School Based Feeding Program: It’s Impact on the Academic

Performance of Severely Wasted Pupils of

Southville Elementary School

S. Y. 2015 – 2016

Prepared by:

JOEFEL S. HORCA
SBFP Coordinator
ARCELY M. LUCERO

Principal II

Attested by:

HELEN C. AURE, Ph.D.

YOLANDA R. PENALES, Ed.D

District Supervisors

1
 I. Introduction:

Education is considered as the tool of the country to improve its economy, but how the

government can produce quality education if the students are suffering from malnutrition and

nutrient deficiency.

Nutrient and Health problems are no longer new in the Philippines especially among

children in elementary and secondary schools both public and private.

Both government and non-government organizations launched several feeding programs

that can help reduce the malnutrition and nutrient deficiency among students.

According to Gavilan (2014) Senator Grace Poe proposed a Senate Bill 79 also known as

Sustansya Para Sa Batang Pilipino Act that promotes the School Based Feeding Program in all

public schools. She says that I am hopeful that this initiative, carried out effectively, will pave the

way for the institutionalization of national feeding program that will allow our need children to

attain full development.

The government launched feeding program to selected public schools around the country,

they call it School Based Feeding Program also known as SBFP.

Southville Elementary School cater families relocated from a depressed area along the

Philippine National Railways of Pandacan, Sampaloc, Taguig and Sta. Mesa, Metro Manila. It

caters 2,315 pupils at present. One of the main problems of the school was the high prevalence

of severely wasted pupils. As to Nutritional Status Baseline report for this school year, the result

showed that there were 155 severely wasted pupils from Grade I to Grade VI which comprise

6.70% of the total population. Because of this, the researcher as the SBFP coordinator of the

school resorted to this action research and would like to prove that School Based Feeding

Program has an impact on the academic performance of the beneficiaries in our school.

2
II. Literature Review

The researcher would like to present the following literature that may help

to guide him to the conduct of this study.

ABS-CBN (2014) the Department of Education defines “wasted” children

as those with fat and tissue deficit in relation to their height. There is a hairline

distinction between wasted and severely wasted, and they both need the attention

of government anyway of this young lives.

According to a study conducted by Joy Miller Del Rosso (1999) a school

feeding -program can alleviate short-term hunger in malnourished or otherwise

well- nourished school children, motivate parents to enroll their children in school

and have them attend regularly, address specific micronutrient deficiencies in

school age children and increase community involvement in school.

Philippine Daily Inquirer (2009) Jollibee Foundation’s Corporation Busog,

Lusog Talino (BLT) Feeding program that brings together local education

stakeholders and JFC employee volunteers to mitigate hunger and

undernourishment, widely attributed causes of school attendance decline and

drop-out among lower grade level pupils. Daily lunch was provided to below

normal weight for grade 1 and 2 pupils with food prepared by parents group

following menus developed by Jollibee Foundation Corporation. The parents

attended seminars and training on food safety, health and nutrition.

Ruel, et.al. (2000) Development of successful interventions to improve

child-feeding practices requires appropriate instruments to assess current

practices and monitor the impact of programs designed to improve them. Simple,

3
valid, and reliable tools are lacking to measure child feeding in the context of

program development, for the purposes of (1) assessment, (2) design and

targeting of intervention programs, and (3) monitoring and evaluating their

progress. The problem of measurement arises primarily because child-feeding

practices encompass a series of age-specific, interrelated behaviors that are

difficult to summarize into one or a few variables. The main objectives of this report

are to review and discuss possible indicators of adequate or optimal

complementary feeding practices as they relate to children ages 6-23 months and

to describe steps in validating and assessing the utility of these potential indicators

for various purposes.

Lawson (2012) School feeding program as a social safety net has been

popular in developing countries as an instrument for achieving the Millennium

Development Goals. These programs are frequently targeted towards populations

that are food insecure and reside in areas with high concentrations of families from

low socioeconomic status, or towards schools that face poor attendance and

enrollment of students. There are many studies that have evaluated the impacts

of school feeding. However, the evidence on the impact of these programs is not

always conclusive. This study presents a conceptual framework of how the Food

for Education (FFE) programs work, how they impact children and families, and

how they can be linked to agricultural development. The study uses the technique

of systematic review of the literature to assess the effectiveness of these programs

in achieving educational, nutritional and agricultural development goals. A protocol

for finding studies that met the review criteria was established, which resulted in

