hafalla, Gladys

Oliveros, Juan Miguel U.

Orilla, Rovelyn

Ortal, Jackylyn Pasco, John Carlo J.

Ramirez, Danilyn

Reyes, Kenneth Joanne

Reyes, Kim Precious


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CHAPTER 1

THEPROBLEMANDITSBACKGROUND

Food is an essential determinant of for a well being

of a person. Eating pattern can also be a

determinant of a good nutrition. Currently, the

country suffers from nutritional inadequacy. Many

Filipinos experienced inadequate nutritional intakeof the necessary food supplements, as a result of

the deprivation of the economic standards of the

country, below minimum labor fees, and ignorance

to nutrition education.


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In Abraham Maslows hierarchy of needs, the

physiologic factors are at the base part of the

triangle and the food is included here, hence it canaffect an individual greatly

Children with inadequate nutrition possess body

weakness which will hinder their activities of dailyliving, poor eyesight or poor vision, stunted growth,

decrease in weight and immune-suppression.

Nutritional inadequacy can result to a poor mental

health which causes poor memory.


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In addition, the researchers wanted to determine if

a relationship between eating pattern and academic

performance really exists from selected pupils inthe elementary department (AU Legarda Campus)

enrolled in the school year 2012-2013. As other

studies have been developed, does nutritional

status especially eating pattern takes part on the

achievement of a good academic performance in

the new generation.


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BACKGROUNDOFTHESTUDY

The school nutrition program is not only importantin nourishing the children but also in nurturing them.

Todays parents have a hard time in planning the

right kind of food due to escalating food prices in

the market. Similarly, they failed to remind their children about

the need to eat the right kind of food. As a

consequence, their children often eat what their

peer group eats, and sometimes they developfondness of food products seen in TV commercials

and an appetite for food favorites of their movie

idols.


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One way of teaching the children good eating

habits is to let them feel responsible for their well-

being and make them accountable for their diet.

Another way is for their parents to be with their

children during meal time and parents should free

themselves from any other activity during week-

ends to enjoy eating with their children.


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Malnutrition has recognized as one of the reasons

for the dullness of the mind, as insufficiency of diet

tends to impair the intellectual faculties of anindividual. It can be caused by over nutrition or

excess nutrient intake, in other case, under

nutrition. Malnutrition results when the cells do not

receive an adequate supply of the essential

nutrients because of poor diet or poor utilization offood. Sometimes, it occurs because people cannot

eat enough of the food that provides the essential

nutrients to satisfy body needs. In some instances,

people may eat well-balanced diet but suffer fromdiseases that prevent normal usage of nutrients.


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Children may often eat but at unusual hours. Sometimes

they miss regularly scheduled meals, they become

hungry and they almost satisfy their hunger with food

with have low nutrient density. Food items that providelow nutrient density like soda, cakes, candy and potato

chips give abundant calories. The nutrients that can be

found in these food items are mainly carbohydrates, and

fats and little proteins, vitamins and minerals.

Children are subject to peer pressure (i.e. they are

usually influenced by the opinions of their friends). If

their friends favor food with low nutrient density, it is

difficult for them to be different from their friends. It

usually results to the occurrence of malnutrition becausethe nutrients needed by the body are eliminated

because of the diet and type of foods eaten are severely

restricted.


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All these issues prompted the researcher to pursue

this investigation with the hope that the researcher

will be able to determine the relationship of eatingpattern and academic performance of Grade VI

pupils of Arellano University Legarda Manila and

hopefully clarify dimensions to the problem.


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Theoretical framework

The study found its theoretical basis on Maslows

on hierarchy of needs. According to Maslow(1970:196), people have certain needs which are

unchanging, psychological and hierarchical in

nature. This hierarchical nature of individual needs

accounts for their progression from lower-order

needs such as physiological needs or the needs for

air, food, water, and sex and safety needs to higher-

order needs such as love and belongingness need,

esteem needs and need for self-actualization,

which is the ultimate objective of every humanbeing..


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FOOD WATER SLEEP SHELTER AIR

SAFETY SECURITY CLOTHING

LOVE FRIENDS FAMILY

RESPECT

SELF

ACTUALIZATION


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As applied to education, students set goals for

themselves. At the outset, students enter

educational institution to learn. Later, they aim to

make newly-gained knowledge and information

purposeful and meaningful so that they may be

retained and used throughout their lives. As such,

administrators and teacher must consider students

needs and their hierarchical order in order tomaximize learning. For example, if a student has

not had his before he comes to school; he will not

be concentrating on his learning but will be pre-

occupied with the need for food.


