Nutrition and Academic Achievement on First Grade Students of

Elementary School
Moudy E. U. Djami1§, Murni Setyowati2
1
Bina Husada Tangerang Midwifery Academy, 2Merauke Primary Health Care, Papua.

Corespondence address:
1§
Bina Husada Tangerang Midwifery Academy, Jl. Kutai Raya No.1 Bencongan Kelapa Dua, Tangerang,
Indonesia. Phone: +622155655372, Facs.: +622155655378. E-mail: moudyamo@gmail.com

Published: 18 April 2016 Submitted: 07 April 2016

Accepted:14 April 2016

Abstract
Background: Adequate intake of nutrients essential to brain function. A good nutritional
status in children may provide an opportunity for children to learn well and have a good
academic achievement. The adequacy of nutrition can be measured through nutritional status.
The purpose of this study is to find the relationship between nutritional status and student
achievement on first grade in primary School.
Methods: This study is a quantitative study using cross sectional design. The population in
this study were first grade students in Danau Batur Elementary School in Perumnas II,
Tangerang City, taken in 2015. The number of samples that being taken were 62, using
systematic random sampling technique. Variable in this study were nutritional status as
measured by body mass index and academic achievement. The statistical test using chi
squared test.
Results: The result showed more students with good academic performance as much as
83,9% and good nutritional status as much as 81,7%. More students that had good nutrition
have good academic performance (87%). The results of statistical tests proved that there was a
relationship of nutritional status and student achievement (pvalue = 0,005).
Conclusions: Proper nutrition in children is appropriate to the attention of parents, health
workers and school teachers in order to support the academic achievement of students, as an
investment in the future generation.

Keywords: BMI, nutritional status, School children

Preface
In the current information age, it is undeniable that the human resources needed is a prime
quality human resources. A developed nation is certainly supported by good resources,
especially by its good human resources.1 Good human resources are not merely formed from
birth, but it takes time to shape and sharpen them from basic education to higher education. In
addition, good nutrition is needed to be able to nourish the brain in order to obtain good
academic achievement.2
Nutrition is needed since in the womb until school age and college. School age is the
period when a child needs optimal nutrients for normal growth and development. In addition
to energy requirements, balanced nutritional intake and in accordance with the needs at each
stage of growth and development, is also important to nourish the brain. If there is
malnutrition in a long time, then it will cause brain metabolism disorders. As is known,
damaged brain cells can not be repaired and can not be added. Malnutrition will cause

Cited:
Djami M.E.U., Setyowati M. Nutrition and academic achievement on first grade students of elementary school. Jurnal Bina 1
Cendekia Kebidanan. 2016; 2(1): 164-169.
immaturity and imperfection of the biochemical organization in the brain, affecting child's
intelligence.2, 3, 4
Children who are excell are able to perform well in various learning activities both in
class and outside the classroom/extracurricular, enabling them to be sociable, have wide
insight and high innovation, which will produce new and different creations/achievements.
Several previous studies have shown that a person's health is positively associated with
academic achievement, and malnutrition from early life may lead to mental retardation,
decreased motivation and energy, behavioral problems, and slackness in absorbing lessons. 1, 4, 5
Good performance is also required in order to continuing education at qualified and
prestigious educational institutions.6
There are many factors that can affect a child's academic achievement. Previous research
informs that socio-economic conditions of parents such as parental education determine how
well a child's achievement in school is. Other findings to be associated with children's
academic achievement are diet behaviors and body height.6
In addition to the above factors, Florence et al (2008) conveyed that dietary quality
factors such as variation of nutrition in it, residence, and gender, associated with a child's
academic achievement. Girls have better academic achievement than boys, whereas children
living in urban areas are more likely to access better education quality.7
Nutritional problems as mentioned can be caused either by the low intake of nutrients
both in the past and in the present. In recent decades, poor diet such as more fat and sugar
intake, lack of fiber foods, fruits, and grains, have been identified as one of the major
mechanisms underlying the increasing prevalence of obesity at school age. 8 In contrast on
malnourished children, there are impacts in high absenteeism, less attention to lessons, and
lower achievement compared to children with good nutritional status.9, 10
According to the Basic Health Research Report in 2013, in overall, short prevalence
(Heigh/Age) in children aged 5-18 years by sex, the highest short prevalence in boys are at the
age of 13 (40,2%), while in girls are at age of 11 (35,8%).11
In Indonesia there have been several studies that explore the relationship of nutritional
status with student achievement in school, among which conducted by Sa'adah et al (2014)
that there is relationship of stunting nutrition status, wasting nutritional status with student
academic achievement (pvalue = 0,05).12 Information regarding nutritional status and academic
achievement has not been found in Tangerang, therefore this research needs to be done in
Tangerang, at Lake Batur Elementary School, Perumnas II, Tangerang.

