Chapter I

THE PROBLEM AND ITS SCOPE

Introduction
Education and learning depend on good nutrition and health. Nutritional and
health status are powerful influences on a childs learning and on how well a child
performs in school. Children who lack certain nutrients in their diet (particularly iron and
iodine), or who suffer from protein-energy malnutrition, hunger, parasitic infections or
other diseases, do not have the same potential for learning as healthy and wellnourished children. Weak health and poor nutrition among school-age children diminish
their cognitive development either through physiological changes or by reducing their
ability to participate in learning experiences - or both. A problem like this is a big
concern of the Department of Education.
Capacio (2013) stated that Early malnutrition can adversely affect physical,
mental and social aspects of childs health, which as a result leads on underweight,
stunted growth, lowered immunity and mortality. The lack of nutrition imposes significant
economic costs on individuals and nations, including how it affects on academic
performance and behaviors at school and long term productivity among adults.
Problems like delayed entry to school, less overall schooling, smaller stature and lower
school performance among children represent a great motivation to impose feeding
programs.
The link between malnutrition and poor health among elementary school children
and absenteeism, early dropout and poor classroom performance as well as the

effectiveness of school-based nutrition and health interventions in improving school

performance are well-established in the literature ( Taras 2005). Thus the Department of
Education (DepED) has been conducting conditional food transfer programs since 1997.
Food for education (FFE) programs had received renewed interest in developing
countries in Asia, Africa and Latin America as a means for achieving Millennium
Development Goals (MDG) and reducing hunger. School-feeding programs, in
particular, emerged in many countries as a social safety net response to the 2008 global
food and fuel crises (Bundy et. al. 2009). In developing countries, these programs
provide undernourished children or children from the poorer or poorest families with
nutritious food in exchange for school participation. Many of the programs are
implemented with a view to improving both education outcomes (e.g., school
participation, school retention, learning achievement or cognitive development) and
nutrition outcomes (e.g., food energy consumption, anthropometry or micronutrient
status).
The beneficiary schools were selected by Regional Health and Nutrition Units
(RHNU) based on prevalence of undernutrition among the schools pupils and the
capacity of their heads or principals to manage food procurement along with the feeding
program. Food procurement had been decentralized to the schools, possibly to avoid
problems ensuing from centralized procurement and distribution. Thus, training on
School Based Management (SBM), ability to manage, disburse and liquidate funds, and
knowledge on procurement rules and regulations on the part of school heads were part
of the selection criteria for beneficiary schools.

The program was renamed the school based feeding program SBFP in 2012 so
as not limit the feeding to breakfast time. School based feeding program SBFP also
restricted the coverage of the program to SW children in Kindergarten and Grades 1 to
6 in selected public elementary schools. In addition, a school could be selected into the
program only if it had no other feeding program. To improve the children's health and
nutrition values and behavior. According to the Health and Nutrition Center (HNC) of
DepED, the primary goal of the program is the nutrition goal; improved class attendance
and improved health and nutrition values and behavior are secondary goals. Selective
targeting is a desirable feature of a feeding program, however, as it reduces total
program costs. In addition, results from well-designed impact evaluation studies of
primary school-based FFE programs generally indicate that the programs have higher
impacts on children with greater initial malnutrition and that the nutrition benefits are
greater for programs targeting younger children (Adelman et. al., 2008). School feeding
is also one of the governments interventions to address persistent malnutrition among
children. Latest reports of the Food and Nutrition Research Institute (FNRI) suggest that
about one in ten children aged five and below (7.9%) are wasted, while one in five
(19.9%) are underweight, and three in ten (30.7%) have stunted growths, while the
prevalence of stunting and underweight has decreased since the 1990s, the prevalence
of stunting has not. In addition, while malnutrition is highest among poorest families,
malnutrition is prevalent across socio-economic strata. The school based feeding
programs SBFP's attendance target of 85% to 100%.

