1

Chapter I

THE PROBLEM AND ITS SETTING

Introduction

An active, vigorous and happy individual is an asset to society. On

the other hand, a weak, malnourished and sickly person is a liability. A person

who is in the prime of health both in body and mind is capable to think right, to do

well and to achieve better.

Food is a basic biological need of man since his first existence in earth.

The abundance of food in every meal is not the only concern of a person but its

qualitative and quantitative factors must be considered too. Good health is

attained when one knows and understands the nutritional needs of his body, the

proper amount which will provide the nutrients for optimum health, growth and

development, and practice correct health habits in food intake. The essential

concern of education is to teach correct nutrition to enhance the physical and

mental development of individuals.

Goodman pointed out that adequate nutrition is basic to optional physical

development. Moderate malnutrition although it may not affect a child’s innate

level of intelligence but will affect the ability to use his full range of potential.

Basically, nutrition is the study of food in relation to health. It is also

concerned with social, economic, cultural and psychological implication of food

and eating habits. It is essentially important throughout a person’s life. When one
 2

has the knowledge of proper nutrition and has the proper application, it is an

indication that he is concerned with his health [Goodman,1986].

The school has the responsibility to undertake rehabilitative nutrition

interventions, measures, and activities that promote better nutrition of the

children in collaborations with the community. This is for the children to attain

good academic performance [Corto, 2006].

Pupils in East Alabel District, showed varied behaviors during their class

activities. Some were observed alive in their class, some stayed at work as it

should, and some also taught critically when they were performing assigned

tasks. There were those whose attention span was short and there are some

who perform poorly in their tasks of concentration. As an achievement in living,

dietary need is integrated with all aspects of school life for each individual. .

As an achievement in living, dietary need is integrated with all aspects of

school life for each individual. Commenting on the responsibility of the parents

and the schools for the health of the child, Nieman avers, the primary

responsibility for the health of the child rests with the parents. The school which

is the nursery of learning is in the best position to contribute effectively to the

health of every school age child. In this sense, the school does not assume the

role of the parents, not a substitute for the parents but a complement of the home

to fortify and supplement the efforts of parents through the school health

instruction.
 3

Health, both physical and mental is a priceless treasure an individual can

possess. It is possibly attained through proper nutrition. Good nutrition involves

proper food choice and preparation and the practice of correct eating habits.

The researcher is wanted to investigate the dietary practices of the Grade

V pupils of East Alabel District and their implications to pupil’s academic

performance.

Statement of the Problem

This study will attempt to determine the relationship of dietary practices of

the Grade V pupils and their implications to pupil’s academic performance for the

school year 2015-2016.

Specifically, this study sought answers the following problems.

1. What foods consists the diet of the grade five pupils in East Alabel District?

2. What factors influence the dietary practices of the respondents?

3. Is academic performance of the grade five pupils dependent on their dietary

practices?

Hypothesis of the Study

The following hypotheses were used as guides in gathering data.

1. The diets of grade five pupils of East Alabel District are inadequate.

2. Factors like geographic location, economic status of the parents and family

background and culture do not influence the dietary practices of the respondents.
 4

3. There is no significant difference in the dietary practices of the grade five

pupils.

Significance of the Study

To the School Administrators, it will encourage them to let their teachers in

Edukasyong Pantahanan at Pangkabuhayan to attend seminars and trainings

related to proper preparation of food and health condition among pupils. They will

strengthen their school feeding programs for better health condition of their

children.

For the teachers, they will be equipped with knowledge to teach nutritious

food to the children.

To our parents, it will remind their roles on the growth and development of

their children and be minded that, “health is wealth”.

To the other researchers, this study will contribute valuable ideas in

relation to their area of study.

Scope and Delimitation of the Study

The study will focus on the dietary practices of grade five pupils of the four

schools of East Alabel Distict, namely, Banlibato Integrated School, Kiangkos

Elementary School, Kibac Elementary School, and Sofan Elementary School, of

the School Year 2015-2016.

