Effects of Good Nutrition on the Academic Performance of Grade 11 Students of

Asuncion S. Melgar National High School

In Partial Fulfillment of the Requirements

for the subject in Inquiries, Investigation,

and Immersion

Cleope, Jayzhel M.

Rondina, Dina S.

Rondina, Glyzza A.

Miranda, Ashley D.

Samoranos, Rechelle C.

Grade 12 Researchers

June 2023

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 Chapter I

INTRODUCTION

Background of the Study

Good nutrition is vital for maintaining good health and well-being. A balanced diet

that includes all essential nutrients is necessary for proper growth and development in

children, including their cognitive development. The importance of nutrition in academic

performance has been the focus of several studies as researchers continue to explore

the relationship between good nutrition and academic achievement.

According to the World Health Organization (WHO), a healthy diet is essential for

good nutrition. It protects you against many chronic noncommunicable diseases, such as

heart disease, diabetes, and cancer. According to Taras (2005), if there was a nutrient

deficiency, it had a negative impact on that student’s academic performance. Current

research proves that it is wise to eat a variety of nutritious foods to support proper brain

function (Wolfe, Burkman, & Streng, 2011).

According to the 2019 National Nutrition Survey conducted by the Food and

Nutrition Research Institute, 29.1% of school-aged children in the Philippines are

undernourished, with 13.1% experiencing stunting (low height for age) and 6.4%

experiencing wasting (low weight for height). Undernutrition can have a significant

impact on academic performance, as it can lead to poor concentration, memory

problems, and a lack of energy.

In the Philippines, good nutrition is a critical issue that affects the academic

performance of students. In the Philippines, the Department of Education (DepEd) plays

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a crucial role in promoting good nutrition and academic performance among students.

DepEd recognizes that proper nutrition is essential for the overall well-being and

academic success of students.

The Division of Leyte, as part of the Department of Education in the Philippines,

recognizes the importance of good nutrition in promoting the academic performance of

students. The division has implemented various programs and initiatives to address the

issue of malnutrition and improve the overall health and well-being of students.

The Division of Leyte has also integrated nutrition education into the school

curriculum. Nutrition education is now part of the curriculum for grades 1–10, where

students learn about the importance of proper nutrition and healthy eating habits.

Through this initiative, the division aims to educate students on the importance of good

nutrition and its impact on academic performance and overall health.

Another study conducted in 2017 by the Department of Education Region VIII,

which includes the Division of Leyte, found that the school-based feeding program has a

positive impact on the academic performance of students. The study involved 2,676

students from 12 public schools in the region, including schools in Leyte. The results

showed that students who received regular and nutritious meals through the school-

based feeding program had higher grades and attendance rates compared to those who

did not receive such meals.

While there may be limited studies conducted specifically within the Division of

Leyte, it is important to note that there is evidence from other studies conducted in the

Philippines that shows a positive correlation between good nutrition and academic

performance. Moreover, no study has been conducted in our field. This study highlights

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the importance of promoting good nutrition among students to improve their academic

performance and overall well-being.

Research has shown that students who eat a balanced diet rich in essential

nutrients such as protein, vitamins, minerals, and healthy fats perform better

academically than those who consume a diet that is high in processed foods, sugar, and

saturated fats. Additionally, children who have access to healthy meals at school have

better attendance rates, are more attentive in class, and have fewer behavioral issues.

Hence, academic performance can be achieved when proper nutrition is present

and observed on the part of the students. Proper nutrition means eating the right food for

the maintenance of the brain, which sustains the energy of the body and supplies the

energy needed by the body. The effect of good nutrition is that the body provides energy

for the student to learn. Body nutrients influence students’ reactions to the learning

process. The distribution of the micronutrients in the food in the body balances the

energy of the students and their academic performance.

The purpose of this study Is to determine the effects of good nutrition on the

academic performance of students. This study will investigate how access to healthy

food and dietary habits influence a student’s nutritional status and academic

performance.

The results of this study will provide valuable insights into the effects between

good nutrition and academic performance and will inform educators and policymakers

about strategies for promoting healthy eating habits and improving access to nutritious

food for students. Ultimately, the goal of this study is to help students achieve their

academic potential by promoting good nutrition and overall well-being.

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Statement of the Problem

This study aims to determine the effect of good nutrition on the academic

performance of Grade 11 students in the Senior High School Department of Asuncion S.

Melgar National High School during the school year 2022-2023. The result of the study

was used as a basis to determine the significance of the relationship between good

nutrition and the academic performance of students.