Statement of the Problem

This study aims to establish the impacts and effects of the school-feeding
programme on the general performance of the school children with nutritional status of
severely wasted in Bayanga Elementary School , Matanog, Maguindanao for the SY
2016-2017.
Specifically this study seeks to find answers to the following questions:
1. What is the nature of the School Feeding Program in Bayanga Elementary School ,
Matanog, Maguindanao for the SY 2016-2017?
2. How does the school implement and monitor the school feeding programme as
intervention?
3. What are the challenges affecting the Head Teacher/ Principal in the implementation
of SFP?
4. What is the performance of the school children with in the School Feeding Program?
5. Is there a significant difference between the performance of the school children with
in the School Feeding Program on their quarterly exams before and during the School
Feeding Program?

Null Hypothesis of the Study

Ho1: There is no significant difference between the performance of the school
children with in the School Feeding Program on their quarterly exams before and during
the School Feeding Program.

Significance of the Study

Feeding programmes should be seen as a chance to find an alternative,

affordable, appropriate approach that will make feeding school children possible, to
enhance performance and promote consistent learning in school children. It should also
improve a child's growth and development. Since poor growth during early childhood is
very common in some areas Matanog, Maguindanao, it is important that the problem be
identified in its initial stage, so that appropriate measures are taken.
The findings of the study may be used to provide information to the feeding
programme managers or sponsors on effective implementation and management of
School Feeding Program. They may also assist the teachers and others involved in the
feeding programme to identify the type of food that would be beneficial to pre-schoolers
health and the eventual impact on performance.
The study will guide parents, teachers and the community on ways of starting
and maintaining feeding programmes at school, which will motivate children to succeed
in school. It will also provide general knowledge on the impact of School Feeding
Program on the performance of pre-school children and enhance performance and
consistent learning in schools, as childrens health will be addressed.
The findings may also help the Department of Education to improve ways of
learning and managing elementary schools in Philippines.

Scope and Limitations of the Study

In the pursuit of this study, several limitations will be experienced. The first is the
cost in terms of time, effort and finances to carry out an extensive and exhaustive
research. The second is to obtain accurate information because of fear of

appraising/victimization on the part of the respondents. Lastly, the study is qualitative in

nature, therefore, it relied on respondents perceptions and views, and the quality of
data depends on them.
This study confines itself to the School Feeding Program of Bayanga Elementary
School Division of Maguindanao II in Matanog, Maguindanao for the school year 20162017.
It is also limited to the school in-charge, teachers, cook, identified 70 severely
wasted school children and their parents of of Bayanga Elementary School Division of
Maguindanao II in Matanog, Maguindanao for the school year 2016-2017.

Operational Definition of Terms

To facilitate better understanding of this study, the researchers operationally
defined the terms used herein. For further classification and convenience of the reader,
the words are defined as follows:
School Feeding Programme: This is a scheduled activity of providing enough
nutritious and balanced diet to children at school.
Malnutrition: A degradable kind of nutrition leading to ill health. It is lack of
nutritious food.
Undernutrition: State or a health condition resulting from the consumption of
inadequate quantity of food over an rxtended period of time. it is
manifested by being underweight, stunting or growth
retardation, and in
kwashiorkor. (UNICEF)

severe cases, clinical signs or marasmus and

Short-term Hunger: A condition experienced by school children who do not eat

breakfast and walk through long distances to reach school. (WFP)
Nutritional Assessment: The appraisal available information to provide a
description of existing nutritional solution or nutritional status. (FNRI)
Nutritional Status: The condition of the body resulting from the intake,
absorption and utilization of food. Clinical examinations, biochemical analyses,
anthropometric measurements, and dietary studies are used singly or in
combination to determine the condition. (FNRI)
Body Mass Index (BMI): An indicator of nutritional status expresses as body
weight in kilograms divided by the square of the height in meters. It provides a
measure of mass, ranging from thinness to obesity. (WHO)
Weight-for-Age: The simplest and most common indicator for the assessment
of growth. It compares the weight of an individual to a standard or reference
weight for age. This indicator is a useful for rapid screening because it combines
acute and chronic malnutrition. (WHO)
Wasting or Thinness: A condition where the childs weight is lower than that of
a normal child of the height. (WHO)
Wasted: A thin child whose BMI for age fall between -2 to -3 z-score line.
(WHO)
Severely Wasted: A very thin child whose BMI for age is below -3 z-score ine
or in Standard Deviation(SD). (WHO)
Obese: A child with a condition of being or severely overweight or weight-forlength/height (UPLB_CHE, Institute of Human Nutrition and Food)