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The study will include 100 pupils from Grades V of East Alabel District.

The final grade of the pupils in five subject areas during school year 2015-

2016 will be the basis for their academic performance.

The time frame of this study will be from June to January of School Year

2016-2017.

Definition of Terms

For the clarity purposes, the following terms are to be defined

operationally for as used in the study.

Adequate Diet this term refers to the diet which meets in full the needs of

a person. In an operational definition it refers to the complete nutrients found in

the basic food groups.

Academic Performance is the knowledge acquired and skills developed

in the school subjects, usually designated by test scores marked by the teachers.

In this study, it refers to the final grade of pupils in five subject areas for the

school year 2015-2016.

Basic Food Group refers to the regrouping of the six nutritious foods

which serve as guide in the selection and preparation of food. In this study, it

refers to the list of food that is used as guide for parents in providing the right

kind of nutrition for their children.

Culture this word has reference to a body of knowledge, skills, habits,

attitudes, and beliefs which have been practiced by a group of people and

perpetuated through the succeeding generation.

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Dietary Practices refers to the food eaten by the individual respondents.

Eating Habits these are the acquired ways or practices which a person or

group of persons do when partaking foods.

Economics this term refers to wise earning and wise spending. The

regulation of household affairs, frugality in expenditures.

Extenders it refers to some foods which are utilized in order that the food

supply will be stretched to avoid being starved.

Food Fallacies this refers to food beliefs enthusiastically adhered to by

those utterly concerned about uncertainties of living.

Glow Foods are the body-regulating foods which are rich in vitamins and

minerals such as vegetables and fruits. These are the food nutrients that help the

body stay healthy and function properly.

Go Foods are the energy giving foods that are rich in carbohydrates and

fats such as rice, corn, bread, root crops. In this study, these are the food that the

children usually eat which give them energy for the whole day.

Grow Foods refer to the body building food which are rich in protein such

as milk, meat, chicken, legumes, eggs and other sea foods.

Inadequate Diet is a diet which does not contain the complete nutrients

found in the basic food groups.

Implication it is a close or intimate connection. A meaning suggested

indirectly.

Lunch the regular meal eaten in the middle of the day.

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Malnutrition this is a disease brought about by inadequate or excessive

intake of food.

Nutrition the science of food, the nutrients and other substance therein,

their action, interaction and balance in relation to health and disease, and the

processes by which an organism ingests, digests, absorbs, transports, utilizes

and excretes food substances

Regular Meals are the meals taken in a specific time-breakfast, lunch,

and dinner. In this study, they include rice, corn, gabi, camote, pork, beef,

chicken, fish, eggs, milk, banana.

Snacks are the food eaten in small amounts between regular meals. In

this study, they refer to the types of food eaten by the pupils during the in

between meals in the morning and afternoon.

.Status this refers to the condition of living in social standing, or place and

rank.
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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES AND CONCEPTUAL

FRAMWORK

This chapter presents the review of related literature and studies that were

used for the development of the present study.

Related Literature

Paraguas [1991] claimed that the adequacy of diet affects the academic

performance of the pupils. It is imperative for parents, teachers, and school

administrators to do every means to improve the diet of the school children for by

so doing they extend assistance not only to the pupils but to the community and

the nation as well.

Meeks et. al. [1987] cited that nutrients are some substances in food that

are needed by the body to grow and to repair the body cells to supply energy.

There are some foods that are rich in certain nutrients. That is the reason why

the body needs different kinds of foods. It needs more nutrients to grow, to live,

and to work. The body needs six main kinds of nutrients in order for him to look

and feel the best. These are the following foods that provide nutrients; fish,

chicken, turkey meat, egg, milk, peanuts, cheese, and beans. These are the food

that provides proteins for our body for the growth and repair of the body cells.
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Goodman [1986] cited that food is a major factor to ensure good health of

an individual specifically a growing child should be protected from faulty nutrition

practices. To provide every individual with well-balanced health services, the

Philippine Nutrition Program has included health protection in every school.