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CONCEPTUAL FRAMEWORK

INPUT:

Grade 6 ElementaryPupils

Age

Gender

PROCESS :

Eating Pattern

Food Intake

Food Preference

Food Preparation

Meal Pattern

OUTPUT:

CategorizedNutritionalGuideline

Academic Performance 4th

grading period average last

school year and 1st grading

period average this school year


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STATEMENTOFTHEPROBLEM

1. What is the demographic profile of the

respondents in terms of:

Age and Gender

2. What is the eating pattern of the respondents in

terms of:

Food Preference

Food Preparation

Food Intake

Fluid intake

Meal Pattern


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3. What is the academic performance of the grade

6 pupils (AU-Legarda Campus) in terms of:

4th grading period average last school year and 1st

Grading Period Average this year

4. Is there any significant relationship between eating

pattern and the academic performance of the

respondents.


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Assumption

The averages of 4th grading period SY 2011-

2012 and 1st grading period SY 2012-2013 are

used to determine the academic performance of the

pupils.

What the pupil eat everyday and the food

preference, meal pattern, food intake, fluid intake

and food preparation are the indicators of eatingpattern of the student.


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Hypothesis

At the 0.05 level of significance the null hypothesisis being tested. There is no significant relationship

between the eating pattern and the academic

performance of the respondents.


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Significance of the Study

Grade 6 Pupils.

Nursing Students.

Nutritionists.

Parents, Family.

Future Researchers.


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SCOPEAND LIMITATIONOFTHE STUDY

The researchers focus on the determinants

affecting the eating patterns (including the food

preference, food preparation, food and water intake

and meal pattern) of Grade 6 pupils (AU-Legarda

Campus) in relation to their academic performancewhich includes their grades in 4th grading last

school year and 1st grading period this school year.


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The researchers can only obtain the grades 4th

grading period last school year and 1st grading

periods this school year from the respondents

because this study will run only for this 1st semesterof SY 2012-2013.

This study is limited only to the assessment and

evaluation of the eating pattern to the academic

performance of the respondents. The researcherswill utilize only the data to be gathered from Grade

6 Pupils (AU-Legarda Campus). This study will run

from the 1st semester of SY 2012-2013 only.


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Definition of Terms

4th grading last year and 1st grading period this year

SY 2012-2013 Concept of measure/grades indicating the academic

performance of the student within that grading period.

Academic Performance

Concept of measure that assesses an individual in matters of

academics which includes the 4th grading period average lastschool year and 1st grading period average of all the subject

areas such as English, math, science, makabayan, Filipino

and computer.

Categorized Nutritional Guideline

It is a classified meal plan for male and female that will helpthe pupils to decide for their food intake and may help them to

obtain normal weight appropriate for their age


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Diet

Is the customary amount and kind of food and drink

taken by the respondents from day to day; more

narrowly, a diet planned to meet specific

requirements of the individual, including or

excluding certain foods

Fluid Intake

A quantitative approach on which fluids are consumed

frequently by the respondents in a daily basis

Food Intake

A quantitative approach on which foods are consumedby the respondents in a daily basis.


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Food Exchange

Is one of the basic tools in applied nutrition and diet

therapy. It is used in meal planning, diet instruction and

in estimating the energy and macronutrient content ofnormal and therapeutic diets.

Food Preference

Is a qualitative approach with regards to the kind of

foods desired or chosen by the respondents indicating a

healthy or unhealthy food intake.

Food Preparation

It is the act of preparing food stuffs for consumption.

Many types of food preparation involve heating the food

ingredients; however, other types of preparation involve

chemical, biological, or mechanical means.


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Meal

The instance of eating, specifically one that takes place ata specific time and includes specific prepared food.

Meal Pattern A meal pattern is a menu-planning tool used to develop

menus for a specific age group. Meal patterns should includefood from each of four food groups- meat/meat alternate,vegetable/fruit, bread/bread alternate, and milk/milk alternate.

Patterns can incorporate standards including: low sodium, lowfat, low saturated fat, and low cholesterol.

Nutrition Is the study of essential nutrients and the ways they are used

by the body. It is interpreted as the study of the organicprocess by which an organism assimilates and uses food andliquids for normal functioning, growth and maintenance and tomaintain the balance between health and disease. Alsoincluded is the idea of an optimal balance of nutrients andwhole foods, to enable the optimal performance of the body.


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Relationship

Is the concept of the researcher of the direct affectation

of one variable to another variable by means of their

influence or analogy with each other.


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CHAPTER 2

REVIEW OF RELATED LITERATURE

Local Literature

Unhealthful eating pattern can be a burden for

children achieving their dreams. A research made by

Alcala, states that a well balanced diet is an important

part of childs performance in school. [Study has foundthat poor overall school performance in Sariaya East

Central Elementary School children may be, in part,

explained by their unhealthful eating patterns,

reinforcing the importance of a balanced diet. This study

indicates that a balanced diet is crucial not only inmaintaining physical health, but also in promoting

emotional well-being and psychosocial functioning.]