Overweight: A child weighing too much for his/her length/height or weight-forlength/height (UPLB_CHE, Institute of Human Nutrition and Food)
Normal: A child whose weight-for-length/height for age fall between -2 to +2 zscore line. (WHO)
Performance: Ability to do well in attainment of skill, knowledge and attitude.
Enrolment: Refers to the number of children registered in a school.
Nutrients: Components of food that are needed by the body in adequate amount
in order to grow reproduce and lead a normal life.
Malnutrition: A degradable kind of nutrition leading to ill health. It is lack of
nutritious food.
Management: This involves planning, organizing, directing and controlling of
activities within an institution set up.

CHAPTER III
RESEARCH METHODOLOGY

This chapter describes how the study was conducted and the researcher used in
gathering the necessary data for the completion of the study. This includes the focuses
on research design, target population, sample and sampling procedure, research
instruments, statistical tools, validity and reliability of the instruments data collection and
data analysis procedures.

Research Design

. The researcher uses descriptive research design for descriptive purposes. It

is a kind of design used in studies that have individual people as the units of analysis. It
involves some individual persons who must serve as respondents or informants.
Descriptive research design can be used when collecting information about peoples
attitudes, opinions according to feelings or any of the variety of education or social
issues (Orodho and Kombo, 2002). Descriptive research is useful in describing the
characteristics of a large population. This helps the researcher to ask many questions
that provides considerable flexibility in the analysis.

Target Population

The target population of respondents includes the head teacher/ Principal,

parents of the selected respondents, teachers and cooks in of the Bayanga Elementary
School of Division OF Maguindanao II, Matanog, Maguindanao. There are ______
number of wasted and severely wasted school children in Bayanga Elementary School
and out of these only 70 are selected as respondents together with their parents. One
school head (1), ________ teacher- adviser of the said school and __________ cooks
are also included in the study.

Sampling Size and Sampling Procedure

Sampling is the procedure a researcher uses to gather people, places or things
to study. It is a process of selecting a number of individuals or objects from a population
such that the selected group contains elements representative of the characteristics
found in the entire group, (Orodho and Kombo 2002). Simple random sampling is used
to select one head teacher, __________ school children, _____cooks, ______ teachers
, ___________and __________ parents from the school for interviews. The sample
size, therefore, was ____________respondents.

Sample size
Respondents
School Head (Principal/Head Teacher)
Teachers
Cooks
Parents
School Children
TOTAL
Research Instruments

Number of Respondents

70

The study uses both primary data and secondary data. The primary data is
collected using questionnaires, observation list, performance tests and interviews
guides. Secondary data consists of report forms of school children.
Questionnaires includes structured and unstructured questions and are
administered through drop-and-pick method to the head teachers. Questionnaires form
a major data collection tool for collecting basic statistical facts on attendance,
participation and performance. The structured questions are used in an effort to
conserve time and money as well as to facilitate in easier analysis as they are in
immediate usable form, while the unstructured questions are used so as to encourage
the head teachers to give an in-depth and felt response without feeling held back in
revealing of any information.
Observation checklist is formulated to include information that will lead to the
conducting the study. Observations are made when the researcher visited the school at
meal times. This helps to establish the condition of meals offered, facilities and
equipments that are used in the particular pre-school to facilitate the School Feeding
Program. The researcher also observes children before and after meals to ascertain
their performance. In order to establish the performance of the school children in the
target schools, records of exams done previously in the school are checked.
The school children are also given an examination to ascertain their
performance.
The interview schedule is used by the researcher to interview parents and those
in charge of the feeding programme in the school.

Report forms containing the performance of the school children for the last
exams are collected. These are used to compare the performance of school children
within the School Feeding Program and those outside it.