Corto [2006] in her study that “go food” or carbohydrates were the food

always eaten by the pupils during breakfast, lunch, supper, and snacks.

Sometimes, they ate “glow food” and “grow food”. She concluded that the

academic performance of pupils was significantly affected by the food they ate

during regular days.

Espinoza [2002], stressed that elementary pupils tend to be healthier

when the parents provide them with the proper nutrition such as energy-giving

food, body-building food, and body-regulating food. The pupils also become

healthier when their parents care for them when they are sick, provide them with

vitamins, monitor their sleeping habits, and check if their children are physically

and mentally healthy.

Mancao [2004] in her study cited that parents often serve energy-giving

food, body-building food, and body-regulating food to meet the nutritional needs

of their children. In the selection of food for breakfast according to Mancao,

parents always serve rice, fish, eggs, and coffee. For lunch and supper, the most

common food served by parents are rice, vegetables, soup, while for snacks the

most common food that parents served is bread. Parents seldom store their food

due to non-existence of left-overs. It was shown in her study that pupil’s physical
 10

health, mental health, and social health are significantly affected by the food they

eat

On Go Food [Carbohydrates]

Foster cited that starches and sugars are two main categories of go foods

or carbohydrates. These are the nutrients that provide your body with ready

energy. However, your body cannot store them in large quantities. If you need

energy but haven’t eaten carbohydrates recently, your body has to make energy

from other body tissues. Therefore, food containing carbohydrates should be an

ingredient in your diet-especially grains, vegetables, and fruits. These foods are

complex carbohydrate food; they contain other nutrients besides starch or sugar,

making them particularly valuable.Rice, potatoes, and grain products such as

bread and pasta are examples of foods high in starch. Starch is digested to form

simple sugar called glucose, which is a major source of energy for your body.

Glucose can also be formed from sugar in fruits. The most people,

however, sugar means refined sugar, which found in foods such as cakes,

candy, cookies, and many soft drinks. Refined sugar is poor source of energy

because it lacks other nutrients. Too much refined sugar can lead to weight gain

and dental problems and it can cause complication in diseases such as diabetes.
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On Grow Food [Proteins]

Hogan, et. al. [1994], cited that anyone who is growing needs a diet high

in proteins or grow food. These are the nutrients necessary for building and

repairing body tissues. Proteins or grow food are the basis of all the body’s cells,

and form the major part of hairs, nails, and skin. The body includes more proteins

than it does any other nutrients except water. Though your body needs many

different types of protein, all proteins are made from the same basic chemicals.

These chemicals are called amino acids, and 22 different kinds have been

identified.

Vegetables, fruits, and grains have incomplete proteins. They contain

many amino acids, but not all of them are essential ones. You can get the

essential nine, however, by combining certain incomplete proteins, such as

beans with rice, or nuts with whole grains. This is called protein complementing.

People who do not eat meat or dairy products can use protein complementing to

get the proteins necessary for good health.

On Glow Food [Vitamins and Minerals]

Vitamins or glow food according to Herring B. et. al., [1994] are nutrients

that help the body stay healthy, function properly, and make use of other

nutrients. They are needed in very small amounts. Vitamins or glow food do not

provide energy or form tissues, but if you don’t get enough of each, you may

become seriously ill. Vitamins or glow food can be water soluble or fat soluble.
 12

The B vitamins and vitamin C are water-soluble vitamins. This means that

they are easily absorbed and can move through the body, you need fresh

supplies of these vitamins every day. There are eight B vitamins. They are

especially important in helping nerve and brain tissue to develop and work well.

They also aid in digestion. The most important of the group are thiamine [B1],

riboflavin [B2], and niacin. B vitamins are found in milk products, meats, and

cereals.

Vitamin C, also called ascorbic acid, helps the body build cells. This

makes it important in healing cuts and bruises. It also helps form strong teeth and

bones and healthy gums. Vitamin C is found in many fruits and vegetables.

