Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 44 no. 3 (2025)

Impact of the School-Based Feeding Program on Academic Achievement among Elementary Learners: A Quantitative Analysis

Anne Regine Causapin | Daisy Obiso

Discipline: Education

 

Abstract:

This study explored the impact of the School-Based Feeding Program (SBFP) on the academic performance and nutritional status of elementary learners at Canal Elementary School during the 2023–2024 school year. The research addressed the persistent issue of undernutrition and its potential influence on learners’ academic outcomes. The primary aim was to determine whether SBFP participation contributed to measurable improvements in learners’ General Point Average (GPA) and Body Mass Index (BMI), and to examine perceptions of students and teachers regarding the causes of undernourishment and the program’s implementation. A quantitative method design was employed. Quantitative data were collected through pre- and post-intervention GPA and BMI scores of 26 pupils aged 6 to 13 years, representing Grades 2, 3, 4, and 6. Paired-sample t-tests were conducted to determine changes in academic and dietary performance. Qualitative data were gathered through structured interviews with eight teachers and the participating learners to capture insights on behavioral and program-related factors. Both datasets were analyzed separately and then integrated to compare and corroborate findings. Statistical analysis revealed a significant improvement in learners’ GPA (t (25) = −8.479, p < 0.001) and BMI (t = −7.232, p < 0.001) after the intervention, indicating a positive effect of the SBFP. However, Pearson correlation results showed no significant linear relationship between final GPA and final BMI (r = 0.062, p = 0.764). Qualitative findings indicated that students attributed undernourishment to poor eating habits and lack of knowledge, while teachers emphasized student conduct and program effectiveness as key factors. The findings demonstrate that SBFP contributes independently to both academic and nutritional improvement, despite the absence of a direct correlation between the two outcomes. These results underscore the importance of holistic interventions in educational settings.



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