Particularly, it sought to answer the following questions:

1. What are the effects of good nutrition on the academic performance of

students?

2. What are the nutrition and dietary habits of students?

3. What is the academic performance of students?

4. How can good nutrition affect the academic performance of students?

5. What is the significant relationship between good nutrition and academic

performance of students?

Hypothesis of the Study

These hypotheses serve as the basis for the research investigation, which aims to

determine whether there is indeed a link between nutrition and academic achievement

among students.

Null Hypothesis

Ho: There is no significant relationship between good nutrition and the academic

performance of students.

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Ho: There is no significant difference in academic performance between students who

receive good nutrition and students who do not receive good nutrition.

Alternative Hypothesis

Ha: There is a significant relationship between good nutrition and academic performance

of students.

Ha: There is a significant difference in academic performance between students who

receive good nutrition and students who do not receive good nutrition.

Significance of the Study

This study focuses on the effects of good nutrition on the academic performance

of Grade 11 students of Asuncion S. Melgar National High School for the school year

2022-2023.

The result of this study will be valuable to the following:

To the Students. This will provide them with knowledge about good nutrition and how

to improve their cognitive development. Good nutrition helps students show up at school

prepared to learn.

To the Administrators and Staff. This study will help to develop strategies that promote

better nutrition among students. They can help promote the health and well-being of

students, which can lead to better academic outcomes and overall success.

To the Teachers. The given data would guide the teacher to have a deeper

understanding of how good nutrition affects the academic performance of their students.

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And also, this study will provide information that can be used to develop strategies that

promote better nutrition among students.

To the Parents. The result of this study can help parents provide healthy nutrition.

Parents can instill lifelong healthy eating habits in their children by providing a variety of

healthy foods in their homes.

To the Future Researchers. This is of great help to future researchers as it serves as a

guide for their first research about the effects of good nutrition on the academic

performance of students.

Scope and Delimitation of the Study

The study will cover the effects of good nutrition on the academic performance of

students. The study’s primary subjects will be the Grade 11 students attending Asuncion

S. Melgar National High School for the school year 2022-2023. The respondents will be

limited to 189 Grade 11 students of Asuncion S. Melgar National High School, Poblacion

Zone II, Capoocan, Leyte.

The researchers used stratified random sampling to get an appropriate sample

for this study. The researchers delimit the title itself; therefore, the respondents will just

be Grade 11 students of Asuncion S. Melgar National High School, so it will be easier for

the researchers to conduct a survey and collect the data needed.

Definition of Terms

To understand the study better, the following terms are conceptually and

operationally defined:

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Conceptual Definitions

Academic Performance. Refers to the extent to which students achieve desired

learning outcomes, such as mastery of subject matter, acquisition of skills, and

development of competencies, as measured by various academic assessments,

including grades, standardized tests, and other evaluations.

Adequate Nutrition. Refers to the consumption of a balanced and sufficient amount of

nutrients to maintain good health and wellbeing.

Cognitive Development. Refers to the gradual development of a child’s cognitive

abilities, including attention, memory, language, perception, problem-solving, and

decision-making. It is influenced by various factors, including genetics, environment, and

experience.

Good Nutrition. Means eating a variety of foods that give you the nutrients you need to

maintain your health, feel good, and have energy.

Nutritional Deficiency. Occurs when the body is not getting enough nutrients, such as

vitamins and minerals.

Operational Definition

Academic Performance. Measures or indicators used to assess a student’s academic

achievements and progress, including GPA, standardized test scores, class participation

and engagement, attendance, and graduation rates.

Adequate Nutrition. Measuring the daily intake of key nutrients, examining dietary

patterns, or comparing nutrient intake to recommended levels.

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Cognitive Development. Measures and procedures to assess and quantify a student’s

cognitive abilities, allowing researchers to test hypotheses related to cognitive

development.

Good Nutrition. Measures or indicators used to assess dietary intake, nutrient

adequacy, food quality, meal patterns, body composition, and academic performance of

students

Nutritional Deficiency. Measures or indicators used to identify a lack of essential

nutrients in the body, such as biomarkers or dietary intake, as well as the impact of

nutritional deficiencies on academic performance.

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 Chapter II

REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies for the thorough and in-

depth search done by the researchers. This contains reading and literature from different

sources like journals, websites, books, articles, theses, and dissertations related to the

study. The first part presents the related literature and studies about good nutrition,

followed by the academic performance of students, and lastly, the correlation between

two variables. The first variable is good nutrition, while the second variable is the

academic performance of students.