(Alcala, 2007)


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In contrary to what is mentioned above, Lapiz

stated that food is just part of the physiologic needs

of a person and its the study habits greatly affects

performance. In a study made in different school inPayatas, Quezon. [Although there is a correlation

between eating habits and the students

performance, it is the study habit that mainly affects

the performance. Among 153 respondents, 46%have their average grade below 80% and study

habits has more significant relationship than eating

habits.] (Lapiz, 2009)


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In the research made by Pamatmat (2009),

[There is a significant association between eating

pattern of grade 1 pupils and their schoolperformance. These variables includes eating

breakfast on time and their preference of food.

Other variables like eating lunch and dinner on time

doesnt have correlation.]


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Foreign Literature

[The characteristics of the three stages of

adolescence particularly changes in life style, emotional

and social influences; their search for identity and bodyimage; desire to be more assertive and independent, all

affect the food habits and nutrient intake of adolescents]

(Grodner 2010). These factors are some of the feeding

problems encountered during adolescence. [An

unhealthy diet is composed of foods which are energy-dense and nutrient-poor foods high in saturated fat,

trans-fat, refined carbohydrates, and salt. An unhealthy

diet is also low in consumption of fruits and vegetables

or low in fiber that affects mostly childhood and

adolescence](Rash 2010).


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Adolescence is a time of rapid physical growth asmuscle mass, weight, and height increase. [Thesephysical changes mean increased requirements

related to nutritional requirements related tonutritional needs, especially calories, proteins, andminerals (calcium, zinc, and iron)] (Beard, 2008). Inrelation to above study, [Adolescents always seemhungry but often do not eat appropriate, well-

balanced meals. Instead, they prefer snack foodsthat are easy to prepare, faddish, and often full ofempty calories. Adolescent foods habits areinfluenced by concerns of their body image, peerpressure, emotional problems, bony schedules, or

unsupervised meal preparation purchase. It is notuncommon for teenagers to also often skip mealsbreakfast being the most common, eat fast foods,or frequently snack] (Bogden, 2009).


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Erickson (2006) pointed out five key components,

based on research, required to keep the brain

functioning correctly. [The substances, all found in

food, are important to brain development andfunction. Proteins are found in foods such as meat,

fish, milk, and cheese. They are used to make most

of the bodys tissues, including neurotransmitters,

earlier identified as chemical messengers that carryinformation from brain cells to other brain cells. A

lack of protein, also known as Protein Energy

Malnutrition, led to poor school performance by

children and caused young children to be lethargic,

withdrawn, and passive, all of which help affect

social and emotional development.]


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Erickson also noted that fat makes up more than

60% of the brain and acts as a messenger in partial

control of aspects such as mood. Omega-3 fatty

acids are very important to the optimumperformance of the brain and a lack of these fats

can lead to depression, poor memory, low IQ,

learning disabilities, dyslexia, and ADD. Important

foods to consume to ensure an Omega-3 fatty aciddiet are certain fish and nuts.


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In the work of Rampersaud et al. (2005) theydetermined the association of breakfastconsumption with the academic performance of the

students based on their average grades. Breakfastskipping is highly prevalent in the United States andEurope (10% to 30%) depending on age, group andpopulation. Breakfast eaters generally consumemore daily calories yet less likely to be overweight.

Evidence also suggest that breakfast consumptionmay improve cognitive function related to memory,test grade and school attendance. Breakfast as apart of healthful diet and lifestyle can positiveimpact childrens average grades, health and well-

being. Parents for their children or help explore theavailability of school breakfast program.


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There are lots of varieties of foods occurring

nowadays which perfectly fits to our youths taste

nowadays which has great impact to their health.

[What a person eats greatly determines their growthand development, the integrity of their immune

system, their bodys ability to ward off infections

and diseases, and their morbidity and longevity.

The other essential factors are their daily physical

activities, abstinence from harmful substances, like

tobacco and illegal drugs, and disciplined intake of

alcoholic beverages. While genetics play a role in

all this, it has been proven that a healthy lifestyle

can significantly benefit even those individuals withsome of the so-called bad genetic trait]. (Chua,

2009).


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Junk food link to academic result in a comparable study madeby the World Lee (2007), [Researchers have found that pupilsthat consume junk food do not do as well academically thosepupils that stick to healthier diets. [The researchers found a

direct correlation between the amount of sugar and high fatfoods that they students stated they consumes and their (lackof) performance on the tests. Students who said that they atejunk food 4 to 6 times each week scored an average of 6.96points lower in reading, while the pupils who stated that theyate junk food daily were 16.07 points below average. Test

subjects who ate fast food for every meal were even worse:19.34 points below average. For the mathematics tests,students who consumed fast food 4 to 6 times each week hadscores 6.55 points below average. Daily consumptionequated to a drop of 14.82 points, while the three-junk food-meals-a-day students scored 18.48 points below average. The

research supports the opinions of food experts that a healthierdiet can improve a childs various aspects that can affect achilds education, such as concentration, attention span,learning ability, brain function and even behavior].


