The Effects of Severely Wasted and

Wasted Level of
Nutritional Status
to the Academic Behavior
of Grade 8 Students in
Mamplasan National High School
 DEDICATION
We are dedicating this thesis to our beloved parents who
have meant and continue to mean so much to us, who
gave us support through moral, spiritual, and financial.
To our friends, teachers, and classmates who shared their
knowledge about this and also for their good advice to finish
this study.
And lastly, we dedicate this to our Almighty God, we are so
thankful for your guidance, support, strength and giving us a
marvelous life.
 Chapter 1

THE PROBLEM AND

IT'S SETTING
 Introduction
Nutrition as one of the essential contributions in good health is
therefore a factor worthy of educational concern.Nutrition is the process
phenomenon which affects students health and academic performance
Glewwe P. Jacob H. King E.(2001).Participation in a school in a school
breakfast programme enchanced daily nutrient intake and improvement in
students academic performance and psychological functioning and decrese
in hunger.It has often been slated that malnutrition is one of the world
most serious social problemsand one of the greater problems responsible
for poor academic performance Glewwe P. Jacob H. King E.(2001).
 Most might share these theoretical assumptions as a starting point for
the relationship of food and learning that consistent consumption of an
adequate, high-quality diet improves academic behavior that a higher-
quality diet corresponds to higher academic behavior and that malnutrition
contributes to the low levels of academic performance prevalent among
children living in poverty. Yet, while there may be a consensus that food is
essential to learning, there is little empirical research that examines the
exact relationship between children’s overall diet and academic
achievement.
Neither are the results conclusive in determining the precise
nature and degree of the food-learning relationship (Gomez-
Pinilla, 2008; Hollar, Messiah, Lopez-Mitnik, Hollar, Almon, &
Agatston, 2010). Several studies show that nutritional status can
directly affect mental capacity among school-aged children. For
example, iron deficiency, even in early stages, can decrease
dopamine transmission, thus negatively impacting cognition. 
Deficiencies in other vitamins and minerals, specifically
thiamine, vitamin E, vitamin B, iodine, and zinc, are shown
to inhibit cognitive abilities and mental concentration. 
Additionally, amino acid and carbohydrate supplementation
can improve perception, intuition, and reasoning. There are
also a number of studies showing that improvements in
nutrient intake can influence the cognitive ability and
intelligence levels of school-aged children.
 Good Nutrition helps students show up at school prepared to learn.
Because improvements in nutrition make students healthier, students are
likely to have fewer absences and attend class more frequently.  Studies
show that malnutrition leads to behavior problems, and that sugar has a
negative impact on child behavior. However, these effects can be
counteracted when children consume a balanced diet that includes
protein, fat, complex carbohydrates, and fiber. Thus students will have
more time in class, and students will have fewer interruptions in learning
over the course of the school year. 
 Additionally, students’ behavior may improve
and cause fewer disruptions in the classroom,
creating a better learning environment for each
student in the class.
Every student has the potential to do well in
school. Failing to provide good nutrition puts
them at risk for missing out on meeting that
potential.
However, taking action today to provide healthier
choices in schools can help to set students up for a
successful future full of possibilities.
To determine the effectiveness of poor nutrition as a
students, we conducted a study that will detail the
impacts of the severely wasted and wasted level to
the academic behavior among the grade 8 students
of Mamplasan National High School.
 Conceptual Framework

This study is base on the profile of

the students based on their BMI.
 Operational Framework
This study concentrates on the academic behavior
of the students of Mamplasan National High
School. The independent variable are the
nutritional status and their BMI. The dependent
variable is the Academic Behavior.
Fig. 1 Operational Model of the study showing the relationship between the
students of
Mamplasan National High School, nutritional status and their academic behavior

Independent Variable Dependent Variable

Nutritional
StatusMamplasan Academic Behavior
NHS-BMI
 STATEMENT OF THE PROBLEM
This study determines the effects of severely
wasted and wasted level of nutritional status to
the academic performance of grade 8 students
at MNHS. Specifically this study would answer
he following questions;
1. What is the demographic profile of the
respondents in terms of:

1.1 Age
1.2 Gender
1.3 BMI
2. What are the effects of severely wasted and
wasted level of nutritional status to the academic
behavior of grade 8 students in terms of:

2.1 Focus
2.2 Ability to do task
2.3 Confidence
 Statement of Hypothesis
To test the specific problems in the said study, the
researchers formulated a null hypothesis.