Researchers vary in the indicators that they use in measuring the effects of good

nutrition on the academic performance of students.

Over the past decades, there has been a growing interest in the relationship

between good nutrition and the health and academic performance of students. A review

of the literature shows that good nutrition is important for maintaining a healthy body

weight, improving cognitive function, and reducing the risk of chronic disease.

Studies have shown that breakfast habits in particular correlate positively with

nutritional status and academic performance among children and adolescents.

Rampersaud et al. (2005) found that regular breakfast consumption was associated with

better academic performance, improved cognitive function, and higher nutrient intake

among students. Good nutrition has also been linked to improved mental health

outcomes among students. Benton (2003) highlighted the importance of micronutrient

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status for cognitive function and behavioral problems in childhood. In addition, a study by

O’Niel et al. (2015) found that adults who skipped breakfast had lower nutrient intake

and poorer diet quality compared to those who consumed breakfast. Additionally, a study

by Benton and Cook (2013) found that selenium supplementation had a positive impact

on mood.

In recent years, there has been growing interest in the role of gut health and the

gut microbiome on overall health outcomes. Monda et al. (2017) found that exercise and

diet modifications can modify the gut microbiota with positive health effects, including

improved cognitive function and mental health outcomes. Tan et al. (2019) investigated

the knowledge, attitudes, and practices of senior high school students towards nutrition

in the Philippines. The study found that while students had basic knowledge about

nutrition, their attitudes and practices towards healthy eating were poor. The study

suggests that promoting nutrition education and healthy eating habits among senior high

school students may be necessary to improve their diet habits and overall health.

Overall, the literature suggests that good nutrition is essential for the health and

academic performance of students. Educators, parents, and policymakers should

prioritize the promotion of healthy eating habits and provide students with access to

nutritious meals and snacks to support their academic success and overall well-being.

In academic performance, there has been a growing interest in exploring the

various factors that affect academic performance among students. A review of the

literature shows that academic performance is influenced by a multitude of factors,

including but not limited to socioeconomic status, family background, school resources,

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teacher quality, student motivation, and health-related factors such as nutrition and

physical activity.

Several studies have highlighted the positive effects of good nutrition on

academic performance. For instance, a study by Rampersaud et al. (2005) found that

breakfast habits and nutritional status were positively associated with academic

performance among children and adolescents. Sirin (2005) defines academic

performance as the demonstration of knowledge, skills, and competencies by students in

academic subjects. Fulkerson et al. (2008) found that family dinner meal frequency was

positively associated with development assets and reduced high-risk behavior among

adolescents. The Philippine K–12 education curriculum defines the academic

performance of senior high school students as the grades they achieve in their academic

subjects (Department of Education, 2013). The World Health Organization (2017)

defines academic performance as the ability of students to comprehend and retain

information and to use it effectively to solve problems. A systematic review by Singh et

al. (2018) found that physical activity was positively associated with academic

performance among school-aged children and adolescents.

Overall, the literature suggests that good nutrition, physical activity, and

micronutrient status play a significant role in academic performance among students.

The correlation between good nutrition and academic performance in senior high

school has been a topic of interest in education and health research. Studies have

shown that students who consume a balanced diet that meets their nutritional needs

perform better academically than those who do not.

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 A study by Kleinman et al. (2012) found that poor diet habits were associated with

lower academic achievement, absenteeism, and tardiness among high school students.

Florence et al. (2008) examined the relationship between diet quality and academic

performance among a sample of Canadian high school students. The study found that

students who consumed more fruits and vegetables had higher academic achievement

than those who consumed fewer, even after controlling for factors such as socio-

economic status. Similarly, a study by Flores et al. (2009) found that students who

reported eating breakfast regularly had higher math and reading scores than those who

skipped breakfast. A systematic review by Adolphus et al. (2016) also found that good

nutrition, particularly consuming a healthy breakfast, was associated with better

academic performance among children and adolescents. The authors suggested that the

positive effect of good nutrition on cognitive function, attention, and memory could

explain his relationship.

The Department of Education in the Philippines has recognized the importance of

good nutrition for academic achievement and has implemented various programs and

initiatives aimed at promoting healthy eating habits among students. The national school

feeding program, for example, provides free nutrition meals to students in public schools

with the goal of improving attendance and academic performance. The Department of

Education (2016) has also developed the nutritional guidelines for Filipinos, which

provide recommendations for healthy eating habits based on local sources. Another

study conducted in 2017 by the Department of Education Region 8, which includes the

Division of Leyte, found that the school-based feeding program has a positive impact on

the academic performance of students. The study involved 2,676 students from 12

13
public schools in the region, including schools in Leyte. The results showed that students

who consumed regular and nutritious meals through the school-based feeding program

had higher grades and attendance rates compared to those who did not receive such

meals. The Division of Leyte has also conducted nutrition education programs aimed at

raising awareness about the importance of good nutrition for overall health and

academic achievement. Furthermore, a study by Muralidharan et al. (2020) found that

students who consumed more fruits and vegetables had higher academic performance

than those who consumed fewer.

