powerpoint of parapsych
TRANSCRIPT
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RELATIONSHIP BETWEEN EATING
PATTERNANDACADEMICPERFORMANCE
OFGRADESIXPUPILSOFARELLANO
UNIVERSITY-LEGARDA
In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF SCIENCE IN NURSING
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MEMBERS:
Hafalla, Gladys
Oliveros, Juan Miguel U.
Orilla, Rovelyn
Ortal, Jackylyn Pasco, John Carlo J.
Ramirez, Danilyn
Reyes, Kenneth Joanne
Reyes, Kim Precious
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CHAPTER 1
THEPROBLEMANDITSBACKGROUND
Food is an essential determinant of for a well being
of a person. Eating pattern can also be a
determinant of a good nutrition. Currently, the
country suffers from nutritional inadequacy. Many
Filipinos experienced inadequate nutritional intakeof the necessary food supplements, as a result of
the deprivation of the economic standards of the
country, below minimum labor fees, and ignorance
to nutrition education.
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In Abraham Maslows hierarchy of needs, the
physiologic factors are at the base part of the
triangle and the food is included here, hence it canaffect an individual greatly
Children with inadequate nutrition possess body
weakness which will hinder their activities of dailyliving, poor eyesight or poor vision, stunted growth,
decrease in weight and immune-suppression.
Nutritional inadequacy can result to a poor mental
health which causes poor memory.
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In addition, the researchers wanted to determine if
a relationship between eating pattern and academic
performance really exists from selected pupils inthe elementary department (AU Legarda Campus)
enrolled in the school year 2012-2013. As other
studies have been developed, does nutritional
status especially eating pattern takes part on the
achievement of a good academic performance in
the new generation.
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BACKGROUNDOFTHESTUDY
The school nutrition program is not only importantin nourishing the children but also in nurturing them.
Todays parents have a hard time in planning the
right kind of food due to escalating food prices in
the market. Similarly, they failed to remind their children about
the need to eat the right kind of food. As a
consequence, their children often eat what their
peer group eats, and sometimes they developfondness of food products seen in TV commercials
and an appetite for food favorites of their movie
idols.
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One way of teaching the children good eating
habits is to let them feel responsible for their well-
being and make them accountable for their diet.
Another way is for their parents to be with their
children during meal time and parents should free
themselves from any other activity during week-
ends to enjoy eating with their children.
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Malnutrition has recognized as one of the reasons
for the dullness of the mind, as insufficiency of diet
tends to impair the intellectual faculties of anindividual. It can be caused by over nutrition or
excess nutrient intake, in other case, under
nutrition. Malnutrition results when the cells do not
receive an adequate supply of the essential
nutrients because of poor diet or poor utilization offood. Sometimes, it occurs because people cannot
eat enough of the food that provides the essential
nutrients to satisfy body needs. In some instances,
people may eat well-balanced diet but suffer fromdiseases that prevent normal usage of nutrients.
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Children may often eat but at unusual hours. Sometimes
they miss regularly scheduled meals, they become
hungry and they almost satisfy their hunger with food
with have low nutrient density. Food items that providelow nutrient density like soda, cakes, candy and potato
chips give abundant calories. The nutrients that can be
found in these food items are mainly carbohydrates, and
fats and little proteins, vitamins and minerals.
Children are subject to peer pressure (i.e. they are
usually influenced by the opinions of their friends). If
their friends favor food with low nutrient density, it is
difficult for them to be different from their friends. It
usually results to the occurrence of malnutrition becausethe nutrients needed by the body are eliminated
because of the diet and type of foods eaten are severely
restricted.
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All these issues prompted the researcher to pursue
this investigation with the hope that the researcher
will be able to determine the relationship of eatingpattern and academic performance of Grade VI
pupils of Arellano University Legarda Manila and
hopefully clarify dimensions to the problem.
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Theoretical framework
The study found its theoretical basis on Maslows
on hierarchy of needs. According to Maslow(1970:196), people have certain needs which are
unchanging, psychological and hierarchical in
nature. This hierarchical nature of individual needs
accounts for their progression from lower-order
needs such as physiological needs or the needs for
air, food, water, and sex and safety needs to higher-
order needs such as love and belongingness need,
esteem needs and need for self-actualization,
which is the ultimate objective of every humanbeing..
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FOOD WATER SLEEP SHELTER AIR
SAFETY SECURITY CLOTHING
LOVE FRIENDS FAMILY
RESPECT
SELF
ACTUALIZATION
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As applied to education, students set goals for
themselves. At the outset, students enter
educational institution to learn. Later, they aim to
make newly-gained knowledge and information
purposeful and meaningful so that they may be
retained and used throughout their lives. As such,
administrators and teacher must consider students
needs and their hierarchical order in order tomaximize learning. For example, if a student has
not had his before he comes to school; he will not
be concentrating on his learning but will be pre-
occupied with the need for food.