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[Junk foods have harmful effects in our body. Hesummed up that junk foods adversely disturb ourbody functions. These include the following, lack ofenergy, poor concentration, and heart and liverdiseases. We will lack of energy because junkfoods do not contain any nutrients that arebeneficial to the human body. In most cases, thesefoods are filled with harmful carbohydrates, fats and

cholesterol that do not provide any useful energy.As a result, somebody consuming junk food hasreduced level of essential nutrients thereby causingweakness in the body. We will experience poorconcentration. One disadvantage of consuming

junk food is that it contains high amount of oil andfat. As a result, human body finds this food difficultto digest and needs to spend high amount of bloodand enzymes](Lee, 2007).


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On the contrary,[Banning junk food in school does

not improve classroom performance [It revealed

that pupils who perform poorly in school tests are

more likely to have been affected by the food theyconsumed in their early years than the content of

their daily lunches] (Clark, 2008).

In addition to Clarks study [youngsters who ate a

junk food diet at age three made less progress atschool, according to the landmark 'Children of the

90s' study at Bristol University. The study says

pupils who perform poorly in tests are more likely to

have been affected by junk food eaten in their early

years. They were 10 per cent less likely to achieve

the expected levels of improvement between the

ages of seven and 11 compared with other

children].


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But school meals served up in the pre-Jamie Oliver

era did not appear to be linked to poor academic

performance. [The researchers also failed to find a

negative link between exam results and packedlunches - more likely to be laden with junk food than

school dinners. The authors did not find evidence

that eating packed lunches or eating school meals

affected children's attainment, once the impact ofjunk food dietary patterns at age three was

accounted for the said study] (Clark, 2008).


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Irregular eating affects the nutrition, [Probably, the

most common problem of this category is omitting

breakfast. When eaten later in school or at work,

school cafeterias, street foods and fast foods arehandy places for a quick breakfast, which usually

turns out to be a snack. One solution to this

problem is to guide them with time management]

(Kim, 2002). If the problem for missing a meal is

waking up late and rushing to school or work

without eating or bringing a lunch bag , parents or

nutrition educators can teach them the night before,

their brown bag or lunch kit.


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Local Studies

There are lots of varieties of foods occurring

nowadays which perfectly fits to our youths taste

nowadays which has great impact to their health.[What a person eats greatly determines their growth

and development, the integrity of their immune

system, their bodys ability to ward off infections

and diseases, and their morbidity and longevity.

The other essential factors are their daily physical

activities, abstinence from harmful substances, like

tobacco and illegal drugs, and disciplined intake of

alcoholic beverages. While genetics play a role in

all this, it has been proven that a healthy lifestylecan significantly benefit even those individuals with

some of the so-called bad genetic trait]. (Chua,

2009).


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In the article of Osano (2006) entitled CagayumanElementary school Feeding Program, she cited that oneof the children cried when he asked his teacher to gohome for lunch. It was used as a basis to make a

decision regarding the feeding program. The teacherswere alarmed at an incident of a Grade IV pupil whowas trembling and crying because he ate only boiledbananas for supper, breakfast and lunch. The boytogether his brother and sister in the lower grades do

not have rice to eat because the source of income oftheir parents in selling charcoal and bananas at Pototanmarket. In the view of the said event, Mr. Ronald Daquilexpressed their concern over the incident and urgedeverybody to help whatever they can. After two months,the teachers of the said pupils have notice their perfectattendance and also become attentive and alert. As aconsequence, their academic performance improvedbased on the result of the mid-year evaluation.


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Sarmiento (2007), commented in her article entitled

Developing Childrens Eating Habits in School, the

nutritional management of the school children and

factors that affect the needs of the body must beconsidered.

The school children because of their self-

confidence are now in a position when they can

express their food choices. They often eat what

they peer group eat anytime and anywhere, no

matter what in some cases the child becomes

fanatic of what their idols eat in T.V. commercial

mass media therefore has the responsibility of

educating the child towards better food habits. If thechildren will properly guided, children can learn how

to select for themselves considering the balanced

diet.


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Among the eating styles practiced by 10-12 years

old students, Bacos enumerated three styles which

received much attention from health and nutrition

experts as markedly observable from adolescentswhich leads to higher probability of snacking during

the day and snacking includes eating nutritious

foods such as fruits and vegetables as well as junk

foods which are containing high amounts of fat,sugar and sodium;.

I i il t d th t i ll b t th t ib ti f


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In a similar study that is all about the contribution ofmajor food items on caloric and protein intake ofFilipinos, [there are major food items on caloric andprotein intake of Filipinos that contribute in their healthand wellness. The caloric and protein content of a dietwhen compared with requirements, is a useful indicatorof the nutritional value of the diet in terms of bothquantity and quality. The caloric content is an indicatorofquantityof the diet, because dietary energy is derivedfrom all three major nutrients - carbohydrates, proteinand fat - any or all of which are found in all foods ofimportance. Thus if a diet is lacking in calories, it meansthat the totality of carbohydrate, protein and fat isinadequate, indicating that the total diet is inadequate inamount. On the other hand, the protein content,particularly the animal protein content, is an indicator of

the qualitybecause protein-rich foods are not onlysources of amino acid building blocks of all bodytissues, enzymes and most hormones, but animalprotein foods are also sources of fat as well as vitaminsand minerals](Chua, 2009).