Statistical Tools Used in the Study

The performances of the school children which are their average grades were
tabulated, analyzed and interpreted. The mean of the averages and their performance
were computed using the formula below:
1. Mean and Standard Deviation are used to determine the effectivity and impact
of the School Feeding Program on the performance of the school children. The formula
are shown below:
a. X = xi / N where:
X = average (or arithmetic mean)
N = the number of terms (e.g., the number of items or numbers being
averaged)
xi = the value of each individual item in the list of numbers being averaged
b. SD =( xi - x )2 /N-1 where:
SD = sample standard deviation
X = sample mean,
xi = the ith element from the sample
N = the number of elements in the sample

The percentage obtained was used in describing the effectiveness of the School
Feeding Program on the performance of the school children. The percentage was
computed as follows:
2. Percentage (%) =

n
N x 100 % where:

n = number of respondents in a certain performance grade

N = total number of respondents
3. T test is used to the significant difference of the performance of the school
children with School Feeding Program between before and during the School Feeding
Program. The formula is shown below:

where:
X1 = Mean of first set of values
X2 = Mean of second set of values
S1 = Standard deviation of first set of values
S2 = Standard deviation of second set of values
n1 = Total number of values in first set

Validity

Validity according to Mugenda and Mugenda (1999) is the accuracy,

meaningfulness and the degree with which results obtained from the analysis of data
actually represent the phenomena of the study. In order to determine the validity of the
instruments before administration of the questionnaires, the researcher presents them
to the School Head for analysis and critique. This helps the researcher to rectify and
come up with good reliable instruments and also to ensure credibility of the results.

Reliability

Reliability has to show the degree at which the research instruments will yield
good results.
In order to achieve this, the researcher administers the instruments herself in
order to assess their clarity.

Data Collection Procedures

The researcher visits the school during the learning session. Questionnaires are
delivered to the respondents and a period stated on when to complete them, for
example two weeks. After this period the questionnaires are collected and put in a safe
place for confidential purposes. The whole information given by each respondent is put
together and recorded down accordingly for interpretation and analysis.

Data Analysis

The data collected was both qualitative and quantitative in nature. Qualitative
data was analyzed by content analysis. Content analysis is the systematic qualitative
description of the composition of the objects or materials of the study (Mugenda and
Mugenda, 1999). Data was coded into Statistical package for a Social Scientist (SPSS)
and then analysed using statistical measures such as percentages, mean scores and
standard deviations. This helped summarize and describe variables state such as
frequency of meals, types of meals offered, availability of resources and nutritional
status of the school children. Structure data was analyzed through content analysis to
understand the consistence of information from various respondents. The results were
then presented using frequency tables, graphs and charts.
Comparative analysis was used to compare school children within the School
Feeding Program and those outside it.

APPENDICES
Appendix I: Head teachers Questionnaire
Introduction

Please respond to each question by ticking the appropriate response in the spaces
provided. Your responses will be completely confidential and will be used by the
researcher for the purpose of this study only.
Therefore, do not write your name anywhere in this questionnaire. You're kindly
requested to respond to all items applicable to you.
1. Gender
Male [ ]

Female [ ]

25 - 30 years [ ]

31 - 40years [ ]

2. Age
41 and above [ ]

3. Teaching experience
1 - 5yrs [ ]

6 - l0yrs [ ]

11- 15yrs [ ]

15yrs and above [ ]

4. How many years have you been to the present station?

1 - 5yrs [ ]

6 - l0yrs [ ]

11- 15yrs [ ]

15yrs and above [ ]

5. Does your school have an ECD section?

Yes [ ]

No [ ]

6. What is the enrollment of ECD learners?

Boys [ ]

Girls [ ]

Total [ ]

7. Is there a feeding programme in the school? ___________

8.

For

how

long

has

the

feeding

programme

been

operated?

______________________
9. What promoted the need to have a feeding programme in the school?
10. Did you call a parents meeting to create awareness as concerns the school feeding
program?_______________
If yes, how many parents attended the meeting? _____________________
11. Who finances the feeding programme? _______________________________
12.What problems do you face in sustaining the school feeding program?
______________________________________________________________________
_____________________________________________________________
13.

How

is

the

programme

organised

in

your

school?