Numerous factors as further stressed by Richmond, reflect in choosing the

right kind of food patterns of an individual, a family, or a cultural group.

Geography and climate, religion, superstitious and taboos, wars and natural

disasters have influenced what, when, and how people eat. The food habits of a

group are merely the food products of this contemporary and historical

environment. Eating patterns are socially determined from birth through

childhood and adolescence into adult years. Dietary patterns frequently have little

relationship to significant calculated nutritional principles. Human groups

habitually consume all the edible foodstuffs within their reach. Usually, they

arbitrarily categorized edible as food, and non-food.

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The Eating Habits

Veselá [2008] stressed that the beginning of school attendance is a very

important dividing line in physical as well as mental development of children. The

child gains the role of a pupil and learns new behavior patterns. Schools put

cognitive and social demands on pupils. In the social sphere, these demands can

be understood as a child’s ability to cope with evaluation of its results and

comparison with peers. A number of pupils encounter eating in school

environment for the first time in their life. Healthy food and appropriate drinking

regime facilitate good school results. A primary school means a great change in

pupils eating habits – encountering a new eating situation can influence the

school results, relationship to school, teacher and classmates in a positive or

negative way.

Byrd [1980] gave his notion about eating habit. According to him, habit is a

usual way of doing things. Whatever thing a person does and transform it in

usual way, it becomes a habit. A person may also form a habit of eating that

could be a healthy one or unhealthy. Mealtimes should be relaxed. They should

give a person a chance to unwind and enjoy time with his family and friends. He

should be able to eat slowly, enjoy and taste the food and digest it comfortably.

Slow eating allows time for your stomach to sense that it’s full. If one eats too

fast, he often eats more than he really need.

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Breakfast

The day’s first meal is particularly important because you have not eaten

for many hours. Carbohydrates and water soluble vitamins are not stored in the

body and must be replaced every day. A good breakfast will restore these

nutrients and energize you for the day ahead.

Eating breakfast can help improve math, reading, and standardized test

scores. Children who eat breakfast are more likely to behave better in school and

get along with their peers than those who do not. Breakfast helps children pay

attention, perform problem-solving tasks, and improves memory. Children who

eat school breakfast are likely to have fewer absences and incidents of tardiness

than those who do not. By eating breakfast, students get more of important

nutrients, vitamins and minerals such as calcium, dietary fiber, foliate and

protein. Studies have shown that children who eat breakfast on a regular basis

are less likely to be overweight. Eating breakfast as a child is important for

establishing healthy habits for later in life. Schools that provide breakfast in the

classroom to all students have shown decreases in tardiness and suspensions

as well as improved student behavior and attentiveness. What you eat for

breakfast can have an impact on learning. One study showed that eating

breakfast food high in fiber and low in sugar for breakfast helped students sustain

the cognitive effects of breakfast. School Breakfast provides daily servings of

fruit, whole grains, and milk.

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Breakfast is the most important meal of the day! Eating breakfast is a vital

ingredient to our body and mind because after 8–12 hours without food, the brain

and muscles are in need of caloric energy to function. [Peñuela, 2010] This meal

kicks off our day both mentally and physically. Breakfast is meant to break the

fasting period between dinners the night before and lunch the following day.

Lunch

Hogan [1994], opined that by mid day, your body has used up much of the

energy it gained from breakfast. You need a healthy lunch to keep going through

the rest of the school day. Whatever you pack your own lunch or purchase lunch

at the school cafeteria, make sure that it has servings from five food groups.

Dinner

Williams [1994] gave his view that dinner allows you to eat the remaining

numbers of servings you need from the five food groups. You should not skip

dinner. However, it is not necessary to make it the largest meal of the day, since

most of your day’s activities are behind you.

Ludington [1998] cited that diet heavy in meat and animal products

provide more protein, fat and cholesterol than the body can use. Some people

eat two to three times more protein than is recommended. Scientists now
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recognize that a diet containing less proteins, and mush less fat and cholesterol,

is essential for improved health and longevity.