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Cabrillas (2002), in his writing entitled The Role of

Motivation in Academic Success, said that

performance is a behavior that can be observe and

recorded which is used to judge what a person haslearned. He added that performance is not the

perfect measure of learning for there may be major

discrepancies at times between learning and

performance. Differences may be attributed to

fatigue, anger, lack of motivation, or inability to

concentrate. He said that one must be careful when

he looks at students performance to see what has

or has not been learned.


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Despite the possible differences between learning

and performance, performance is the best index of

what an individual has learned. For this reason,

teaching should encourage students not only tolearn but also to perform at their optimum level.

The work of Cabrillas on the academic success of

one individual is the same as the present because it

focuses on the performance of the Grade VI pupilswhich is the variable that will be possibly affected

by the independent factors.


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Breakfast is often missed or hurriedly eaten by

school children. The reasons could be one of thefollowing fear of being late, late risers, they have no

food available in the kitchen. A god breakfast must

contain fruits like papaya, oatmeal, banana, fried

fish and milk. Even lunch become a dietary

problem, many children take their lunch away from

home. As such, they do not have the chance to eat

the foods that are needed by the body. (Nestle

Club, 2003).


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Foreign Studies

In the Wolpert and Wheeler article, Gomez-Pinilla

suggested that diets high in trans fats and saturatedfats negatively affect cognition. These trans fats are

found in common fast food and most junk foods.

Through these trans fats, junk food affects the brain

synapses as well as many molecules that aid in

learning and memory. A diet low in trans fats and

high in Omega-3 fatty acids can strengthen

synapses and provide cognitive benefits (Wolpert &

Wheeler, 2008).


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Healthy Mind Healthy Body is what they say, inconnection with the study of Feuerbach (2007) [pointed

out that we are what we eat is a true dictum. Food ismedicine. Thus eating the right food at the right time isimportant for our health. Unfortunately, many of mypatients don't eat breakfast and have barely enoughtime to eat lunch. Thus they rely on their dinner for most

of their nourishment and fill their whole day with highcalorie drinks, snacks and junk food. When this happensthey perform poorly at work because the brain needsfood to be able to function well. It also has impact ontheir health as their unhealthy eating habits take their tollon them eventually. The following is an article culledfrom the New Scientist about the importance of healthyeating.] It happens to be that the products of ouractivities are however affected by what we eat priordoing the specific activity.


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Eating Pattern

[Knowing the recommended dietary intake makes

nutrition seem simple. Just eat enough of the

recommended dietary intake nutrients and good

health seem assures. However, we dont eatnutrients; we eat foods. For an eating pattern to be

considered adequate, the foods we eat must

provide all the essential nutrients plus fiber and

energy. An adequate eating pattern takes intoaccount assortment, balance, and nutrient

density](Hinton, 2004).


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Research confirms that ones academic

performance can be affected by nutritional intake.

The Journal of the Muenning (2007) said that

[students who pay attention to their daily nutrient

needs perform academically better in school]. The

researchers explain that [inadequate nutrition

negatively influences intelligence and academicperformance adding that low intake of protein and

iron reveal poor performance in school going

children]


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In addition to their study that [those with poor

nutrition scored lower on tests of vocabulary,

reading comprehension, arithmetic, and generalknowledge, the researchers point out, adding that

[those students who dont take breakfast are likely

to score lower in tests of speed and accuracy in

problem - solving].


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Food Intake

[Continuous low nutritional intake affects factorssuch as motivation and attentiveness, which canhave a negative effect on developmental processessuch as learning. Chronically undernourishedchildren and adolescents are more prone to

irritability and lack of concentration. Consequently,they attain lower scores on standardizedachievement tests. Furthermore, when children areundernourished, they have more difficulty resistinginfection. Thus, they are more likely to get sick,

miss school and fall behind in class. Because oftheir lack in adequate nutrients, they are low inenergy, which can limit their physical activity, andthis, in turn, affects cognitive functioning] (Meyes(2010).


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Breakfast

Breakfast is the meal that is taken in the morning

after waking up from bed and before getting to

school. Breakfast is very important to take asskipping breakfast will lead to hunger and poor

school performance in the morning and those who

skip breakfast tend to eat more at lunch. Breakfast

consumption is considered to be an importantpredictor to overweight and obesity in children.


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[Many studies have shown that skipping breakfast

reduces people's performance at school and at

work since the brain needs a steady supply of

glucose. According to research published in 1993,

children eating breakfast made up of fizzy drinks

and sugary snacks performed at the level of an

average 70-year-old in tests of memory andattention] provided that it is necessary for an

individual to take his/her breakfast before doing

such activities for the brain to function well]

(Feuerbach, 2007).