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CONCEPTUAL FRAMEWORK
INPUT:
Grade 6 ElementaryPupils
Age
Gender
PROCESS :
Eating Pattern
Food Intake
Food Preference
Food Preparation
Meal Pattern
OUTPUT:
CategorizedNutritionalGuideline
Academic Performance 4th
grading period average last
school year and 1st grading
period average this school year
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STATEMENTOFTHEPROBLEM
1. What is the demographic profile of the
respondents in terms of:
Age and Gender
2. What is the eating pattern of the respondents in
terms of:
Food Preference
Food Preparation
Food Intake
Fluid intake
Meal Pattern
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3. What is the academic performance of the grade
6 pupils (AU-Legarda Campus) in terms of:
4th grading period average last school year and 1st
Grading Period Average this year
4. Is there any significant relationship between eating
pattern and the academic performance of the
respondents.
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Assumption
The averages of 4th grading period SY 2011-
2012 and 1st grading period SY 2012-2013 are
used to determine the academic performance of the
pupils.
What the pupil eat everyday and the food
preference, meal pattern, food intake, fluid intake
and food preparation are the indicators of eatingpattern of the student.
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Hypothesis
At the 0.05 level of significance the null hypothesisis being tested. There is no significant relationship
between the eating pattern and the academic
performance of the respondents.
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Significance of the Study
Grade 6 Pupils.
Nursing Students.
Nutritionists.
Parents, Family.
Future Researchers.
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SCOPEAND LIMITATIONOFTHE STUDY
The researchers focus on the determinants
affecting the eating patterns (including the food
preference, food preparation, food and water intake
and meal pattern) of Grade 6 pupils (AU-Legarda
Campus) in relation to their academic performancewhich includes their grades in 4th grading last
school year and 1st grading period this school year.
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The researchers can only obtain the grades 4th
grading period last school year and 1st grading
periods this school year from the respondents
because this study will run only for this 1st semesterof SY 2012-2013.
This study is limited only to the assessment and
evaluation of the eating pattern to the academic
performance of the respondents. The researcherswill utilize only the data to be gathered from Grade
6 Pupils (AU-Legarda Campus). This study will run
from the 1st semester of SY 2012-2013 only.
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Definition of Terms
4th grading last year and 1st grading period this year
SY 2012-2013 Concept of measure/grades indicating the academic
performance of the student within that grading period.
Academic Performance
Concept of measure that assesses an individual in matters of
academics which includes the 4th grading period average lastschool year and 1st grading period average of all the subject
areas such as English, math, science, makabayan, Filipino
and computer.
Categorized Nutritional Guideline
It is a classified meal plan for male and female that will helpthe pupils to decide for their food intake and may help them to
obtain normal weight appropriate for their age
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Diet
Is the customary amount and kind of food and drink
taken by the respondents from day to day; more
narrowly, a diet planned to meet specific
requirements of the individual, including or
excluding certain foods
Fluid Intake
A quantitative approach on which fluids are consumed
frequently by the respondents in a daily basis
Food Intake
A quantitative approach on which foods are consumedby the respondents in a daily basis.
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Food Exchange
Is one of the basic tools in applied nutrition and diet
therapy. It is used in meal planning, diet instruction and
in estimating the energy and macronutrient content ofnormal and therapeutic diets.
Food Preference
Is a qualitative approach with regards to the kind of
foods desired or chosen by the respondents indicating a
healthy or unhealthy food intake.
Food Preparation
It is the act of preparing food stuffs for consumption.
Many types of food preparation involve heating the food
ingredients; however, other types of preparation involve
chemical, biological, or mechanical means.
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Meal
The instance of eating, specifically one that takes place ata specific time and includes specific prepared food.
Meal Pattern A meal pattern is a menu-planning tool used to develop
menus for a specific age group. Meal patterns should includefood from each of four food groups- meat/meat alternate,vegetable/fruit, bread/bread alternate, and milk/milk alternate.
Patterns can incorporate standards including: low sodium, lowfat, low saturated fat, and low cholesterol.
Nutrition Is the study of essential nutrients and the ways they are used
by the body. It is interpreted as the study of the organicprocess by which an organism assimilates and uses food andliquids for normal functioning, growth and maintenance and tomaintain the balance between health and disease. Alsoincluded is the idea of an optimal balance of nutrients andwhole foods, to enable the optimal performance of the body.
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Relationship
Is the concept of the researcher of the direct affectation
of one variable to another variable by means of their
influence or analogy with each other.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
Local Literature
Unhealthful eating pattern can be a burden for
children achieving their dreams. A research made by
Alcala, states that a well balanced diet is an important
part of childs performance in school. [Study has foundthat poor overall school performance in Sariaya East
Central Elementary School children may be, in part,
explained by their unhealthful eating patterns,
reinforcing the importance of a balanced diet. This study
indicates that a balanced diet is crucial not only inmaintaining physical health, but also in promoting
emotional well-being and psychosocial functioning.]
