JULY 2024 ISSUE

Research Article

The Roles of Teachers’ Knowledge and Implementation of School-Based Feeding Program on Pupils’ Academic Performance

Jesiel Mae B. Claros, Yvonne P. Cruz, Angela Gabrielle B. Bacang*

Abstract

This study aimed to assess the extent of knowledge and implementation of the School-Based Feeding Program (SBFP) and its impact on pupils’ academic performance during the school year 2022–2023. The data covered the different areas of SBFP in terms of physical facility, management of funds, supervision, food preparation and distribution, children’s knowledge of health and nutrition, and community participation. The study also examined the pupils’ academic performance, the coordinators’ profile, and the pupils’ profile. The respondents were the SBFP coordinators at the elementary level. The study applied the descriptive–correlational method of research. For the statistical treatment of data, the tools utilized were frequency distribution, percentage, weighted mean, Pearson Product–Moment Correlation Coefficient, and Kruskall–Wallis H Test. Here are the salient findings extracted from the study: (a) Teachers are very knowledgeable of the SBFP and they implement it very well; (b) Pupils’ academic performance falls on the satisfactory level; (c) A significant relationship is present between the teachers’ extent of knowledge of the SBFP and their extent of implementation of the program; (d) A relationship exists between the teachers’ extent of implementation of the program and the pupils’ academic performance; and (e) Teachers’ profile in terms of age, educational qualification, and training cannot account for the differences in the pupils’ performance.

Keywords: School-based feeding program (SBFP), Academic performance, Implementation, Knowledge, Pupils

The Roles of Teachers’ Knowledge and Implementation of School-Based Feeding Program on Pupils’ Academic Performance