_______________________________________________________________
_____________________________________________________________________

14. For how long has your school been having the school feeding programme?
____________
15. What types of food does the school offer?
Porridge [ ]

Snacks [ ]

Fruits [ ]

Lunch [ ]

food

16. What type of water does you school use?

Piped water [ ]

Treated /Boiled water [ ]

Boreholes [ ]

17. Who cooks the food?

Employed persons [ ]

Teachers [ ]

Community member [ ]

18. Who serves the children with food?

Cooks [ ]

Teachers [ ]

19. Where are the cooking equipments/utensils kept?

Head teachers office [ ]

School store [ ]

Kitchen [ ]

20. What type of fuel does the school use in cooking?

Paraffin [ ]

Electricity [ ]

Charcoal [ ]

Firewood [ ]

21. Are there children who do not carry food in the pre-schools?
Yes [ ]
If

No [ ]
yes

how

do

you

cater

for

their

needs?

_______________________________________
22. Do you have a school rule asking all the children to carry food?
Yes [ ]
23.

How

No [ ]
has

been

the

performance

trend

in

your

pre-school?

______________________________________________________________________

24. How many children were enrolled in the school for the last 4 years?
Years
2013
2014
2015
2016

No. of Children

25. How is your school menu?

Boys

Girls

DAY

BREAK

LUNCH

MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
25. How can the problems you face in sustaining the school feeding programme be
addressed?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Thank you for your contribution and co-operation

Appendix II: ECD Teacher's Questionnaire

This questionnaire is meant for the purpose of academic research only. Your opinion will
be treated with a lot of confidentiality.
1. Gender
Male [ ]

Female [ ]

2. Age
23 - 30yrs [ ]

31-40 yrs [ ]

40 and above [ ]

6-10 yrs [ ]

11-15 yrs [ ]

3. Teaching experience
1-5 yrs [ ]

4. How many years have you been in the present station?

15 yrs and above [ ]

1-5 yrs [ ]

6-10 yrs [ ]

11-15 yrs [ ]

15 yrs and above [ ]

5. How many ECD learners do you have in class?

Boys [ ]

Girls [ ]

Total [ ]

6. Are you a trained ECD Teacher?

Yes [ ]

No [ ]

7. State the impact of feeding programme in your school?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
8. Do you normally meet with the head teacher and discuss how to make the school
feeding programme better?
Yes [ ]

No [ ]

9. If yes to (8) above, how often

Occasionally [ ]

Often [ ]

Very often [ ]

10. What are some of the issues you discuss in the meetings in relation to school
feeding programme and performance?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
11. Do the meetings have any impact towards the feeding programme?
Yes [ ]

No [ ]

12. If yes above (11) how?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
13. What challenges do you face in sustaining the feeding programme in your school?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

14. How can you grade your school feeding programme?

Very Good [ ]

Good [ ]

Fair [ ]

Poor [ ]

15. What are the effects of feeding programme on performance?

Very Good [ ]

Good [ ]

Fair [ ]

Poor [ ]

16. Comment on childrens participation in activities

Before meals ______________________________________________________
After meals ________________________________________________________
17. What are childrens favourite meals? ________________________________
18. What is your role as far as school feeding programme is concerned?
__________________________________________________________________
19. Comment on the performance of children the school?
__________________________________________________________________
20. What do you think can be done to improve the school feeding programme in your
school?
____________________________________________________________________.
Thank you for your contribution and cooperation.
Appendix III: Interview Schedule for Parents
This questionnaire is designed to gather information on the ongoing research to seek
your opinion on feeding programme in the school where your child learns. Your opinion
will be treated with a lot of confidentiality. This information is purely for academic
purposes.
(Put a tick where applicable)

Section 1
1. Gender
Male [ ]

Female [ ]

2. Marital Status
Married [ ]

Single [ ]

3. How many children do you have?

Yes [ ]

No [ ]

4. Do your children go to school?

Yes[ ]

No [ ]

5. Do your children take their lunch in school?

Yes [ ]

No [ ]

6. If yes (5) above do they complain on anything about the food?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7. Do you support the school's feeding programme?
Yes [ ]

No [ ]

8. If yes (7) above, how?

______________________________________________________________________
9. Do you encourage your pre-school child to eat at school?
Yes [ ]

No [ ]

10. Do you go to school to discuss the nutritional value of school feeding programme?
Never [ ]

occasionally [ ]