The existing literature provides strong evidence of the correlation between good

nutrition and academic performance among senior high school students. Proper nutrition

supports cognitive function and physical development, which are important for academic

success. The Division of Leyte in the Philippines has implemented various programs and

initiatives aimed at promoting good nutrition and healthy eating habits among the

students, but more is needed to address the challenges that remain. By prioritizing good

nutrition, schools and educators can help ensure that students are able to reach their full

academic potential.

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Theoretical Framework

This study is supported by the theories of social cognitive theory, Maslow’s

Hierarchy of Needs, and self-determination theory.

Social Cognitive Theory (SCT) is an interpersonal-level theory developed by

Albert Bandura that emphasizes the dynamic interaction between people (personal

factors), their behavior, and their environments. Bandura’s social cognitive theory of

human functioning emphasizes the critical role of self-beliefs in human cognition,

motivation, and behavior. Social cognitive theory gives prominence to a self-system that

enables individuals to exercise a measure of control over their thoughts, feelings, and

actions. In putting forth this view, social cognitive theory has often been called a bridge

between behavioral and cognitive learning theories because it focuses on the interaction

between internal factors such as thinking and symbolic processing (e.g., attention,

memory, and motivation) and external determinants (e.g., rewards and punishments) in

determining behavior. Social cognitive theory: This theory emphasizes the role of social

and environmental factors in shaping individual behavior. According to this theory, a

student’s academic performance is influenced by a range of social and environmental

factors, including their access to healthy foods, their knowledge about nutrition, and their

beliefs and attitudes towards food and nutrition.

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 Abraham Maslow was one of the most influential psychologists of the twentieth

century. Among his many contributions to psychology were his advancements in the field

of humanistic psychology and his development of the hierarchy of needs. Maslow’s

hierarchy of needs is a theory of motivation that states that five categories of human

needs dictate an individual’s behavior. Those needs are physiological needs, safety

needs, love and belonging needs, esteem needs, and self-actualization needs.

According to Maslow, the highest-level needs relate to self-actualization, a process by

which we achieve our full potential. Maslow’s hierarchy of needs: This theory suggests

that human needs are organized into a hierarchy, with physiological needs at the bottom,

followed by safety needs, love and belonging needs, esteem needs, and self-

actualization needs at the top. According to this theory, a student’s physiological needs,

including their need for food and nutrition, must be met before they can focus on higher-

level needs, such as academic achievement.

Psychologists Richard Ryan, left, and Edward Deci developed the Self-

Determination Theory (SDT) of motivation, which toppled the dominant belief that the

best way to get human beings to perform tasks is to reinforce their behavior with

rewards. Self-determination theory suggests that all humans have three basic

psychological needs—autonomy, competence, and relatedness—that underlie growth

and development. Autonomy refers to the feeling that one has a choice and is willingly

endorsing one’s behavior. The opposite experience is feeling compelled or controlled in

one’s behavior. Competence refers to the experience of mastery and being effective in

one’s activity. Finally, relatedness refers to the need to feel connected and a sense of

belongingness to others. Self-determination theory: This theory suggests that individuals

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are motivated by three basic psychological needs: autonomy, competence, and

relatedness. According to this theory, students who have access to healthy foods and

are able to make choices about their food intake may be more likely to feel autonomous

and competent, which can in turn promote their academic performance.

Conceptual Framework

INPUT PROCESS OUTPUT

Profile of the Data gathering

respondents
according to:  Survey;
 Name Questionnaire Effects of
(Optional)  Data Good Nutrition on
 Age gathering the Academic
 Gender procedure Performance of
 Section  Statistical Students
 Grade Level treatment of
 Strand/ data
Track

Figure 1. Input Process Output ( IPO ) Model

The researchers adopted the Input-Process-Output (IPO) model. It includes all of

the materials and information that are required in the process itself. The conceptual

model, as shown in Figure 1, shows the process of determining the effect of good

nutrition on the academic performance of the students.

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 Input consists of the respondents profiles as well as aspects related to the

educational research’s dependent and independent variables. Usually, all the details

specified in the statement of the problems are stipulated here.