Ho. 1 Students’ nutritional status affects their academic

behavior.
Ho. 2 Severely wasted and wasted level students find it
difficult to keep up with school activities and lessons.
 Assumption of the Study

For this study, the researchers assume the following:

1.Students with poor nutrition do not affect their

learning.
2.Students still keep up with school activities and
lessons even when they are severely wasted and
wasted level.
 Scope and Delimitation

The study was conducted within the premises

of Mamplasan National High School, during
the school year 2019-2020. The study focus on
disadvantages of nutritional status on the
academic behavior of the grade 8 students.
The School Administrators- This study might prove that the
nutritional status of students does not affect learning wether
you are in severely wasted or wasted level.
Students- This will help them to continue to improve their
education.
Parents- This study might give the parents an idea that
nutritional status affects their children’s academic behavior.
Researchers- This will be much of a help for them to
be aware that there is a significant relationship
between the nutritional status and academic behavior
of the students.
Future Researches- This study might be a basis for
other research about the effects of nutrtional status to
the academic behavior of the students.
Significance of the Study

The study assumed to give

benefits to the following
individuals.
 Definition of Terms

For better understanding the

terms are defined.
Nutritional Status- Nutritional status is a requirement of health of
a person convinced by the diet, the levels of nutrients containing
in the body and normal metabolic integrity.
Academic Behavior- Behavior academic outcomes refer to the
changes that student actions can have on the ability to maintain
good performance in the classroom. As behavior academic
outcomes relate to negative situations and poor actions by
students, the classroom environment becomes less positive and
teachers can struggle to provide the best education to the entire
class. Positive changes to the behavior of students can improve
the academic outcomes at any grade level.
Frequency- The number of times something happens within a
particular period.
 Chapter 2

REVIEW OF RELATED LITERATURE AND

STUDIES
 This chapter shows the present
literature studies reviewed which are
revelant to the investigation. Towards
the end of the chapter, a synthesis of
the state of the art and gaps in the
review are presented.
 RELATED
LITERATURE
 In Global Nutrition Report 2016 of International Food Policy Research Institute in
Washington DC, it states that malnutrition creates a cascade of individual and societal
challenges—and opportunities. Malnutrition and poor diets constitute the number-one
driver of the global burden of disease. We already know that the annual GDP losses
from low weight, poor child growth, and micronutrient deficiencies average 11 percent
in Asia and Africa—greater than the loss experienced during the 2008–2010 financial
crisis. This report presents new data on the cost of malnutrition to both societies and
individuals. In the United States, for example, when one person in a household is
obese, the household faces additional annual health care costs equivalent to 8 percent
of its annual income. In China, a diagnosis of diabetes results in an annual 16.3 percent
loss of income for those with the disease. All of these figures mean that the burden of
malnutrition falls heavily on all of us, whether directly suffering or not. But these costs
also represent large opportunities for human and economy betterment, and this report
provides many examples of countries that have seized these opportunities to improve
the lives of their people and the health of their societies by addressing malnutrition.
 