Snacks

The between-meal snacks were also stressed by Moore [1980]. According

to him, between-meal snack can lose one’s appetite. When he sits down on the

table, he feels he could not eat all. Such kind of food should be eaten at the end

of a meal.

According to Foster [1994], as a growing teen, you may find you get

hungry between meals. Snacks can provide quick energy and help satisfy your

hunger until the next meal. Here are some guidelines: Snack midway between

meals. If you snack too close to a meal, you’ll spoil your appetite. Choose snacks

from five basic food groups; avoid foods in the “other” group like chips and

candy. Remember that snacks are part of your total daily food intake and you

consider the serving size and calories.

According to Diehl et. al., [1998], engineered taste sensations are taking

the place of real food. Schools, day care centers, even hospitals require snacks

to be available. The coffee-break remains standard in work places as well as

after-school and TV snacks at home. Well-planned family meals are now

exception. Snacks disrupt digestion and over burden the stomach, and are a

frequent cause of bloating and indigestion. Deihl added that many people seldom

drink water. Instead they average several servings of soda pop, beer, coffee, tea,
 17

and sweet drinks every day. Because most of these drinks are loaded with

calories, yet lack fiber, they play havoc with blood with sugar levels and sabotage

weight control efforts. Alcohol, caffeine, phosphates and other chemicals found in

beverages pose additional health risks.

Claudio, V. S. [1982] cited that food preferences affect not only the

academic performance but also personality traits of the students. Food play vital

roles in the development of every individual since with a sound body, is a sound

mind.

Thus Mindes [2000] suggested that family and parents are included in the

learning experiences of the child. For example, instructions on nutrition have little

value unless the child has opportunity at home to be fed nutritious food as

discussed and taught in the school. Parents need to be informed on the

instruction their children received so that they can reinforce what is taught to

them.

On Academic Performance

Richard [1986] pointed out that studying is a simple power and the basic

discipline. Study rooms and tutors are nothing there is no motivation to study. If a

pupil does not want to exert effort to study, everything is useless. He believed

that willingness is not the only factor, but also intelligence, environment, health

and the likes and dislikes of the individual. His observation also revealed that too
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much stress, teacher’s discipline upon the pupils is one of the solutions to the

latter’s study habit. They should change the ability of their pupils to study.

Synthesis of the Study

This study has similarities and differences from the different studies cited

above.

It is similar to the study of Paraguas [1991] about the dietary practices of

pupils and its implications to pupil’s academic performance but differ on the

setting, respondents and other contents.

It is similar to the study of Espinoza [2002] in the sense that both studies

considered the food intake of the pupils. They differ because the study of

Espinoza gave emphasis on the factors affecting the health condition of the

pupils while this present study will focus on the dietary practices of the pupils

affecting their academic performance.

CONCEPTUAL FRAMEWORK

The conceptual framework of the study is shown in a schematic diagram

in Figure I illustrating the consequences of dietary practices. In this study, the

dietary practices referred to, are the dietary practices of the Grade V pupils in

terms of food comprising their diet such as go foods, grow foods, and glow foods.

The results of food comprising the diet of the Grade V pupils correlate with the
 19

factors that influence the dietary practices of the respondents in terms of

geographical location, economic status of the parents, and family background

and culture.

THE DIETARY PRACTICES OF THE GRADES PUPILS

of East Alabel District

Factors that influence the Dietary

Foods Comprising the Diet of the
Practices of the Respondents
Grades V Pupils

Go Foods Geographical Location

Grow Foods Economic Status of the

Parents

Glow Foods Family Background and

Culture

Implications to Pupil’s Academic

Performance

Figure I. Schematic Diagram of the Conceptual Framework

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Chapter III

METHODOLOGY

This chapter presents the research design, respondents, instrument, data

gathering procedure, and statistical treatment used in the study.