(Alcala, 2007)
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In contrary to what is mentioned above, Lapiz
stated that food is just part of the physiologic needs
of a person and its the study habits greatly affects
performance. In a study made in different school inPayatas, Quezon. [Although there is a correlation
between eating habits and the students
performance, it is the study habit that mainly affects
the performance. Among 153 respondents, 46%have their average grade below 80% and study
habits has more significant relationship than eating
habits.] (Lapiz, 2009)
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In the research made by Pamatmat (2009),
[There is a significant association between eating
pattern of grade 1 pupils and their schoolperformance. These variables includes eating
breakfast on time and their preference of food.
Other variables like eating lunch and dinner on time
doesnt have correlation.]
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Foreign Literature
[The characteristics of the three stages of
adolescence particularly changes in life style, emotional
and social influences; their search for identity and bodyimage; desire to be more assertive and independent, all
affect the food habits and nutrient intake of adolescents]
(Grodner 2010). These factors are some of the feeding
problems encountered during adolescence. [An
unhealthy diet is composed of foods which are energy-dense and nutrient-poor foods high in saturated fat,
trans-fat, refined carbohydrates, and salt. An unhealthy
diet is also low in consumption of fruits and vegetables
or low in fiber that affects mostly childhood and
adolescence](Rash 2010).
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Adolescence is a time of rapid physical growth asmuscle mass, weight, and height increase. [Thesephysical changes mean increased requirements
related to nutritional requirements related tonutritional needs, especially calories, proteins, andminerals (calcium, zinc, and iron)] (Beard, 2008). Inrelation to above study, [Adolescents always seemhungry but often do not eat appropriate, well-
balanced meals. Instead, they prefer snack foodsthat are easy to prepare, faddish, and often full ofempty calories. Adolescent foods habits areinfluenced by concerns of their body image, peerpressure, emotional problems, bony schedules, or
unsupervised meal preparation purchase. It is notuncommon for teenagers to also often skip mealsbreakfast being the most common, eat fast foods,or frequently snack] (Bogden, 2009).
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Erickson (2006) pointed out five key components,
based on research, required to keep the brain
functioning correctly. [The substances, all found in
food, are important to brain development andfunction. Proteins are found in foods such as meat,
fish, milk, and cheese. They are used to make most
of the bodys tissues, including neurotransmitters,
earlier identified as chemical messengers that carryinformation from brain cells to other brain cells. A
lack of protein, also known as Protein Energy
Malnutrition, led to poor school performance by
children and caused young children to be lethargic,
withdrawn, and passive, all of which help affect
social and emotional development.]
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Erickson also noted that fat makes up more than
60% of the brain and acts as a messenger in partial
control of aspects such as mood. Omega-3 fatty
acids are very important to the optimumperformance of the brain and a lack of these fats
can lead to depression, poor memory, low IQ,
learning disabilities, dyslexia, and ADD. Important
foods to consume to ensure an Omega-3 fatty aciddiet are certain fish and nuts.
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In the work of Rampersaud et al. (2005) theydetermined the association of breakfastconsumption with the academic performance of the
students based on their average grades. Breakfastskipping is highly prevalent in the United States andEurope (10% to 30%) depending on age, group andpopulation. Breakfast eaters generally consumemore daily calories yet less likely to be overweight.
Evidence also suggest that breakfast consumptionmay improve cognitive function related to memory,test grade and school attendance. Breakfast as apart of healthful diet and lifestyle can positiveimpact childrens average grades, health and well-
being. Parents for their children or help explore theavailability of school breakfast program.
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There are lots of varieties of foods occurring
nowadays which perfectly fits to our youths taste
nowadays which has great impact to their health.
[What a person eats greatly determines their growthand development, the integrity of their immune
system, their bodys ability to ward off infections
and diseases, and their morbidity and longevity.
The other essential factors are their daily physical
activities, abstinence from harmful substances, like
tobacco and illegal drugs, and disciplined intake of
alcoholic beverages. While genetics play a role in
all this, it has been proven that a healthy lifestyle
can significantly benefit even those individuals withsome of the so-called bad genetic trait]. (Chua,
2009).
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Junk food link to academic result in a comparable study madeby the World Lee (2007), [Researchers have found that pupilsthat consume junk food do not do as well academically thosepupils that stick to healthier diets. [The researchers found a
direct correlation between the amount of sugar and high fatfoods that they students stated they consumes and their (lackof) performance on the tests. Students who said that they atejunk food 4 to 6 times each week scored an average of 6.96points lower in reading, while the pupils who stated that theyate junk food daily were 16.07 points below average. Test
subjects who ate fast food for every meal were even worse:19.34 points below average. For the mathematics tests,students who consumed fast food 4 to 6 times each week hadscores 6.55 points below average. Daily consumptionequated to a drop of 14.82 points, while the three-junk food-meals-a-day students scored 18.48 points below average. The
research supports the opinions of food experts that a healthierdiet can improve a childs various aspects that can affect achilds education, such as concentration, attention span,learning ability, brain function and even behavior].