For process, it includes the questionnaires that were utilized, the observations

that were made, the data collection method, and the statistical analysis of the data. Data

tabulation, analysis, and interpretation are also included. It includes everything from the

initial gathering of information or data to the final results.

In developing the questionnaire, the researcher conducted a survey with the

Grade 11 students of Asuncion S. Melgar National High School to evaluate the effects of

good nutrition on academic performance.

And for output, researchers determine the effects of good nutrition on the

academic performance of the students. This can help students improve their academic

performance.

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 Chapter III

METHODOLOGY

A profound theoretical analysis of the approaches used in any field of study is

known as research methodology. This chapter discusses data gathering procedures and

tools, and it also covers the methodology that was used in the study, from research

design to target population and sampling.

Research Design

This study utilized the quantitative method of research and employed the

descriptive research design method appropriate to the study in collecting necessary

information about the effects of good nutrition on the academic performance of Grade 11

students at Asuncion S. Melgar National High School. It was helpful to uncover these

diverse perspectives, which proved useful for understanding how different groups of

students were affected by good nutrition.

A descriptive approach was used to gather Information and provide an accurate

description of the subject being studied.

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 Finally, this study employed various processes of analyzing data using narrative

and content focus group discussion to verify findings and results.

Population and Sample

The primary subject of this study is the population of Grade 11 students at

Asuncion S. Melgar National High School. A population of 357 Grade 11 students

includes two (2) sections in TVL-Cookery, two (2) sections in TVL-CSS, and three (3)

sections in the General Academic Strand. The researchers will reduce the number of

respondents using Slovin’s formula. The sample size of the respondents is 189. The

computation will be shown below:

Slovin’s Formula:

n=N=357=357=357=357=189

1+ Ne ² 1+357(0.05)² 1+357(0.0025)1+0.89 1.89

Sampling Procedure

Stratified random sampling was used in this study to get an appropriate total

number of respondents from Grade 11 students at Asuncion S. Melgar National High

School. This procedure is best used in this study because it involves the division of the

population into smaller subgroups or strata.

Researchers used Slovin’s Formula because it enables them to obtain sample

sizes that best represent the entire population to make sure that each subgroup of

interest is represented. If the computed sample size is 189, the following proportion will

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be as follows: The number of students per section is divided by the total population size.

The percentage of students per section will be multiplied by the computed total size.

After obtaining the sample size per strata, stratified sampling will be done for the

selection of samples from each section. The computation will be shown below:

Table 1: Sampling Procedure and Sample

Total number of Quotient × Sample

students per Size of Grade 11
section / Total Students of
population of Asuncion S. Sample Size per Section
Grade 11 Melgar National
students of High School
ASMNHS
TVL- COOKERY

43/357 = 0.12 x 189 = 23 Canape

45/357 = 0.13 x 189 = 25 Chips & Dips

TVL- CSS

37/357 = 0.10 x 189 = 19 Intel

45/357 = 0.13 x 189 = 25 Ram

GA Strand

62/357 = 0.17 x 189 = 32 Apollo

61/357 = 0.17 x 189 = 31 Hercules

64/357 = 0.18 x 189 = 34 Metis

TOTAL = 189 Respondents

Research Instrument

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 In the data gathering procedure, the study was used a standardized research

questionnaire. This survey questionnaire will be given to the Grade 11 students. The said

questionnaire will be divided into five sections.

The first section was the students’ demographic information, such as name

(optional), age, gender, section, and academic track or strand. The second section is

about the nutrition and dietary habits of students, which will be answered using Likert

scale. It consists of five questions that indicate the scale range of Everyday (4),

Occasionally (3), Rarely (2), and Never (1).

Section three is about academic performance. You will answer the questions

through multiple choice; it consists of 6–10 questions. Section four is about attitudes

towards nutrition and also answers multiple choice questions. It consists of 11 to 12

questions. And the last section is Additional Questions, which consists of 14–16

questions and will also answer multiple choice.

Data Collection Procedure

Researchers sent a letter seeking permission from the school head to conduct the

research at Asuncion S. Melgar National High School. Upon its approval, the researcher

went to the classroom of the senior high school department to gather the needed data

from the respondents. The objectives of the questionnaire were explained, and a

consent form from each respondent was requested before the distribution of the

questionnaire personally. Finally, after answering the questionnaire, the data gathered

from it was coded and compiled using Microsoft Excel.