Research Design

This investigation will utilize the normative-survey method for the purpose

of gathering data. The method is concerned with ascertaining the condition which

prevailed in a group of cases for study and was essentially a method of

quantitative description of the general characteristics of the group.

The word “survey” indicates the gathering of data regarding current

conditions. Normative was used because surveys were frequently made for the

purpose of ascertaining what is a normal or typical condition or practices.

The writer will employ the normative-survey method because it is the

simplest form of descriptive method which is the supplying of normative

standards based on the prevailing practice.

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THE DIETARY PRACTICES OF GRADE V PUPILS OF

EAST ALABEL DISTRICT: THEIR IMPLICATIONS TO
PUPIL’S ACADEMIC PERFORMANCE

Research
Locale of the Study Instruments
Selected Schools of *Survey
Dietary East Alabel District
Questionnaire
-Banlibato Integrated
Practices *General
School
-Kiangkos Elementary Average
School
-Kibac Elementary
School
General -Sofan Elementary Data
Average of School Gathering
Pupils, S.Y. Procedure
2015-2016 Respondents and
-Grade V Pupils
Analysis

Geographical
Location,
Economic
Status of the Statistical
Parents and Treatment
Family -Frequency
Background -Percentage
and Culture -Chi Square

Improvement of Dietary Practices

and Academic Performance of
Pupils

Figure II. Research Design of the Study

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Locale of the Study

The study will be conducted among the 100 Grade V pupils of the selected

schools East Alabel District for the school year 2016-2017. The selected schools

will be Banlibato Integrated School, Kiangkos Elementary School, Kibac

Elementary School and Sofan Elementary School.

Respondents of the Study

The respondents will be randomly selected from a population of 140

Grade five pupils from the selected schools of East Alabel District.

The total of 109 is determined by using the SLOVIN (1960) formula:

Formula:

𝑁
n =
1+𝑁𝑒²

140
=
1+140(0.05)²

= 103

The number of respondents is adjusted into 100.

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TABLE I

Distribution of Respondents

High Total
Number of Low
Selected Schools Achiever Respondent
Pupils Achievers
s s

Banlibato Integrated
35 5 20 25
School

Kiangkos Elementary
35 5 20 25
School

Kibac Elementary School 35 5 20 25

Sofan Elementary School 35 10 15 25

TOTAL 140 25 115 100

Instruments and their Validations

This research will use of questionnaire technique which is an important

instrument in normative-survey method, in order to gather information from

widely scattered sources supplemented by interview, observation and

documentary analysis.
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Questionnaire

It is a set of questions which will be prepared and be distributed for the

purpose of securing responses to certain questions. The questionnaire will in this

study is in the form of checklist using a question format. A checklist will define as

simply a questionnaire in which the totally structured format will be used

exclusively or with some use of response option.In the checklist item, the

respondent replies by selecting one of the possible choices offered to him..

Interview

The interview will use for research purposes, corresponds to the

questionnaire technique. It consists in making a well-planned and carefully

organized questions designed to elicit from an individual what he knows but what

he might not be willing to tell under ordinary circumstances. It is one of the most

effective devices of gathering data from persons who have actual knowledge of

events. A good interview may yield opinions, attitudes or trends.

The investigator will use this technique in verifying data which appeared

doubtful as to their veracity.

Observation

Observational technique may be defined as systematic method of

analyzing and recording behavior by directly perceiving the individual or group.

 25

The method is generally characterized by observing what the individual actually

does and making an objective record of that which is observed. The method may

use special techniques and tools such as specially prepared charts or checklistd

on recording behavior.

In this particular investigation, the researcher will personally observe the

pupils eating their meals in school for those who are bringing their “baon” and the

others in their homes.

Documentary Analysis

This type of normative-survey research is like historical research deals

with records which already exist.

For the purposes of this study, documentary analysis will use by the writer

in gathering available materials and reference relevant to her study on diet and

also the pupil’s academic records which were made the bases in choosing the

high achievers and the low achievers as the subjects of the study.