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[Junk foods have harmful effects in our body. Hesummed up that junk foods adversely disturb ourbody functions. These include the following, lack ofenergy, poor concentration, and heart and liverdiseases. We will lack of energy because junkfoods do not contain any nutrients that arebeneficial to the human body. In most cases, thesefoods are filled with harmful carbohydrates, fats and
cholesterol that do not provide any useful energy.As a result, somebody consuming junk food hasreduced level of essential nutrients thereby causingweakness in the body. We will experience poorconcentration. One disadvantage of consuming
junk food is that it contains high amount of oil andfat. As a result, human body finds this food difficultto digest and needs to spend high amount of bloodand enzymes](Lee, 2007).
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On the contrary,[Banning junk food in school does
not improve classroom performance [It revealed
that pupils who perform poorly in school tests are
more likely to have been affected by the food theyconsumed in their early years than the content of
their daily lunches] (Clark, 2008).
In addition to Clarks study [youngsters who ate a
junk food diet at age three made less progress atschool, according to the landmark 'Children of the
90s' study at Bristol University. The study says
pupils who perform poorly in tests are more likely to
have been affected by junk food eaten in their early
years. They were 10 per cent less likely to achieve
the expected levels of improvement between the
ages of seven and 11 compared with other
children].
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But school meals served up in the pre-Jamie Oliver
era did not appear to be linked to poor academic
performance. [The researchers also failed to find a
negative link between exam results and packedlunches - more likely to be laden with junk food than
school dinners. The authors did not find evidence
that eating packed lunches or eating school meals
affected children's attainment, once the impact ofjunk food dietary patterns at age three was
accounted for the said study] (Clark, 2008).
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Irregular eating affects the nutrition, [Probably, the
most common problem of this category is omitting
breakfast. When eaten later in school or at work,
school cafeterias, street foods and fast foods arehandy places for a quick breakfast, which usually
turns out to be a snack. One solution to this
problem is to guide them with time management]
(Kim, 2002). If the problem for missing a meal is
waking up late and rushing to school or work
without eating or bringing a lunch bag , parents or
nutrition educators can teach them the night before,
their brown bag or lunch kit.
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Local Studies
There are lots of varieties of foods occurring
nowadays which perfectly fits to our youths taste
nowadays which has great impact to their health.[What a person eats greatly determines their growth
and development, the integrity of their immune
system, their bodys ability to ward off infections
and diseases, and their morbidity and longevity.
The other essential factors are their daily physical
activities, abstinence from harmful substances, like
tobacco and illegal drugs, and disciplined intake of
alcoholic beverages. While genetics play a role in
all this, it has been proven that a healthy lifestylecan significantly benefit even those individuals with
some of the so-called bad genetic trait]. (Chua,
2009).
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In the article of Osano (2006) entitled CagayumanElementary school Feeding Program, she cited that oneof the children cried when he asked his teacher to gohome for lunch. It was used as a basis to make a
decision regarding the feeding program. The teacherswere alarmed at an incident of a Grade IV pupil whowas trembling and crying because he ate only boiledbananas for supper, breakfast and lunch. The boytogether his brother and sister in the lower grades do
not have rice to eat because the source of income oftheir parents in selling charcoal and bananas at Pototanmarket. In the view of the said event, Mr. Ronald Daquilexpressed their concern over the incident and urgedeverybody to help whatever they can. After two months,the teachers of the said pupils have notice their perfectattendance and also become attentive and alert. As aconsequence, their academic performance improvedbased on the result of the mid-year evaluation.
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Sarmiento (2007), commented in her article entitled
Developing Childrens Eating Habits in School, the
nutritional management of the school children and
factors that affect the needs of the body must beconsidered.
The school children because of their self-
confidence are now in a position when they can
express their food choices. They often eat what
they peer group eat anytime and anywhere, no
matter what in some cases the child becomes
fanatic of what their idols eat in T.V. commercial
mass media therefore has the responsibility of
educating the child towards better food habits. If thechildren will properly guided, children can learn how
to select for themselves considering the balanced
diet.
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Among the eating styles practiced by 10-12 years
old students, Bacos enumerated three styles which
received much attention from health and nutrition
experts as markedly observable from adolescentswhich leads to higher probability of snacking during
the day and snacking includes eating nutritious
foods such as fruits and vegetables as well as junk
foods which are containing high amounts of fat,sugar and sodium;.
I i il t d th t i ll b t th t ib ti f
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In a similar study that is all about the contribution ofmajor food items on caloric and protein intake ofFilipinos, [there are major food items on caloric andprotein intake of Filipinos that contribute in their healthand wellness. The caloric and protein content of a dietwhen compared with requirements, is a useful indicatorof the nutritional value of the diet in terms of bothquantity and quality. The caloric content is an indicatorofquantityof the diet, because dietary energy is derivedfrom all three major nutrients - carbohydrates, proteinand fat - any or all of which are found in all foods ofimportance. Thus if a diet is lacking in calories, it meansthat the totality of carbohydrate, protein and fat isinadequate, indicating that the total diet is inadequate inamount. On the other hand, the protein content,particularly the animal protein content, is an indicator of
the qualitybecause protein-rich foods are not onlysources of amino acid building blocks of all bodytissues, enzymes and most hormones, but animalprotein foods are also sources of fat as well as vitaminsand minerals](Chua, 2009).