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Lunch

What your children have for lunch can influenceacademic performance. A healthy lunch can

improve focus and decrease fatigue in the

afternoon. (McCain, 2006)

Coffee Caffeine stimulates the mind and increases

alertness --- but this effect is temporary, and

caffeine may interfere with sleep and lead to

drowsiness and headaches the next day. Sourcesof sugar and caffeine for children and teens often

include energy drinks, caffeinated soft drinks and

blended coffee drinks. (McCain, 2006)


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Meat

Numerous studies like Cawley(2007) demonstrate

that [malnutrition, even with no clinical signs, affectsintelligence and academic performance. Students

with the lowest amount of protein in their diet had

the lowest achievement scores, and those with iron

deficiency demonstrated shortened attention span,

irritability, fatigue, and difficulty concentrating. Evenmoderate undernutrition (inadequate or suboptimal

nutrient intakes) can have lasting effects and

compromise cognitive development and school

performance].


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CHAPTER THREE

METHOD AND PROCEDURE

Research Design

The researchers will use descriptive co-relational

type of research.

Research Locale

The researchers will conduct the study at the

elementary department of Arellano University

Legarda Campus, Manila.

Field Testing

The researchers will first conduct their field

testing on 10 grade six pupils. These pupils will be

chosen at random and they will not be part of the

research sample


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Sample and Sampling Technique

The researchers will utilize 100% of the population

of the respondents with the exception of 10students that will be used for field testing.

Instrumentation

All data were gathered through the use ofquestionnaires which are researcher-made

composed of the demographic profile of the

respondents (age, gender) It is also subdivided into

two parts; namely, Part I reflecting the demographicprofile, Part II reflecting their food or eating pattern.


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Data will be obtained in two ways:

Eating pattern/Questionnaire

Academic performance


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Eating Pattern/Questionnaire

A 2 part questionnaire comprising of 27 questions will be

used to explore demographic profile and eating pattern

of the respondents. Under these questionnaires

includes number of meals per day, food preference ofthe respondents, how their foods are prepared, their

food intake and fluid intake.


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Data Gathering Procedure

The researchers will secure permit and legal papersfrom the Dean of the College of Nursing and the

Elementary principal at Arellano University

Legarda Campus and with their approval, the

researchers will be able to visit classes and conduct

the survey with the selected present grade 6 pupilsregarding to their eating pattern and academic

performance during their 4th grading period last

school year and 1stgrading period this school year

2012-2013.


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The respondents were grade six elementary pupils.The objective of this data gathering is to assess

and co-relate the eating pattern with regards to their

academic performance. The data and information

gathered and obtained from the respondents will beconsidered as confidential documents.


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The researchers will secure a verbal or writtenconsent from the respondents. Hence, the

researchers will be responsible for the

confidentiality and any form of weakness that might

occur on the said matter.


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Statistical Treatment

The works of the researchers were lessened due tothe creation of high-technology software. With theuse of Microsoft Excel 2010, the amount of timeallotted for computing the percentages and enteringdata and other vital equation and results wasgreatly reduced. Yet, the researchers were able to

keep the task of interpreting and analyzing the dataand results of each. The following statisticaltreatment were used for the interpretation andanalysis of data, the computation of the percentagewas used to compare the proportion of frequencies

of responses to the total number of respondents, asthis would also describe the profile of therespondents:


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For the researchers to identify, summarize and

analyze more the data collected on the food and

eating pattern of the respondents, the concept ofmean and Spearman Rho Rank-Order Correlation

Coefficient was used as this would also provide the

researchers the exact description of the values

illustrated in the frequency distribution.


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MEAN

Spearman Correlation


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To correlate the academic performance and eating

pattern of the respondents, the average grades ofthe pupils were divided into five classes which

includes poor, fair, good, very good and excellent.

The arbitrary table is as follow:

80 below Poor

81-83 Fair

84-86 Good

87-89 Very good

90 above Excellent


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The table below is to be used as reference for the

interpretation of the relationship: (at 0.5 level of

significance with sample size of 5)0 - 0.89 No correlation

0.9 Little positive/negative correlation

1 Strong correlation

If it is negative, there is a inverse relationship

between the two variable


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CHAPTER FOUR

PRESENTATION, INTERPRESENTATION,

AND ANALYSIS OF DATA

DEMOGRAPHICPROFILEOFTHERESPONDENT


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TABLE 1. FREQUENCYAND PERCENTAGE

DISTRIBUTIONOFTHE RESPONDENTSBY AGE

Gender Frequency Percent

Male 24 51

Female 23 49

Total 47 100.0


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TABLE 2: FREQUENCYAND PERCENTAGE

DISTRIBUTIONOF GENDEROFTHE RESPONDENTS.