Statistical Treatment of Data

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 The statistical measures that were used to analyze and interpret the results of the

study were frequency and percentage. These measures were employed to determine

the effects of good nutrition on the academic performance of Grade 11 students at

Asuncion S. Melgar National High School.

Ethical Consideration

In conducting this study, several ethical considerations were addressed to ensure

the rights and well-being of the participants. Informed consent was obtained from the

Grade 11 students or their legal guardians, clearly explaining the purpose of the study,

the procedures involved, and their right to withdraw at any time. Confidentiality was

maintained by ensuring that participants’ personal information and responses were kept

confidential and securely stored. The data was anonymized during analysis and

reporting to protect individuals’ identities. Participation in the study was voluntary, and

participants faced no negative consequences or coercion for declining to participate or

choosing to withdraw. The potential for harm or discomfort was minimized by avoiding

sensitive or intrusive questions, and the research activities did not interfere with the

participants’ academic or personal well-being. The study adhered to institutional

guidelines and obtained the necessary approvals and permissions. Responsible data

handling and storage practices were followed, ensuring compliance with data protection

regulations. The findings were reported accurately and honestly, without manipulation or

misrepresentation of data, respecting the participants and contributing to the existing

knowledge in the field. Finally, efforts were made to maximize the benefits of the study

23
for the participants and the wider community by sharing the findings with relevant

stakeholders to promote positive changes in academic programs or policies. By

addressing these ethical considerations, the study upheld the integrity of the research

and safeguarded the rights and welfare of the Grade 11 students involved in the study at

Asuncion S. Melgar National High School.

Chapter IV

RESULTS AND DISCUSSIONS

This chapter presents a comprehensive summary of the findings, conclusions,

and recommendations based on the quantitative research conducted on the effects of

good nutrition on the academic performance of Grade 11 students at Asuncion S. Melgar

National High School. The chapter provides a synthesis of the key findings, draws

conclusions from the data analysis, and offers practical recommendations for

educational institutions and stakeholders to improve students’ academic performance

and nutrition habits.

Table 1. Age of the Respondents

Profile Frequency Percentage

16 Years old 31 16%

17 Years old 107 57%

18 Years old or older 51 27%

Total 189 100%

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 The table provides insight into the age profile of 189 respondents, with 57%

belonging to the age group of 17 years old and 27% being 18 years old or older. This

suggests that Grade 11 students who are 17 years old are the most represented in the

study sample, with 16% of respondents being 16 years old and 27% being 18 years old

or older.

Table 2. Gender of the Respondents

Profile Frequency Percentage

Male 76 40%

Female 113 60%

Total 189 100%

The data collected included the gender distribution of the respondents, with 40%

of the participants being male and 60% being female. This gender breakdown provides

an initial insight into the composition of the sample. However, further analysis is required

to determine if there are any significant differences in academic performance between

male and female students based on their nutrition habits. The data on gender

distribution serves as a foundation for exploring potential variations in the effects of

good nutrition on academic performance among the student population.

Table 3. Nutrition and Dietary Habits

Statement Everyda Occasionall Rarel Never Tota

s y y y (1) l

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 Frequency (4) (3) (2)
Percentag
e

1. How often F 121 33 32 1 189

do you eat
breakfast? % 64% 17% 17% 2% 100%

2. How often F 16 99 72 2 189

do you eat
fruits and % 9% 52% 38% 1% 100%
vegetables?

3. How often F 16 60 104 9 189

do you eat fast
food or junk % 9% 32% 55% 4% 100%
food?

4. How often F 11 23 119 6 189

do you
consume % 6% 28% 63% 3% 100%
sugary drinks?

5. How often F 27 72 72 18 189

do you
consume % 14% 38% 38% 10% 1005
energy drinks?

Table 3 shows data about nutrition and dietary habits. In response to the first

question, “How often do you eat breakfast?” , 64% of the students answered “everyday,”

17% answered “occasionally,” 17% answered “rarely,” and the remaining 2% answered

“never,” obtaining an overall result of 100%. In response to the second question, “How

often do you eat fruits and vegetables?” , 9% of the students preferred “every day,” 52%

selected “occasionally,” 30% selected “rarely,” and 1% selected “never.” In the third

question, “How often do you eat fast food or junk food?” 9% of the students answered

“everyday,” 32% “occasionally,” 55% “rarely,” and only 4% “never.” Six percent (%)

responded “every day,” 28% “occasionally,” 63% “rarely,” and 3% “never” to the fourth

26
question. Only 10% of students answered “never” in response to the last question, 38%

answered both “occasionally” and “rarely,” and 14% answered “everyday.