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Cabrillas (2002), in his writing entitled The Role of
Motivation in Academic Success, said that
performance is a behavior that can be observe and
recorded which is used to judge what a person haslearned. He added that performance is not the
perfect measure of learning for there may be major
discrepancies at times between learning and
performance. Differences may be attributed to
fatigue, anger, lack of motivation, or inability to
concentrate. He said that one must be careful when
he looks at students performance to see what has
or has not been learned.
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Despite the possible differences between learning
and performance, performance is the best index of
what an individual has learned. For this reason,
teaching should encourage students not only tolearn but also to perform at their optimum level.
The work of Cabrillas on the academic success of
one individual is the same as the present because it
focuses on the performance of the Grade VI pupilswhich is the variable that will be possibly affected
by the independent factors.
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Breakfast is often missed or hurriedly eaten by
school children. The reasons could be one of thefollowing fear of being late, late risers, they have no
food available in the kitchen. A god breakfast must
contain fruits like papaya, oatmeal, banana, fried
fish and milk. Even lunch become a dietary
problem, many children take their lunch away from
home. As such, they do not have the chance to eat
the foods that are needed by the body. (Nestle
Club, 2003).
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Foreign Studies
In the Wolpert and Wheeler article, Gomez-Pinilla
suggested that diets high in trans fats and saturatedfats negatively affect cognition. These trans fats are
found in common fast food and most junk foods.
Through these trans fats, junk food affects the brain
synapses as well as many molecules that aid in
learning and memory. A diet low in trans fats and
high in Omega-3 fatty acids can strengthen
synapses and provide cognitive benefits (Wolpert &
Wheeler, 2008).
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Healthy Mind Healthy Body is what they say, inconnection with the study of Feuerbach (2007) [pointed
out that we are what we eat is a true dictum. Food ismedicine. Thus eating the right food at the right time isimportant for our health. Unfortunately, many of mypatients don't eat breakfast and have barely enoughtime to eat lunch. Thus they rely on their dinner for most
of their nourishment and fill their whole day with highcalorie drinks, snacks and junk food. When this happensthey perform poorly at work because the brain needsfood to be able to function well. It also has impact ontheir health as their unhealthy eating habits take their tollon them eventually. The following is an article culledfrom the New Scientist about the importance of healthyeating.] It happens to be that the products of ouractivities are however affected by what we eat priordoing the specific activity.
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Eating Pattern
[Knowing the recommended dietary intake makes
nutrition seem simple. Just eat enough of the
recommended dietary intake nutrients and good
health seem assures. However, we dont eatnutrients; we eat foods. For an eating pattern to be
considered adequate, the foods we eat must
provide all the essential nutrients plus fiber and
energy. An adequate eating pattern takes intoaccount assortment, balance, and nutrient
density](Hinton, 2004).
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Research confirms that ones academic
performance can be affected by nutritional intake.
The Journal of the Muenning (2007) said that
[students who pay attention to their daily nutrient
needs perform academically better in school]. The
researchers explain that [inadequate nutrition
negatively influences intelligence and academicperformance adding that low intake of protein and
iron reveal poor performance in school going
children]
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In addition to their study that [those with poor
nutrition scored lower on tests of vocabulary,
reading comprehension, arithmetic, and generalknowledge, the researchers point out, adding that
[those students who dont take breakfast are likely
to score lower in tests of speed and accuracy in
problem - solving].
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Food Intake
[Continuous low nutritional intake affects factorssuch as motivation and attentiveness, which canhave a negative effect on developmental processessuch as learning. Chronically undernourishedchildren and adolescents are more prone to
irritability and lack of concentration. Consequently,they attain lower scores on standardizedachievement tests. Furthermore, when children areundernourished, they have more difficulty resistinginfection. Thus, they are more likely to get sick,
miss school and fall behind in class. Because oftheir lack in adequate nutrients, they are low inenergy, which can limit their physical activity, andthis, in turn, affects cognitive functioning] (Meyes(2010).
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Breakfast
Breakfast is the meal that is taken in the morning
after waking up from bed and before getting to
school. Breakfast is very important to take asskipping breakfast will lead to hunger and poor
school performance in the morning and those who
skip breakfast tend to eat more at lunch. Breakfast
consumption is considered to be an importantpredictor to overweight and obesity in children.
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[Many studies have shown that skipping breakfast
reduces people's performance at school and at
work since the brain needs a steady supply of
glucose. According to research published in 1993,
children eating breakfast made up of fizzy drinks
and sugary snacks performed at the level of an
average 70-year-old in tests of memory andattention] provided that it is necessary for an
individual to take his/her breakfast before doing
such activities for the brain to function well]
(Feuerbach, 2007).