Malnutrition, in every form, presents significant threats to
human health. Today the world faces a double burden of
malnutrition that includes both undernutrition and overweight,
especially in developing countries. Hunger and inadequate
nutrition contribute to early deaths for mothers, infants and
young children, and impaired physical and brain development in
the young. At the same time, growing rates of overweight and
obesity worldwide are linked to a rise in chronic diseases such as
cancer, cardiovascular disease and diabetes - conditions that are
life-threatening and very difficult to treat in places with limited
resources and already overburdened health systems (World
Health Organization, 2016.)
 The double burden in malnutrition focuses on the
undernutrition and overnutrition. For undernutrition, about
104 million children worldwide (2010) are underweight;
undernutrition contributes to about one third of all child
deaths. Stunting (an indicator of chronic undernutrition)
hinders the development of 171 million children under age
5 according to 2010 figures while 13 million children are
born with low birth weight or prematurely due to maternal
undernutrition and other factors. Furtherm3
 
7ore, a lack of essential vitamins and minerals in the diet affects
immunity and healthy development. More than one third of preschool-
age children globally are Vitamin A deficient, maternal undernutrition,
common in many developing countries, leads to poor fetal development
and higher risk of pregnancy complications together, maternal and child
undernutrition account for more than 10 percent of the global burden of
disease. For the issue in the overnutrition, about 1.5 billion people
worldwide are overweight, of whom 500 million are obese, in 2008
figures while about 43 million children under age 5 were overweight in
2010. Growing rates of maternal overweight are leading to higher risks
of pregnancy complications, and heavier birth weight and obesity in
children worldwide. Furthermore, at least 2.6 million people die each
year as a result of being overweight or obese (World Health
Organization, 2016.)
 In Asia, according to UNICEF Statistics (2016), 50 million children under 5 were
wasted and 16 million were severely wasted. This translates into a prevalence of almost
8 percent and just less than 3 percent, respectively.
 
School feeding contributes to the education and well-being of children. A hungry
child does not grow, cannot learn as well and faces many health risks in the future.
School feeding can bring children into school and out of hunger. It is far more than food-
giving. They are an investment in the world’s poorest children. They are an investment
in our common future and global stability. School feeding can bring children into school
and out of hunger. Strong partnerships can increase factors that pull children to school.
It is a springboard for many positive outcomes for poor children and their families.
School feeding programs engage parents and communities in the promotion of public
health, education and the creation of an independent future. Few safety-net programs
provide so many multi-sector benefits-education- gender equality, food security,
poverty alleviation, nutrition and health-in one single intervention (WFP, 2016).
 A hunger-stricken child is not only unable to enroll in school at the right age but also
cannot attend properly even if enrolled. Besides, such children are also likely to quit
school because they have to deal with their immediate subsistence needs before they get
ready for schooling. Thus, low school enrollment, low class attendance and high student
drop-outs are recurring problems in child education among poor households especially in
areas of high food insecurity. Due to these reasons the level of education attainment has
also been low in many developing countries although both private and social returns to
education are recognized to be high (Adelman, Gilligan et al. 2011).
 
It has been argued that school meals increase school participation by improving child
nutrition through two links (Vermeersch and Kremer 2004). First, school meals improve
nutrition by enabling children get more nutrients. Second, the improved nutrition leads to
better educational achievements. The study also reveals that „since child nutrition, child
health and schooling reflect household preferences in human capital investments in the
child; they might be correlated without any direct causal relationship between them‟
(ibid, p.4). Another study also shows that School Feeding Programs can improve health by
reducing morbidity and illness and hence attract children to school (He 2009).
 Studies were conducted on malnutrition focusing on: strategies for control; effects
on the health of individual and its impact on the ability to learn and perform
academically in school of school children and students.
 
On the effect of malnutrition on health, Rice et. al. (2010) conducted a study on
the malnutrition as an underlying cause of childhood deaths associated with infectious
diseases in developing countries. Findings from cohort studies and case–control
studies were reviewed and summarized. The study found out that the strongest and
most consistent relation between malnutrition and an increased risk of death was
observed for diarrhea and acute respiratory infection.
 
Other research on learning and development showed that families understood the
concept of intelligence, demonstrated the link between micronutrients and cognitive
development and documented the amount of wastage or repetition and drop-out that
occurs in Guatemalan schools (Food Nutrition Bulletin,2010).
 On the effects of malnutrition and poor nutrition on the academic performance of students. Chinyoka
(2014) conducted a study on the impact of poor nutrition on the academic performance of grade seven
learners in case of Zimbabwe. Its main objective is to identify mitigation policies and measures designed to
reduce negative effects of poor nutrition on children’s academic performance.