the identification of twenty-six studies from across academic disciplines, including

economics, nutrition and education. Analysis of the information extracted from

4
 these studies shows that school feeding programs conclusively impact the

micronutrient level of targeted children, but have modest and mixed effects on

health outcomes as evaluated by anthropometric measurements. While the impact

of these interventions on cognitive skills and abilities of students is still uncertain,

there is strong evidence that school feeding programs positively affect school

enrollment and attendance rates, especially for girls. The review points to several

gaps in the literature, including the lack of a systematic analysis of linkages

between FFE, sustainability, and agricultural development. There is also a lack of

evidence on the cost-effectiveness of school feeding programs in delivering

desirable outcomes. These are identified as topics for further research.

III. Research Questions

1. What is the academic performance of the severely wasted pupils before the School

Based Feeding Program?

2. What is the academic performance of the severely wasted pupils after the School

Based Feeding Program?

3. Is there a significant impact in the academic performance of the beneficiaries after

the School Based Feeding Program?

4. How effective is the school-based feeding program in improving the academic

performance of 155 pupils’ beneficiaries?

IV. Scope and Limitation of Study

This study focuses on the Impact of the School Based Feeding Program of

Southville Elementary School in the Improvement of the Academic performance of the

pupils in all learning areas. The beneficiaries are the 155 severely wasted pupils in

Grade I to Grade VI. S.Y. 2015-2016.

5
V. Research Methodology

The respondents of this study are the 155 severely wasted pupils of Southville

Elementary School. Their academic performance during the second quarter of the

school year will be the basis of the researcher since during this period the feeding

program is not yet implemented. While the academic performance of the pupils in the

fourth grading period after the feeding program implementation will be utilized as to

compare the previous performances of the pupils before and after the feeding

program.

The respondents of the study will be given a noticed of meeting with the school

principal and the school feeding coordinator. They will be oriented on the process of

the feeding program and they will be aware that they are the subject of the research,

any time that they want to withdraw during the duration research they are free nor to

be forced to joined again. The school head and the school feeding coordinator together

with class advisers of the pupils will explain the advantages and the disadvantages of

the result of the study.

The researcher will utilize the Pearson product moment correlation coefficient to

compare the two performances of the pupils before and after the feeding program and

the t-test to determine the significant difference of the two performances.

Formula for Pearson r

Where: r = the Pearson Product Moment Coefficient of Correlation

6
 n= sample size

∑xy= the sum of the product of x and y

∑x ∑y = the product of the sum of ∑x and the∑y

∑x² = sum of squares of x

∑y² = sum of squares of y

VI. Analysis

The following tables represents the data gathered by the researcher for the

treatment and analysis.

Table 1

Demographic Profile of Respondents

______________________________________________________
Grade Level Male Female Total

f % f % f %
I 7 4.52 11 7.10 18 11.62
II 7 4.52 13 8.39 20 12.90
III 24 15.48 25 16.13 49 31.61
IV 6 3.87 6 3.87 12 7.74
V 11 7.10 5 3.22 16 10.32
VI 23 14.84 17 10.97 40 25.81
Total 78 50.32 77 49.68 155 100

Table 1 shows that, there were 7 males and 11 females of grade one pupils

a total of 18 which represents the 11.62 percent of the total respondents. In grade

two there were 7 males and 13 females a total of 20 pupils with a percentage of

12.90 percent of the total respondents. On the other hand there were 24 males

and 25 females pupils in grade three with 31.61 percent of the respondents. In

grade four there were 6 males and females which represents the 7.74 percent of

the respondents. Furthermore there were 11 males and 5 females in grade 5 with

7
 a percentage of 10.32 of the total population and finally in grade six there were 23

males and 17 females and they represents the 25.81 percent of the respondents.

Table 2

The Nutritional Status of respondents before and after the SBFP

Grade Level Before After

f % f %
I 18 11.62 17 10.97
II 20 12.90 20 12.90
III 49 31.61 48 30.97
IV 12 7.74 12 7.74
V 16 10.32 16 10.32
VI 40 25.81 40 25.81
Total 155 100 153 98.71

The table represents the nutritional status of the respondents during and after the School

Based Feeding Program. Before the feeding program, the respondents all belong to severely

wasted. There were 18 grade one, 20 grade two, 49 grade three, 12 grade four, 16 grade five and

40 grade six pupils respectively who belong to this group.