Gender Frequency Percent

Male 24 51

Female 23 49

Total 47 100.0

TABLE 3. FREQUENCYAND PERCENTAGEDISTRIBUTION OF THE NUMBER OF MEALS PER


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DISTRIBUTIONOFTHE NUMBEROF MEALSPER

DAYOFTHE RESPONDENTS

No. of Meals Frequency Percent

< 3 3 6.38

3 14 29.8

4-5 23 48.9

>5 7 14.9

Total 47 100.0


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Table 4. Frequency and Percentage Distribution

of Vegetable Intake of the Respondents

Frequency Percent

Always 12 25.5

Often 11 23.4

Sometimes 20 42.55

Rarely 3 6.4

Never 1 2.1

Total 47 100


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Table 5. Frequency and Percentage Distributionof Fruit Intake Of the Respondents

Fruits Frequency Percent

Always 24 51

Often 16 34

Sometimes 7 14.9

Rarely 0 0

Never 0 0

Total 47 100


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Table 6. Frequency and Percentage Distributionof Meat Intake

of the Respondents

Frequency Percent

Always 18 38.3

Often 6 12.8

Sometimes 9 19.1

Rarely 3 6.4

Never 1 2.1

Total 47 100


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of Fish Intake

of the RespondentsFrequency Percent

Always 26 55.32

Often 12 25.53

Sometimes 6 12.77

Rarely 2 4.26

Never 1 2.1

Total 47 100


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of

Intake of Chicken of the Respondents

Frequency Percent

Always 26 55.32

Often 12 25.53

Sometimes 6 12.77

Rarely 2 4.26

Never 1 2.1

Total 47 100


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Table 9. Frequency and Percentage Distributionof Rice

Consumption of the Respondents

Frequency Percent

Always 43 91.5

Often 3 6.4

Sometimes 1 2.1

Rarely 0 0

Never 0 0

Total 47 100


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Table 10. Frequency and Percentage

Distribution of Consumption of

Processed Foods of the Respondents

Frequency Percent

Always 15 31.9

Often 11 23.4

Sometimes 15 31.9

Rarely 6 12.8

Never 0 0

Total 47 100


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Distribution of Consumption

Of Junk Foods of the Respondents

Frequency Percent

Always 13 27.7

Often 10 21.3

Sometimes 15 31.9

Rarely 9 19.1

Never 0 0

Total 47 100


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Distribution of Bread and

Pastries Consumption by the Respondents.

Frequency Percent

Always 26 55.3

Often 9 19

Sometimes 8 17

Rarely 4 8.5

Never 0 0

Total 47 100


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Table 13. Frequency and PercentageDistribution of Sweets

Consumption of the Respondents` Frequency Percentage

Always 15 31.9

Often 13 27.7

Sometimes 9 19

Rarely 9 19

Never 1 2.1

Total 47 100


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Distribution of Street Foods

Consumption of the RespondentsFrequency Percent

Always 9 19

Often 10 21.3

Sometimes 14 29.8

Rarely 12 25.5

Never 2 2.1

Total 47 100


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FOOD PREPARATION


Distribution of Food Preparation by Means of Boiling orNilaga

Frequency Percent

Always

20

42.6

Often 10 21.3

Sometimes 11 23.4

Rarely 5 10.6

Never 1 2.1

Total 47 100

Table 15. Frequency and Percent Distribution of Food Preparation byMeans of Grilling or Inihaw


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Table 16. Frequency and Percent Distribution ofFood Preparation by

Means of Grilling orInihaw

Frequency Percent

Always 8 17

Often 16 34

Sometimes 14 29.8

Rarely 6 12.7

Never 3 6.4

Total 47 100


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Distribution of Foods

Prepared by Means of Frying orPagpritoFrequency Percent

Always 21 46.8

Often 14 27.66

Sometimes 8 19.15

Rarely 3 4.26

Never 1 2.1

Total 47 100


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Distribution of Food

Preparation by Means of Steaming orPinasingawan

Frequency Percent

Always 9 46.8

Often 13 27.66

Sometimes 10 19.15

Rarely 13 4.26

Never 2 2.1

Total 47 100


Distribution of


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Distribution of

Breakfast Pattern of the Respondents.

Frequency Percent

Always 33 70

Often

8

27.66

Sometimes 3 19.15

Rarely 1 4.26

Never 2 2.1

Total 47 100


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Distribution of AM Snack Pattern of the Respondents.

Frequency Percent

Always 21 44.7

Often 8 17

Sometimes 14 29.8

Rarely 3 6.3

Never 1 2.1

Total 47 100


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Table 20. Frequency and PercentageDistribution of

Lunch Pattern of the Respondents.Frequency Percent

Always 40 85

Often 6 12.8

Sometimes 0 0

Rarely

0

0

Never 1 2.1

Total 47 100


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Distribution of

PM Snack Pattern of the Respondents.

Frequency Percent

Always 24 51

Often 10 21.3

Sometimes 6 12.7

Rarely 0 0

Never 2 4.2

Total 47 100


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Distribution of

Dinner Pattern of the Respondents.