The effects of malnutrition could not be isolated in the health and in the ability to learn and academic
performance of the individual. However, studies revealed that malnutrition also affect the social and
economic development of a country (Food Nutrition Bulletin,2010).

Chepkwony et.al (2013) conducted a study on School Feeding Program and Its Impact on Academic
Achievement in ECDE in Roret Division, Bureti District in Kenya. The purpose of this study is to establish the
relationship, if any, between type of school and success of school feeding program, and to determine the
relationship, if any, between school feeding program and academic achievement among ECD children.The
effects of nutrition on student’s academic performance maybe difficult to be discuss.
RELATED
STUDIES
 In the Philippines, malnutrition remains a significant public health concern with a staggering 3.4
million children who are stunted (short for their age) and more than 300,000 children under 5 years
who are severely wasted. This continues to be a serious child health problem, with the Philippines being
highly disaster-prone. The risk of malnutrition increases in the aftermath of emergencies (UNICEF
Philippines, 2015)

A national nutrition survey reveals that, 20 percent of Filipino children aged 0 to 5 are underweight
while 30 percent are stunted or too short for their age. The Philippines ranked 9th in the world, with
the most number of stunted children according to a UNICEF study.

To address the high burden of Severe Acute Malnutrition (SAM) in the country, the Philippine
Nutrition Cluster prioritized the urgent need to support the development of national protocols and
policy on the management of SAM for children under five years of age. This was achieved through its
community-based management of acute malnutrition (CMAM) working group led by the Department of
Health (DOH). The broad objective of this prioritization was to improve the access and availability of
life-saving services for children with SAM through the institutionalization of SAM management within
the national and local health systems, in both emergency and non-emergency settings (UNICEF-
Philippines, 2016).
 The Department of Education of the Philippines issued DepED Order No. 54, s. 2013-Guidelines on
the Implementation of School Feeding Programs. The DepED Order was issued in support of the
Philippine Plan of Action for Nutrition (PPAN) as approved by the National Nutrition Council Governing
Board through NNC-GB Resolution No. 1, s. 2012, the Department of Education (DepED) has advocated
school feeding programs for the past years to improve the nutritional status of the undernourished
pupils and students. This Order is being issued to guide the regional, division, and school officials in
implementing school-initiated and/or sponsored feeding programs, thereby ensuring that the objectives
of the program are achieved. The DepED implements the School Feeding Programs (SFPs) to address the
undernutrition problem among the learners in order to improve school attendance and to reduce
dropout in schools. The SFPs may be school-initiated or sponsored by individuals, non-government
organizations (NGOs) and private companies.
 
School feeding in the Philippines is a tool which today effectively enables hundreds of millions of
poor children worldwide to attend school—in developed and developing countries alike. One of the
advantages of school feeding is that, in addition to enabling education, it has positive direct and indirect
benefits relating to a number of other development goals (namely for gender equity, poverty and
hunger reduction, partnerships and cooperation, HIV/AIDS care and prevention, and improvements in
health and other social indicators. (UNEP, 2016).;

 
 The Department of Education and Health and Nutrition Unit of the
Department of Education – Tarlac Province conducted a study on the
SBFP implementation. It was revealed that as to its coverage, the
implementation was outstanding while the duration and resources
(personnel, financial and facilities) is very satisfactory and the financial
allocation and facilities are adequate.
 
The study also revealed that SBFP’s complimentary activities such as
“Gulayan sa Paaralan” and the “Essential Health Care Program” were
highly implemented. Furthermore, the strategies used by the feeding
program implementers are generally very satisfactory.
 The study also showed that after the 100 to 120 feeding days, there
was a very high attainment of the SBFP goals particularly 78.29% of the
severely wasted and those who were categorized as “wasted” were
rehabilitated to normal nutritional status and attendance improved to at
least 98.86%. Attainment of improving the children’s health and nutrition
values and behavior is also generally high.
 