After the feeding program, 153 pupils improved their nutritional status. It covered 97.71%

of the total respondents. There were only 2 pupils who remain as severely wasted after the

feeding program.

8
 Table 3

The Academic Performance of respondents Before and After the SBFP

Grade Level Before After

Average Average
I 79.00 79.2
II 80.1 81.4
III 78.92 79.3
IV 78.4 78.5
V 76.06 77.04
VI 78.01 79.6
Total 78.42 79.17

Table 3 showed that grade one had an average of 79 percent before and 79.2

after the program, grade two had 80.1 and 81.4 percent after the feeding program,

grade three 78.92 before and 79.3 grade four 78.4 before and 78.5 after, grade

five 76.06 before and 77.04 percent after and furthermore grade six 78.01 before

and 79.6 percent after. It also showed that before the feeding program the pupils

has an average of 78.42 percent and 79.17 percent after the feeding program.

Table 4

The Academic Performance of Pupils Before and After the SBFP

Before After xy x2 y2
77 77 5929 5929 5929
80 81 6480 6400 6561
80 81 6480 6400 6561
78 79 6162 6084 6241
77 78 6006 5929 6084
81 84 6804 6561 7056
82 87 7134 6724 7569
79 79 6241 6241 6241

9
77 78 6006 5929 6084
78 79 6162 6084 6241
78 78 6084 6084 6084
75 75 5625 5625 5625
76 76 5776 5776 5776
78 80 6240 6084 6400
85 84 7140 7225 7056
77 76 5852 5929 5776
74 77 5698 5476 5929
77 78 6006 5929 6084
75 76 5700 5625 5776
76 76 5776 5776 5776
79 80 6320 6241 6400
77 78 6006 5929 6084
80 81 6480 6400 6561
77 78 6006 5929 6084
79 80 6320 6241 6400
86 85 7310 7396 7225
86 87 7482 7396 7569
83 84 6972 6889 7056
75 77 5775 5625 5929
86 87 7482 7396 7569
82 84 6888 6724 7056
77 77 5929 5929 5929
79 81 6399 6241 6561
81 82 6642 6561 6724
83 82 6806 6889 6724
79 82 6478 6241 6724
84 86 7224 7056 7396
78 81 6318 6084 6561
81 81 6561 6561 6561
78 80 6240 6084 6400
79 81 6399 6241 6561
79 80 6320 6241 6400
78 81 6318 6084 6561
79 79 6241 6241 6241
81 82 6642 6561 6724
83 84 6972 6889 7056
78 78 6084 6084 6084
80 83 6640 6400 6889
80 80 6400 6400 6400

10
80 81 6480 6400 6561
81 82 6642 6561 6724
82 82 6724 6724 6724
75 75 5625 5625 5625
73 73 5329 5329 5329
88 89 7832 7744 7921
85 83 7055 7225 6889
76 76 5776 5776 5776
76 77 5852 5776 5929
76 77 5852 5776 5929
78 77 6006 6084 5929
80 79 6320 6400 6241
80 82 6560 6400 6724
81 81 6561 6561 6561
75 77 5775 5625 5929
82 82 6724 6724 6724
78 79 6162 6084 6241
83 81 6723 6889 6561
78 79 6162 6084 6241
78 80 6240 6084 6400
81 81 6561 6561 6561
75 76 5700 5625 5776
76 77 5852 5776 5929
76 76 5776 5776 5776
80 80 6400 6400 6400
75 76 5700 5625 5776
78 80 6240 6084 6400
76 76 5776 5776 5776
78 80 6240 6084 6400
78 78 6084 6084 6084
80 79 6320 6400 6241
77 78 6006 5929 6084
84 83 6972 7056 6889
79 79 6241 6241 6241
77 77 5929 5929 5929
79 79 6241 6241 6241
76 76 5776 5776 5776
81 81 6561 6561 6561
79 79 6241 6241 6241
76 76 5776 5776 5776
79 79 6241 6241 6241