Often [ ]

Very often [ ]

11. Are you charged any amount of money towards the school feeding programme?

Yes [ ]

No [ ]

12. If yes (11) above, how much?

Once per term [ ]

Once per year [ ]

Others specify [ ]

Is this amount too much, too low or enough?_______________________________

13. Has the performance of your child improved due to school feeding programme?
Yes [ ]

No [ ]

14. Does your child like the food given at school?

Yes [ ]

No [ ]

If Yes / No why
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
15. Comment on the quality of food provided in the school
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
16. How many meals does the program offer daily? __________________________

17. Do you know how the school menu is?

Yes [ ]

No [ ]

18. What role do you play in support of the feeding programme?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

19. Explain how your child benefits from the school feeding programme.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
20.

What

are

the

advantages

of

the

school

feeding

programme?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
21. How has been the performance of your child since he/she joined the school?
Very Good [ ]
22.

Is

there

Good [ ]
any

problem

Bad [ ]
with

the

school

feeding

programme?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
23. Which opinion would you give to help improve the school feeding programme?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Section 2 ( An additional sheet of this section will be given to the parent who has 2 or
more children with School Feeding Program.)
1. Name of the school child
_______________________________________________________________
2 . Average Grade before the School Feeding Program ___________________
3. Average Grade during the School Feeding Program ___________________

Thank you for your contribution and cooperation.

Interview Schedule For The Cook

Introduction
This questionnaire is designed to gather information for the purpose of academic
research. Your opinion will be treated with a lot of confidentiality.
SECTION 1
1. Name of the cook________________________________________________
2. Age:

20-25 [ ]

25-30 [ ]

31-36 [ ]

3. Marital status:
Married [ ]

Single [ ]

Christian [ ]

Muslim [ ]

4. Religion:
any other__________________

5. Education background
1. Primary [ ]
2. Secondary [ ]
3. University [ ]
SECTION 2
1. Are you a trained cook? Yes [ ] No [ ]
2. How long have you been working here? __________________________________
3. What kind of food do you cook on various days
Monday: Porridge [ ]

Snacks [ ]

Fruits [ ]

Lunch

Tuesday: Porridge [ ]

Snacks [ ]

Fruits [ ]

Lunch [ ]

Wednesday: Porridge [ ]

Snacks [ ]

Fruits [ ]

Lunch

Thursday: Porridge [ ]

Snacks [ ]

Fruits [ ]

Lunch [ ] ]

Friday: Porridge [ ]

Snacks [ ]

Fruits [ ]

Lunch [ ]

4. Wheres the food product obtained from? __________________________________

5. Who purchases the food? ______________________________________________
6. What kind of fuel do you use to cook the food?
Charcoal [ ]

Firewood [ ]

Paraffin [ ]

Gas [ ]

7. Who serves the food to the children? ______________________________________

8. Where do you get water from?

Tap [ ]

River [ ]

Rain [ ]

9. Which problems do you encounter in the preparation of the school feeding

programme?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
10. How best do you think these problems can be solved?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Thank you for your contribution and cooperation

Appendix V: Observation Check List

This questionnaire is designed to gather information for the purpose of academic
research. Your opinion will be treated with a lot of confidentiality.
1. Name of the teacher
_______________________________________________________________
2 . Is the teacher trained?

Yes [ ]

No [ ]

3. Enrolment of the school children

_______________________________________________________________

Number of:

Boys [ ]

Girls [ ]

4. Type of classrooms
_______________________________________________________________
5. Type of floor, Cemented [ ]

Earthen [ ]

6. Number of children taking school lunch _____________________________

7. Time the meals are taken

Break time [ ]

Lunch time [ ]

8. Do the teachers take the same kind of food?

Yes [ ]

No [ ]

9. Kitchen: Types of meals

_______________________________________________________________
Time taken ______________________________________________________
10. Types of furniture used
i) Benches [ ]

ii) Chairs [ ]

11. People who serve the food

12. Type of fuel used

Charcoal [ ]

iii) Desks [ ]
Cooks [ ]
Firewood [ ]

Teachers [ ]
Gas [ ]

Any other [ ]

Thank you for your contribution and cooperation.