The study also revealed that there were problems encountered in the
implementation of the SBFP namely: delayed release of budget for
feeding, inability of parents to attend regularly in the preparation of foods
for SBFP, additional work in buying commodities with receipts, dislike of
pupil beneficiaries of vegetables and indifference of the pupil beneficiaries
to the feeding program
CHAPTER 3

RESEARCH
METHODOLOGY
 This study discussed the research
design and methodology of the study.
It showed how the procedural
operations of the research problem of
this study were to be answered.
 Research Design
This study used descriptive method or research in order to determine the
effects of severely wasted and wasted level of nutritional status to the
academic behavior of grade 8 students in Mamplasan NHS. Descriptive
method is also known statistical research, it describes data and
characteristics about the population or phenomenon being studied. This
research method is used for frequencies, averages and other statistical
calculations. The characteristics of this method were used a tool to
determine if nutritional status affect the academic behavior of the students.
This method is used to gather information in order to test hypothesis
regarding the current status of the study.
 Data Resources

This study had two sources of data ; primary and

secondary sources. The primary sources of data
were the selected grade 8 students of Mamplasan
National High School, S.Y 2019-2020.
The secondary sources of data were the books,
internet sources, articles, published and unpublished
studies.
 Population of the Study

This study focus on grade 8 students

with the range of 13 to 15 years old
within Mamplasan National High
School.
 Evaluation and Scoring

To determine the effects of severely wasted

and wasted level of nutritional to academic
behavior of grade 8 students, the
researchers used a questionnaire that
involve the following scale;
 Scale Description
4 Stongly disagree
3 Disagree
2 Agree
1 Strongly disagree

To collect a additional data regarding the study, the researchers also used
multiple choice questions that would be showed using frequency table.
 Instrumentation and Validation
This study used a questionnaire in collecting primary data. The
instrument was divided into three parts. The first part dealt on how
often do the respondents affects their academic behavior in the
following purposes. The second dealt with the effects of severely
wasted and wasted level of nutritional status to the academic
performance of the respondents. The third part dealt with
additional multiple choice questions that will support the said
study.
 Data Gathering Procedure
To complete the task, the researchers had requested
for the permission of the subject adviser regarding the
administration of the survey to the respondents. The
questionnaires were given to the target respondents upon
approval. The questions were explained for classifications.
After the retrieval of the questionnaires, statistical tool was
used to analyze and interpret the result of the study.
 Statistical Treatment of Data

The statistical tool for the quantitative analysis in this study were
the following:

A. Frequency and Distribution- This method describes how a part

is related to a whole. This determine the profile of the selected
MNHS students school S.Y 2019-2020.
B. Tally Method- This method is to show a valuable data set
multiple questions answered by grade 8 MNHS student.
 CHAPTER 4
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
 This chapter presents, analyze
and interpret data results base
on the specific problems and
the hypothesis that were a set
of the out set of the study.
 TABLE 1
THE DEMOGRAPHIC PROFILE OF THE
RESPONDENTS IN TERMS OF AGE

Profile Frequency
Age 13 18
14 20
15 2
Total 40
 TABLE 2
THE DEMOGRAPHIC OF THE STUDENTS IN
TERMS OF GENDER

Profile Frequency
Gender Male 22
Female 18
Total 40
 TABLE 3
THE DEMOGRAPHIC PROFILE OF THE
STUDENTS IN TERMS OF BMI LEVEL

Profile Frequency
BMI Severely Wasted 8
(weight
categories) Wasted 32

Total 40
 TABLE 4
THE EFFECTS OF NUTRITIONAL STATUS TO ACADEMIC
BEHVIOR IN TERMS OF FOCUS

STATEMENT MEAN VERBAL

INTERPRETATION
I am not able to focus on study
because of hungry feeling. 2.4 Agree
I am able to respond in oral
recitations in class when I eat 2.15 Agree
meals.

I feel sleepy during the discussions.