11
81 81 6561 6561 6561
81 82 6642 6561 6724
82 82 6724 6724 6724
79 79 6241 6241 6241
76 76 5776 5776 5776
72 73 5256 5184 5329
76 76 5776 5776 5776
81 81 6561 6561 6561
75 75 5625 5625 5625
78 78 6084 6084 6084
75 75 5625 5625 5625
75 75 5625 5625 5625
73 83 6059 5329 6889
75 75 5625 5625 5625
78 78 6084 6084 6084
76 76 5776 5776 5776
70 70 4900 4900 4900
80 80 6400 6400 6400
76 77 5852 5776 5929
76 77 5852 5776 5929
76 76 5776 5776 5776
79 80 6320 6241 6400
70 70 4900 4900 4900
78 79 6162 6084 6241
82 84 6888 6724 7056
78 79 6162 6084 6241
77 77 5929 5929 5929
76 77 5852 5776 5929
78 78 6084 6084 6084
76 76 5776 5776 5776
76 77 5852 5776 5929
75 75 5625 5625 5625
83 83 6889 6889 6889
82 83 6806 6724 6889
80 81 6480 6400 6561
78 79 6162 6084 6241
79 79 6241 6241 6241
75 77 5775 5625 5929
79 81 6399 6241 6561
77 78 6006 5929 6084
79 80 6320 6241 6400

12
 77 78 6006 5929 6084
81 81 6561 6561 6561
75 78 5850 5625 6084
75 75 5625 5625 5625
79 79 6241 6241 6241
78 78 6084 6084 6084
80 80 6400 6400 6400
75 76 5700 5625 5776
84 83 6972 7056 6889
77 77 5929 5929 5929
78 79 6162 6084 6241
77 77 5929 5929 5929
80 81 6480 6400 6561
80 81 6480 6400 6561
78 79 6162 6084 6241
77 78 6006 5929 6084
81 84 6804 6561 7056
82 87 7134 6724 7569
79 79 6241 6241 6241
77 78 6006 5929 6084
78 79 6162 6084 6241
78 78 6084 6084 6084
75 75 5625 5625 5625
75 75 5625 5625 5625
12156 12271 963704 954748 973013

If the value of r is 0 there will be no relation between the two performances of severe wasted

pupils. Since the computed value of r in this study was r= 0.91, it shows that there was a positive

effect or a correlation on the two performances of pupils before and after the school- based

Feeding program.

VII. Findings

The following finding answers the statement of the problem of the study.

1. The academic performance of severely wasted pupils before the feeding program

has an average of 78.42 percent

13
 2. The academic performance of severely wasted pupils after the school-based

feeding program was an average of 79.17 percent.

3. There is a significant impact on the academic performances of pupils before and

after the implementation of the School-Based Feeding Program. There was a

difference of .75 percent between the two performances.

4. The study showed that there is an impact on the academic improvement

performance of the SBFP beneficiaries and also with their nutritional status after

the feeding program.

VIII. Conclusion

After the 120 days of implementing of the School-Based Feeding Program, this

study proved that the SBFP has an impact on the academic performance of all

severely wasted pupils of Southville Elementary School

for the school year 2015-2016.

IX. Recommendation

Based on the finding of this study the following recommendation was drawn:

a. School Based Feeding Program should be continuously implemented

every school year with sufficient funding from the government.

b. Used the School Based Feeding Program as the springboard of

improving the Nutritional Status and Academic performance of pupils.

c. Maintained the nutritional Status of Pupil Beneficiaries after the feeding

program.

d. Encouraged parents to serve the nutritious l meal at home.

e. Connections of Gulayan sa Paaralan Project (GPP) and School Based

Feeding Program (SBFP) should strongly enforced for the continous

implementation of the project.

14
 Parallel study may be conducted to improve the academic performance

of the pupils.

X. References

Marie T. Ruel, Kenneth H. Brown, and Laura E. Caulfield Moving Forward With
Complementary Feeding: Indicators and Research Priorities 2000.

http://cdm15738.contentdm.oclc.org/utils/getfile/collection/p15738coll2/id/47958
/filename/43416.pdf

Ty M. Lawson IMPACT OF SCHOOL FEEDING PROGRAMS ON

EDUCATIONAL, NUTRITIONAL, AND AGRICULTURAL DEVELOPMENT
GOALS: A SYSTEMATIC REVIEW OF LITERATURE (2012)

http://fsg.afre.msu.edu/mozambique/lawson_thesis_final_version.pdf

Joy Miller Del Rosso, School Feeding Programs: Improving effectiveness and
increasing the benefit to education. A Guide for Program Managers, 1999.

http://portal.unesco.org/education/en/files/37434/11029402593School-feeding-
programs.pdf/School-feeding-programs.pdf

Philippine Daily Inquirer (2009)

15