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Lunch
What your children have for lunch can influenceacademic performance. A healthy lunch can
improve focus and decrease fatigue in the
afternoon. (McCain, 2006)
Coffee Caffeine stimulates the mind and increases
alertness --- but this effect is temporary, and
caffeine may interfere with sleep and lead to
drowsiness and headaches the next day. Sourcesof sugar and caffeine for children and teens often
include energy drinks, caffeinated soft drinks and
blended coffee drinks. (McCain, 2006)
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Meat
Numerous studies like Cawley(2007) demonstrate
that [malnutrition, even with no clinical signs, affectsintelligence and academic performance. Students
with the lowest amount of protein in their diet had
the lowest achievement scores, and those with iron
deficiency demonstrated shortened attention span,
irritability, fatigue, and difficulty concentrating. Evenmoderate undernutrition (inadequate or suboptimal
nutrient intakes) can have lasting effects and
compromise cognitive development and school
performance].
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CHAPTER THREE
METHOD AND PROCEDURE
Research Design
The researchers will use descriptive co-relational
type of research.
Research Locale
The researchers will conduct the study at the
elementary department of Arellano University
Legarda Campus, Manila.
Field Testing
The researchers will first conduct their field
testing on 10 grade six pupils. These pupils will be
chosen at random and they will not be part of the
research sample
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Sample and Sampling Technique
The researchers will utilize 100% of the population
of the respondents with the exception of 10students that will be used for field testing.
Instrumentation
All data were gathered through the use ofquestionnaires which are researcher-made
composed of the demographic profile of the
respondents (age, gender) It is also subdivided into
two parts; namely, Part I reflecting the demographicprofile, Part II reflecting their food or eating pattern.
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Data will be obtained in two ways:
Eating pattern/Questionnaire
Academic performance
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Eating Pattern/Questionnaire
A 2 part questionnaire comprising of 27 questions will be
used to explore demographic profile and eating pattern
of the respondents. Under these questionnaires
includes number of meals per day, food preference ofthe respondents, how their foods are prepared, their
food intake and fluid intake.
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Data Gathering Procedure
The researchers will secure permit and legal papersfrom the Dean of the College of Nursing and the
Elementary principal at Arellano University
Legarda Campus and with their approval, the
researchers will be able to visit classes and conduct
the survey with the selected present grade 6 pupilsregarding to their eating pattern and academic
performance during their 4th grading period last
school year and 1stgrading period this school year
2012-2013.
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The respondents were grade six elementary pupils.The objective of this data gathering is to assess
and co-relate the eating pattern with regards to their
academic performance. The data and information
gathered and obtained from the respondents will beconsidered as confidential documents.
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The researchers will secure a verbal or writtenconsent from the respondents. Hence, the
researchers will be responsible for the
confidentiality and any form of weakness that might
occur on the said matter.
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Statistical Treatment
The works of the researchers were lessened due tothe creation of high-technology software. With theuse of Microsoft Excel 2010, the amount of timeallotted for computing the percentages and enteringdata and other vital equation and results wasgreatly reduced. Yet, the researchers were able to
keep the task of interpreting and analyzing the dataand results of each. The following statisticaltreatment were used for the interpretation andanalysis of data, the computation of the percentagewas used to compare the proportion of frequencies
of responses to the total number of respondents, asthis would also describe the profile of therespondents:
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For the researchers to identify, summarize and
analyze more the data collected on the food and
eating pattern of the respondents, the concept ofmean and Spearman Rho Rank-Order Correlation
Coefficient was used as this would also provide the
researchers the exact description of the values
illustrated in the frequency distribution.
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MEAN
Spearman Correlation
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To correlate the academic performance and eating
pattern of the respondents, the average grades ofthe pupils were divided into five classes which
includes poor, fair, good, very good and excellent.
The arbitrary table is as follow:
80 below Poor
81-83 Fair
84-86 Good
87-89 Very good
90 above Excellent
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The table below is to be used as reference for the
interpretation of the relationship: (at 0.5 level of
significance with sample size of 5)0 - 0.89 No correlation
0.9 Little positive/negative correlation
1 Strong correlation
If it is negative, there is a inverse relationship
between the two variable
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CHAPTER FOUR
PRESENTATION, INTERPRESENTATION,
AND ANALYSIS OF DATA
DEMOGRAPHICPROFILEOFTHERESPONDENT
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TABLE 1. FREQUENCYAND PERCENTAGE
DISTRIBUTIONOFTHE RESPONDENTSBY AGE
Gender Frequency Percent
Male 24 51
Female 23 49
Total 47 100.0
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TABLE 2: FREQUENCYAND PERCENTAGE
DISTRIBUTIONOF GENDEROFTHE RESPONDENTS.