Table 4. Academic Performance

Statements A B C D E Total
Frequency
Percentage

90-100 85-89 80-84 75-79 Below

75

6. What is your F 102 62 22 3 0 189

grade point
Average (GPA) of % 54% 33% 11% 2% 0% 100%
your first
semester?

7-9 ( yes or no YES NO

Statements )
7. Have you ever F 40 149 189
repeated a
grade? % 21% 79% 100%

8. Have you ever F 45 144 189

been placed on
academic % 24% 76% 100%
probation?

9. Have you ever F 28 161 189

failed a
subject/s? % 15% 85% 100%

5-10 5-9 1-4

hrs. / hrs. / hr./s

week week per

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 week

[Link] many F 21 31 137 189

hours per do you
spend studying % 11% 16% 73% 100%
outside of
school?

The analysis of the data revealed that 54% of Grade 11 students at Asuncion S.

Melgar National High School achieved high GPAs, 33% achieved GPAs ranging from

85–89, and 24% reported being placed on academic probation. 15% of the students

acknowledged having failed subjects, while 85% reported no such failures. 73% spent

less than 4 hours per week studying outside of school. This research found that 16% of

Grade 11 students at Asuncion S. Melgar National High School spent 5–9 hours per

week studying, while only 11% allocated 5–10 hours per week. This highlights the

importance of promoting effective study habits and encouraging students to allocate

adequate time to studying outside of school. It is recommended that educational

institutions and stakeholders consider implementing interventions and programs to

support students who face academic challenges.

Table 5. Attitudes Towards Nutrition

A B C D
Statements Extremely Moderately Somewhat Not Important Total
Important Important Important at all
11. How
important do
you think
good F 148 28 9 4 189
nutrition is for % 78% 15% 5% 2% 100%
academic
success?

28
 YES NO

12. Do you
believe that
good nutrition
can improve
your
academic F 183 6 189
performance % 97% 3% 100%
?

I prioritize I try to eat I don’t pay I have little

healthy healthy much interest in
eating most of the attention healthy
and make time, but to healthy eating and
conscious indulge eating and rarely
food occasionally. eat consider it in
choices whatever I my diet.
regularly. like.

13. What is F 157 31 0 0 189

your % 83% 17% 0% 0% 100%
Attitudes
towards
health
eating?

The results showed that 78% of the students recognized the importance of good

nutrition in improving their academic performance. 97% of the respondents expressed

their belief that good nutrition can indeed improve their academic performance, and only

3% answered “no.” The Grade 11 students at Asuncion S. Melgar National High School

have a predominantly positive attitude towards healthy eating practices. They prioritize

healthy eating and make conscious food choices regularly, indicating a favorable

attitude towards maintaining a healthy diet. This study contributes to the growing body of

29
research emphasizing the positive impact of good nutrition on academic performance

and emphasizes the need for targeted interventions to improve students dietary habits.

Table 6. Additional Questions

Statements F A B C D E F Total
% I am
Yes No not
sure
14. Do you have F 48 75 66 189
any health % 25% 40% 35% 100%
conditions that
require a special
diet?
Everyday Occasionally Rarely Never
15. How often do F 37 60 88 4 189
you exercise or % 20% 32% 46% 2% 100%
engage in
physical activity?
Less 5-6 hrs. 6-7 7-8 8-9 More
than 5 hrs. hrs. [Link]
hrs. 9
hrs.
16. How many F 60 25 40 48 12 4 189
hours of sleep do % 32% 13% 21% 26% 6% 2% 100%
you typically get
per night?

In Table 6, the first question is, ‘’Do you have any health conditions that require a

healthy diet? ‘’There are 48 students who answered yes, 75 students who answered no,

and 66 students who answered I am not sure, for a total of 189. On the second column,

there are 25% of students who answered that they have health conditions that require a

special diet, 40% of students who answered no, and 35% of students who answered

that they have health conditions that require a special diet. On this column, it has a total

of 100%. On the second question, ‘’How often do you exercise or engage in physical

30
activity? ’’. There are 37 students who answered every day, 60 students answered

occasionally, 88 students answered rarely, and lastly, 4 students answered never; the

total of these is 189. On the second column, there are 20% of students who answered

that they are engaging in different physical activities, 32% of students who answered

occasionally, 46% of students who answered rarely, and lastly, 2% of students who

answered that they never engage in any physical activity, for a total of 100%. In question

no. 3, how many hours of sleep do you typically get per night? There are 60 students

who answered less than 5 hours to the question, “How many hours of sleep do you get

per night?” and 20 students who answered 5-6 hours, 40 students who answered 6-7

hours, 48 students who answered 7-8 hours, 12 students who answered 8-9 hours, and

lastly 4 students who answered more than 9 hours, for a total of 189. On the second

column, there are 32% of students who answered less than 5 hours, 13% of students

who answered 5-6 hours, 21% of students who answered 6-7 hours, 26% of students

answered 7-8 hours, and 6% of students answered 8-9 hours, and lastly there are 2% of

students who answered more than 9 hours.