Frequency Percent

Always 36 46.8

Often 5 27.66

Sometimes 3 19.15

Rarely 0 4.26

Never

3

2.1

Total 47 100


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Distribution of

Midnight Snack Pattern of the Respondents.

Frequency Percent

Always 18 46.8

Often 5 27.66

Sometimes 11 19.15

Rarely 7 4.26

Never 6 2.1

Total 47 100


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Distribution of

Bringing of Packed Lunch of the Respondents.

Frequency Percent

Always 23 46.8

Sometimes 20 19.15

Never 4 2.1

Total 47 100


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Table 25: Frequency and Percentage

Distribution of

Eating at the Canteen of the Respondents

Frequency Percent

Always 14 46.8

Sometimes 28 19.15

Never 5 2.1

Total 47 100

Table 26 Frequency and Percentage


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Distribution of

Preference between Bringing of packed lunchand Eating

at the School Canteen of the Respondents.

Frequency Percent

Baon 22 46.8

Canteen 25 27.66

Total 47 100


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Table 27: Frequency and Percentage

Distribution of

Water Intake of the Respondents.

Frequency Percent

More than

10 glasses

24 46.8

8-10

Glasses

12 27.66

Less than

10 glasses

11 19.15

Total 47 100


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TABLE 28: Frequency Distribution of Fluid

Intake of the Respondents

Every neal Thrice a day Twice a day Once a day Never

Juice 5 3 12 21 6

Coffee 2 2 5 15 23

Soda 3 5 10 23 6

Milk 12 6 6 16 7

Chocolate 13 5 6 14 9


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TABLE 29: Frequency and Percentage

Distribution of the

Average Grades of the Respondents

Frequency Percent

90 above 7 15

87-89 8 17

84-86 12 25.5

80-82 13 19.15

77-79 8 27.6

Total 47 100


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TABLE 30: Distribution of average grades of the

respondents

84.5 83.1 94.9 90.5 86.6 85 90.5

88.4 77.7 80.7 82.2 87.2 83.1 84.4

85.8 79.8 85.9 77.3 84 78.5 85

87.8 88.3 86.5 76.8 79.1 89.9 79.9

90.2 83.4 85 85.4 84.3 89.55 82.8

77.1 81.5 88.8 85.3 85.1 81

83.1 85.8 86.1 81.8 91.7 79

CHAPTER 5SUMMARY, CONCLUSION AND

RECOMMENDATION


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RECOMMENDATION

Summary of the FindingsDemographic Profile

On age, most of the respondents are in the average

range of 11 to 12 years old, which is ideally the

average age for a grade six level. On gender, there is a proportionate ratio between

the male and female respondents.

On the number of meals taken by the respondents

everyday, most of the respondents eat 4-5 mealseach day which is the ideal


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Eating pattern

On number of meals of the respondents, most of

the respondents eat 4 to 5 times a day which is theideal number of meals per day with measurableamounts of foods per meal. The second highestnumber of meals the respondents consume is 3meals per day.

On the vegetable diet of the respondents, only8.6% of the respondent rarely and never eatvegetable and therefore almost 90% of therespondents eat vegetables. In correlation with theacademic performance, there is a negativecorrelation with the two of them.

On the fruit intake of the respondents, all of therespondents eat fruits and most of them always eatfruits.


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Conclusion

S l l t f l t il li


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Several elements of elementary pupils lives

are related to pupils academic performance. A

hypothesis was tested concerning interrelationshipsof academic performance and eating pattern of the

respondent. To test the hypothesis, 47 pupils from

grade six aging from 11-12 years old, filled a 2 part

survey questionnaire measuring their eating

pattern.

Some of the variables of eating pattern have a

substantially markedly positive and negative

correlation with the academic performance.

Therefore, the researchers concluded that at 0.5level of significance, the null hypothesis that there

is no relationship between eating pattern and

academic performance is rejected.

R d ti


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Recommendations

In the light of the findings and conclusions, the

following recommendations are as follows:

Pupils should consume a healthful diet at home or

in school, on a daily basis and not exceeding

energy requirements and with proper exercise.Pupils should be more aware of the Recommended

Daily Allowance or RDA, because it will be a guide

for their diet to ensure proper nutritional intake

enough for their age.

Since our study found out that there are just little

correlation between academic performance with


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correlation between academic performance with

few of the variables. We recommend that the

parents should be aware of the study habits that thepupils have. Food alone cant be a solution to good

excellence in education.

Offering more health teaching about the proper

nutrition by the school can also give more guide to

the pupils.


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For BSN students, include health teachings about

the proper nutrition whenever they handle pediatric

patients. The researchers recommend that the nutritionist

plan a appropriate meal pattern for the specific

subject of the study

The researchers recommend that the futureresearcher conducts a study that further evaluate

and monitor the nutritional status of the students

with regards to their academic performance with a

specific span of time.


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THANK YOU AND GOD BLESS

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