Gender Frequency Percent
Male 24 51
Female 23 49
Total 47 100.0
TABLE 3. FREQUENCYAND PERCENTAGEDISTRIBUTION OF THE NUMBER OF MEALS PER
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DISTRIBUTIONOFTHE NUMBEROF MEALSPER
DAYOFTHE RESPONDENTS
No. of Meals Frequency Percent
< 3 3 6.38
3 14 29.8
4-5 23 48.9
>5 7 14.9
Total 47 100.0
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Table 4. Frequency and Percentage Distribution
of Vegetable Intake of the Respondents
Frequency Percent
Always 12 25.5
Often 11 23.4
Sometimes 20 42.55
Rarely 3 6.4
Never 1 2.1
Total 47 100
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Table 5. Frequency and Percentage Distributionof Fruit Intake Of the Respondents
Fruits Frequency Percent
Always 24 51
Often 16 34
Sometimes 7 14.9
Rarely 0 0
Never 0 0
Total 47 100
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Table 6. Frequency and Percentage Distributionof Meat Intake
of the Respondents
Frequency Percent
Always 18 38.3
Often 6 12.8
Sometimes 9 19.1
Rarely 3 6.4
Never 1 2.1
Total 47 100
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Table 7. Frequency and Percentage Distribution
of Fish Intake
of the RespondentsFrequency Percent
Always 26 55.32
Often 12 25.53
Sometimes 6 12.77
Rarely 2 4.26
Never 1 2.1
Total 47 100
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Table 8. Frequency and Percentage Distribution
of
Intake of Chicken of the Respondents
Frequency Percent
Always 26 55.32
Often 12 25.53
Sometimes 6 12.77
Rarely 2 4.26
Never 1 2.1
Total 47 100
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Table 9. Frequency and Percentage Distributionof Rice
Consumption of the Respondents
Frequency Percent
Always 43 91.5
Often 3 6.4
Sometimes 1 2.1
Rarely 0 0
Never 0 0
Total 47 100
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Table 10. Frequency and Percentage
Distribution of Consumption of
Processed Foods of the Respondents
Frequency Percent
Always 15 31.9
Often 11 23.4
Sometimes 15 31.9
Rarely 6 12.8
Never 0 0
Total 47 100
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Table 11. Frequency and Percentage
Distribution of Consumption
Of Junk Foods of the Respondents
Frequency Percent
Always 13 27.7
Often 10 21.3
Sometimes 15 31.9
Rarely 9 19.1
Never 0 0
Total 47 100
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Table 12. Frequency and Percentage
Distribution of Bread and
Pastries Consumption by the Respondents.
Frequency Percent
Always 26 55.3
Often 9 19
Sometimes 8 17
Rarely 4 8.5
Never 0 0
Total 47 100
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Table 13. Frequency and PercentageDistribution of Sweets
Consumption of the Respondents` Frequency Percentage
Always 15 31.9
Often 13 27.7
Sometimes 9 19
Rarely 9 19
Never 1 2.1
Total 47 100
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Table 14. Frequency and Percentage
Distribution of Street Foods
Consumption of the RespondentsFrequency Percent
Always 9 19
Often 10 21.3
Sometimes 14 29.8
Rarely 12 25.5
Never 2 2.1
Total 47 100
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FOOD PREPARATION
Table 15. Frequency and Percentage
Distribution of Food Preparation by Means of Boiling orNilaga
Frequency Percent
Always
20
42.6
Often 10 21.3
Sometimes 11 23.4
Rarely 5 10.6
Never 1 2.1
Total 47 100
Table 15. Frequency and Percent Distribution of Food Preparation byMeans of Grilling or Inihaw
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Table 16. Frequency and Percent Distribution ofFood Preparation by
Means of Grilling orInihaw
Frequency Percent
Always 8 17
Often 16 34
Sometimes 14 29.8
Rarely 6 12.7
Never 3 6.4
Total 47 100
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Table 16. Frequency and Percentage
Distribution of Foods
Prepared by Means of Frying orPagpritoFrequency Percent
Always 21 46.8
Often 14 27.66
Sometimes 8 19.15
Rarely 3 4.26
Never 1 2.1
Total 47 100
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Table 17. Frequency and Percentage
Distribution of Food
Preparation by Means of Steaming orPinasingawan
Frequency Percent
Always 9 46.8
Often 13 27.66
Sometimes 10 19.15
Rarely 13 4.26
Never 2 2.1
Total 47 100
Table 18. Frequency and Percentage
Distribution of
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Distribution of
Breakfast Pattern of the Respondents.
Frequency Percent
Always 33 70
Often
8
27.66
Sometimes 3 19.15
Rarely 1 4.26
Never 2 2.1
Total 47 100
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Table 19. Frequency and Percentage
Distribution of AM Snack Pattern of the Respondents.
Frequency Percent
Always 21 44.7
Often 8 17
Sometimes 14 29.8
Rarely 3 6.3
Never 1 2.1
Total 47 100
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Table 20. Frequency and PercentageDistribution of
Lunch Pattern of the Respondents.Frequency Percent
Always 40 85
Often 6 12.8
Sometimes 0 0
Rarely
0
0
Never 1 2.1
Total 47 100
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Table 21. Frequency and Percentage
Distribution of
PM Snack Pattern of the Respondents.
Frequency Percent
Always 24 51
Often 10 21.3
Sometimes 6 12.7
Rarely 0 0
Never 2 4.2
Total 47 100
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Table 22. Frequency and Percentage
Distribution of
Dinner Pattern of the Respondents.