31
 Chapter V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents a comprehensive summary of the findings, conclusions,

and recommendations based on the quantitative research conducted on the effects of

good nutrition on the academic performance of Grade 11 students at Asuncion S. Melgar

National High School. The chapter provides a synthesis of the key findings, draws

conclusions from the data analysis, and offers practical recommendations for

educational institutions and stakeholders to improve students’ academic performance

and nutrition habits.

Summary of Findings

The study’s findings shed light on various aspects related to the participants’ age

profile, gender distribution, nutrition and dietary habits, academic performance, attitudes

towards nutrition, health conditions, and physical activity. The age profile indicated that

the majority of respondents were 17 years old (57%), with 27% being 18 years old or

older. In terms of gender distribution, 40% of the participants were male, while 60%

were female.

The analysis of nutrition and dietary habits revealed that most students reported

eating breakfast every day (64%) and consuming fruits and vegetables occasionally

(52%). However, there was room for improvement in reducing the consumption of fast

32
food and sugary beverages. Concerning academic performance, a significant proportion

of students achieved high GPAs (54%), while 33% achieved GPAs ranging from 85–89.

However, 24% reported being placed on academic probation, and 15% acknowledged

failing subjects. The majority of students spent less than 4 hours per week studying

outside of school (73%).

The study also explored students' attitudes towards nutrition and found that the

majority recognized the importance of good nutrition in improving their academic

performance (78%). An overwhelming 97% expressed their belief that good nutrition can

indeed enhance their academic performance. Moreover, a notable percentage of

students (25%) reported having health conditions that require a special diet, highlighting

the relevance of considering individual health needs. Regarding physical activity, 20%

engaged in it daily, while 46% engaged in it rarely, emphasizing the importance of

promoting regular physical activity among students.

Conclusion

Based on the findings, it can be concluded that there is a positive association

between good nutrition and academic performance among Grade 11 students at

Asuncion S. Melgar National High School. The majority of students demonstrated a

positive attitude towards healthy eating practices and recognized the significance of

good nutrition for academic success. However, there were variations in nutrition habits,

study hours, and academic outcomes, indicating areas for improvement.

33
Recommendations

To enhance the academic performance and nutrition habits of Grade 11 students,

several recommendations are proposed. First, implementing nutrition education

programs would be beneficial. These programs can educate students about the

significance of good nutrition and provide practical guidance on making healthy food

choices. Second, enhancing school food environments is crucial. Collaborating with

school administrators and nutrition experts can improve the availability of nutritious

meals and snacks within the school premises, with a focus on incorporating a variety of

fruits, vegetables, and whole grains.

Promoting breakfast consumption is another important initiative. Implementing

strategies to encourage students to eat breakfast regularly, such as providing breakfast

options within the school and raising awareness about the benefits of breakfast, can

have a positive impact on their academic performance. Additionally, fostering healthy

snacking habits is essential. Educating students about the importance of consuming

fruits and vegetables as snacks and promoting the availability of healthy snack options

within the school can help reduce the consumption of fast food and sugary beverages.

To support academic performance, it is crucial to provide study skills

development. Students should receive training and guidance on effective study habits,

emphasizing the significance of allocating adequate time for independent studying.

Implementing study groups or peer mentoring programs can also facilitate effective

study habits.

34
 Furthermore, identifying students at risk of academic probation or subject failures

and offering targeted academic support programs is necessary. This can include

tutoring, mentoring, and additional resources to help struggling students improve their

performance.

Creating a supportive school environment is key. It is important to foster a

positive and supportive school climate that encourages students to prioritize academic

success and health. Involving teachers, parents, and school staff in promoting healthy

habits and recognizing student achievements can contribute to this supportive

environment.

By implementing these recommendations, educational institutions and

stakeholders can support Grade 11 students in improving their academic performance

and developing healthy nutrition habits. This research contributes to the growing body of

evidence highlighting the positive impact of good nutrition on academic outcomes and

underscores the importance of targeted interventions in promoting student well-being

and success.

35
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