Data Gathering Procedures

Before the questionnaires will be distributed, the researcher will request

permission from the School District Supervisor, who will allow her to administer

the questionnaire to the pupils covered in the study. To achieve a more valid
 26

outcome of the instrument, the investigator will personally conduct the testing.

Those pupils who will involve in the “trial test” will be excluded.

Preparation of the Tally Sheet

A tally sheet which resembles the Questionnaire in its form will prepare.

The researcher will separate the tallying by school. The data collected will

represent the core of the entire work.

Data Analysis

This study will use the simple percentage in analyzing and interpreting

data gathered. Percentage is by dividing the frequency of multiple responses of

each item by the number of cases for each category multiplied by one hundred.

Separate computations will make for the high achievers and the low achievers.

Formula:

𝐹
Percentage = x 100
𝑁

In order to manage easily the responses, different tables, captioned with

the main topics of the questionnaire were organized. In the process, the

researcher will rank the responses from highest to lowest frequency and

percentage. Out of the tabulated frequencies and percentages, the researcher

will reduce the findings from which the interpretation and analysis were based. In
 27

this technique, the implications of the findings of the study will be the projections

based on the figures found in the write-up.

Statistical Treatment

To determine the significance of the relationship of the dietary practices

and academic performance of the Grade five pupils the chi square using 2 x 2

Contingency Table will be employed. The rows of the cell will represent the

academic performance of the pupils described in two levels: high performance

and low performance. The columns of the cell will represent the dietary practices

broken down into adequate or inadequate.

A B
A+B

C+D
C D

A+C B+D

The formula of the 2” x 2” Contingency Table is as follows:

𝑁(𝐴𝐷−𝐵𝐶)²
X² = (𝐴+𝐵)(𝐶+𝐷)(𝐴+𝐶)(𝐵+𝐷)
 28

The term in numerator, AD-BC is the difference between the two cross

products. The term in the denominator is the product of the four marginal totals.

Constructions of the Questionnaire

The questionnaire will be adopted from the study of Paraguas [1992] and

will be validated again by the adviser of the investigator and some teachers. The

instrument will reveal the actual diet of the grade five pupils and the factors that

influence it. The questionnaire will be made up of two parts: Part I deals on the

food comprising the diet of the grade five pupils for breakfast, lunch, supper and

snacks. Part II shows the factors that influence the pupil’s dietary practices. This

structure of the instrument will be submitted to her adviser for further scrutiny and

analysis for approval and finalization.

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REFERENCES

Bentuzal, Biatriz D. Correlates of Poor Achievement among Grade V and VI

Pupils, Xavier University, 1989.
Byrd, Oliver E. Health. Laidlaw Brothers, Publishers A Division of Doubleday and
Company, Inc. USA, 1980.
Diehl, Hans. Health and Home, January-February, 1998.

Espinoza, Rogelia, J. Factors Affecting the Health Condition of Elementary Pupils

at Holy Trinity College of General Santos City. Unpublished Master’s Thesis,
2002.
Foster, Josephine A. Creative Living. Glencoe/McGraw-Hill, Princton, New
Jersey, 1994.
Goodman, Steven e. Handbook in Contemporary Education. New York and
London, National Bookstore Inc., 1986.
Heit, Philip et. al., Health Focus on You. Merill Publishing Company, 1987.

Hogan, Janice et. al., Creative Living. Glencoe/McGraw-Hill, New Jersey, 1994.

Mancao, Luviminda, M. Dietary and Food Practices of Parents: Their

Relationship to the Health Condition of Pupils Unpublished Master’s Thesis, Holy
Trinity College of General Santos City, 2004.
Meeks, Linda. Health Focus on You. Merill Publishing Company, Columbus Ohio,
1987.
Schiffires, Justus, et. al., Healthier Living Highlights. Cacho Hermanos Inc,
Manila 1995.
Corto, Jacqueline C. A Correlational Study on Food Intake among Pupils and
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