Frequency Percent
Always 36 46.8
Often 5 27.66
Sometimes 3 19.15
Rarely 0 4.26
Never
3
2.1
Total 47 100
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Table 23. Frequency and Percentage
Distribution of
Midnight Snack Pattern of the Respondents.
Frequency Percent
Always 18 46.8
Often 5 27.66
Sometimes 11 19.15
Rarely 7 4.26
Never 6 2.1
Total 47 100
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Table 24. Frequency and Percentage
Distribution of
Bringing of Packed Lunch of the Respondents.
Frequency Percent
Always 23 46.8
Sometimes 20 19.15
Never 4 2.1
Total 47 100
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Table 25: Frequency and Percentage
Distribution of
Eating at the Canteen of the Respondents
Frequency Percent
Always 14 46.8
Sometimes 28 19.15
Never 5 2.1
Total 47 100
Table 26 Frequency and Percentage
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Table 26. Frequency and Percentage
Distribution of
Preference between Bringing of packed lunchand Eating
at the School Canteen of the Respondents.
Frequency Percent
Baon 22 46.8
Canteen 25 27.66
Total 47 100
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Table 27: Frequency and Percentage
Distribution of
Water Intake of the Respondents.
Frequency Percent
More than
10 glasses
24 46.8
8-10
Glasses
12 27.66
Less than
10 glasses
11 19.15
Total 47 100
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TABLE 28: Frequency Distribution of Fluid
Intake of the Respondents
Every neal Thrice a day Twice a day Once a day Never
Juice 5 3 12 21 6
Coffee 2 2 5 15 23
Soda 3 5 10 23 6
Milk 12 6 6 16 7
Chocolate 13 5 6 14 9
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TABLE 29: Frequency and Percentage
Distribution of the
Average Grades of the Respondents
Frequency Percent
90 above 7 15
87-89 8 17
84-86 12 25.5
80-82 13 19.15
77-79 8 27.6
Total 47 100
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TABLE 30: Distribution of average grades of the
respondents
84.5 83.1 94.9 90.5 86.6 85 90.5
88.4 77.7 80.7 82.2 87.2 83.1 84.4
85.8 79.8 85.9 77.3 84 78.5 85
87.8 88.3 86.5 76.8 79.1 89.9 79.9
90.2 83.4 85 85.4 84.3 89.55 82.8
77.1 81.5 88.8 85.3 85.1 81
83.1 85.8 86.1 81.8 91.7 79
CHAPTER 5SUMMARY, CONCLUSION AND
RECOMMENDATION
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RECOMMENDATION
Summary of the FindingsDemographic Profile
On age, most of the respondents are in the average
range of 11 to 12 years old, which is ideally the
average age for a grade six level. On gender, there is a proportionate ratio between
the male and female respondents.
On the number of meals taken by the respondents
everyday, most of the respondents eat 4-5 mealseach day which is the ideal
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Eating pattern
On number of meals of the respondents, most of
the respondents eat 4 to 5 times a day which is theideal number of meals per day with measurableamounts of foods per meal. The second highestnumber of meals the respondents consume is 3meals per day.
On the vegetable diet of the respondents, only8.6% of the respondent rarely and never eatvegetable and therefore almost 90% of therespondents eat vegetables. In correlation with theacademic performance, there is a negativecorrelation with the two of them.
On the fruit intake of the respondents, all of therespondents eat fruits and most of them always eatfruits.
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Conclusion
S l l t f l t il li
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Several elements of elementary pupils lives
are related to pupils academic performance. A
hypothesis was tested concerning interrelationshipsof academic performance and eating pattern of the
respondent. To test the hypothesis, 47 pupils from
grade six aging from 11-12 years old, filled a 2 part
survey questionnaire measuring their eating
pattern.
Some of the variables of eating pattern have a
substantially markedly positive and negative
correlation with the academic performance.
Therefore, the researchers concluded that at 0.5level of significance, the null hypothesis that there
is no relationship between eating pattern and
academic performance is rejected.
R d ti
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Recommendations
In the light of the findings and conclusions, the
following recommendations are as follows:
Pupils should consume a healthful diet at home or
in school, on a daily basis and not exceeding
energy requirements and with proper exercise.Pupils should be more aware of the Recommended
Daily Allowance or RDA, because it will be a guide
for their diet to ensure proper nutritional intake
enough for their age.
Since our study found out that there are just little
correlation between academic performance with
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correlation between academic performance with
few of the variables. We recommend that the
parents should be aware of the study habits that thepupils have. Food alone cant be a solution to good
excellence in education.
Offering more health teaching about the proper
nutrition by the school can also give more guide to
the pupils.
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For BSN students, include health teachings about
the proper nutrition whenever they handle pediatric
patients. The researchers recommend that the nutritionist
plan a appropriate meal pattern for the specific
subject of the study
The researchers recommend that the futureresearcher conducts a study that further evaluate
and monitor the nutritional status of the students
with regards to their academic performance with a
specific span of time.
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THANK YOU AND GOD BLESS