2.72 Disagree
OVER ALL MEAN
2.42 Agree
 TABLE 5
THE EFFECTS OF NUTRITIONAL STATUS TO ACADEMIC
BEHAVIOR IN TERMS OF ABILITY TO DO TASK

STATEMENT MEAN VERBAL

INTERPRETATION
I have a hard time filling
seatworks and quizzes. 2.45 Agree
I am not doing well the class
activities because of my weight. 2.7 Disagree
Meals help me to enhance my
learning activity. 1.78 Agree
OVER ALL MEAN
2.31 Agree
 TABLE 6
THE EFFECTS OF NUTRITIONAL STATUS TO ACADEMIC BEHAVIOR IN
TERMS OF CONFIDENCE

STATEMENT MEAN VERBAL

INTERPRETATION
I feel shy of engaging in group
activities because of the 2.45 Agree
appearance of my body.

I feel insecure because of my

body look. 2.5 Disagree
I don’t feel confident because of
my body appearance. 2.73 Disagree

OVER ALL MEAN

2.56 Disagree
 CHAPTER 5
SUMMARY OF FINDINGS,
CONCLUSIONS AND
RECOMMENDATION
 This chapter presents the
foregoing chapter summary of the
findings which the result of analysis
and interpretation of data presented
in the preceding chapter, state
conclusion and finally, suggest
recommendations.
SUMMARY
This study determines the effect
of severely wasted and wasted
level of nutritional status to the
academic behavior of MNHS
students. Specifically, it answers
the following questions:
1. What is the demographic profile of the
respondents in terms of:
1.1 Age
1.2 Gender
1.3 BMI

2. What is the effect of severely wasted and wasted

level of nutritional status to the academic behavior
of grade 8 students in terms of:
2.1 Focus
2.2 Ability to do task
2.3 Confidence
FINDINGS
 After the retrieval of the
instruments, all of the
information by the
respondents were tallied
and tabulated to further
interpretation.
 The respondents' profile variable as to their age

5%

45% 13 years old

14 years old
15 years old
50%

1. 45% were 13 years of age, 50% were 14 and 5% were in 15 years olad
 The respondents' profile variable as to their gender.

Male
45% Female

55%

2. 55% were male and 45% were female.

 The respondents profile variable as to their BMI (weight categories)

20%

Severely wasted
Severely wasted

80%

3. 20% were severelelu wasted and 80% were in wasted level

 The data in table 4,5,6 shows
the percentage of those who
agree and disagree that
nutritional status affects
academic behavior in terms of;
4.Focus
63.32% were respondents who disagreed that the nutritional status affects
academic behavior and 36.68% who agreed that the nutritional status affects
the academic behavior.

5.Ability to do task
65.83% were respondents who disagreed that the nutritional status affects
academic behavior and 34.17% who agreed that the nutritional status affects
the academic behavior.

6.Confidence
56.67% were respondents who disagreed that the nutritional status affects
academic behavior and 43.33% who agreed that the nutritional status affects
the academic behavior.
Conclusion
Based on the findings of the study, conclusions were
drawn.

1. It clearly presents that most of the grade 8 respondents

are aged 14 which is 50% of the students.

2.It presents that most of the grade 8 respondents are

male which is 55% of the grade 8 students.

3.It clearly presents that most of the grade 8 respondents

are wasted level in their weight categories which is 80% of
the stuents.
The effects of nutritional status to academic
behavior in terms of:

4.Focus
It reveals that most of the respondents disagreed that nutritional
status affects academic behavior which is 63.32% of the students.
5.Ability to task
It reveals that most of the respondents disagreed that nutritional
status affects academic behavior which is 65.83% of the students.
6.Confidence
It reveals that most of the respondents disagreed that nutritional
status affects academic behavoir which is 56.67% of the students.
REFERENCE
Journal of Science and Science Education, Ondo Vol. 3(1), pp. 7–9, 19th

 November, 2012.Available online at http://www.josseo.orgISSN 0795135-3 ©2012

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