Research Method
This research is an analytic research using cross sectional design. The variables in the
study were nutritional status and academic achievement. Nutritional status is measured by
using the Body Mass Index (BMI) using a calibrated weight scale and a height meter. BMI is
categorized into 3 categories namely the category of good nutrition, malnutrition, and excess
nutrients. The variable of academic achievement is measured from the final test scores of all
subjects taught in the last semester, obtained from the classroom teacher. Grades are
categorized into two: good academic achievement and less academic achievement. Cut of
point for academic achievement using the middle value because the data distribution is not
normal, that is 77,50. The population in this research is all the first grade students at Danau
Batur Elementary School, Perumnas II, Tangerang. The number of sample is obtained from
formula of one proportion of Lameshow for 62 respondents with systematic random sampling
technique from attendance list of students. Statistical test using chi squared test.13

2
Reserach Result
Based on the results of data analysis found more students with good nutrition (87,1%) and
good academic achievement (83,9%) which more details can be seen in table 1 below:

Table 1
Distibution of Nutritional Frequency Status and Academic Achievement
Variabel F %
BMI
Good 54 87,1
Less to Bad 6 9,7
Exceed 2 3,2
Academic Achievement
Good 52 83,9
Less 10 16,1

Table 2
Relation between Nutritional Status and Academic Achievement
Academic Achievement Total
Nutritional
Good Less Pvalue
Status F %
f % f %
Good 47 87 7 13 54 100
Less to Bad 5 83,3 1 16,7 6 100 0,005
Exceed 0 0 2 100 2 100

Table 2 shows that from 47 out of 54 respondents with good nutritional status (87%) have
a good academic achievement, 5 out of 6 respondents (83,8%) with less to bad nutritional
status having good academic achievement, and no one has better academic achievement on
respondents with exceed nutritional status. All respondents (100%) with exceed nutritional
status have less academic achievement. There is a tendency for better nutritional status of
respondents, the better their academic achievement. The result of statistical test proves that
there is correlation of nutritional status with the respondent's academic achievement (p value =
0,005).

3
Discussion
This study proves that respondents with good nutritional status have good academic
achievement with pvalue = 0,005. The results of this study can support the previous research that
conveys that the lack of nutritional status leads to imperfect brain development that causes
cognitive impairment and obstructed IQ development, and impaired learning abilities that
subsequently affect the student learning achievement.2
Chinyoka also delivered the results of a qualitative study in seventh graders in Zimbabwe
in 2014 that children with malnutrition become incapable of physical activity, serious sporting
activities, unable to attend school regularly, and less able to concentrate on school lessons.14
Similar information was reported by the National Center for Chronic Disease Prevention
and Health Promotion Division on Public Health America (CDC) that lack of adequate
nutritional intake in specific foods such as fruits, vegetables, whole grains and dairy products,
leads to low academic achievement among students. In addition, specific nutritional
deficiencies such as vitamin A, B6, B12, C, folic acid, zinc, iron and calcium are associated
with low academic achievement and high absence of students and late to school, lack of focus
in learning, and frequent to failing a grade.5, 15, 16, 17 Taras in his research (2005) reported the
same conclution that children with iron deficiency that cause anemia also experience
academic problems, otherwise their academic achievement increases after intervention with
iron.18
Nutritional problems and their relationship with child achievement not only occur at
school age, but also influenced by nutritional conditions from the womb. Cornel (2010)
reported that more preterm children were more likely to failing a grade than normal-born
children (34%: 14%).19 This was due to inadequate nutritional input from the womb causing
changes metabolism in the brain, especially if this occurs during the golden period (0-3 years)
of growth and development of the child's brain. This will result in the inability of the brain to
function normally. In more severe and chronic conditions, malnutrition causes stunted growth,
smaller bodies, lesser amounts of cells in the brain and unevenness and imperfection of
biochemical organizations in the brain. This situation will affect the development of children's
intelligence.20
Shrestha and Pathak (2012) agree that nutritional inadequacy since childhood is thought
to inhibit mental development resulting in permanent structural damage to the brain.21 Brain in
children at the first three years grows rapidly through the generation of neurons,
synaptogenesis, axonal and dendric growth, and synaptic pruning each of which builds up to
each other.22 Whatever interruptions in this process, such as trauma, stress, malnutrition, or
lack of nutrition, can have long-term effects on brain structure and social-emotional
development of children and academic achievement.23
Fanzo (2012) also reported that several studies in Latin America found that children with
a history of malnutrition had lower scores on the intelligence test than children with good
nutritional status and never been exposed to malnutrition even from the same socioeconomic
status.24 Thus, research has determined that malnutrition in early life may limit long-term
intellectual development.

Conclusions and Recommendations

From the results of research and discussion based on various literature mentioned above,
it shows that the nutritional status associated with the academic achievement of a person. This
issue should be the concern of various parties, because it not only have negative impact on the
child, but also to the future of the nation. Parents, health workers, teachers, and the
government should play an active role in addressing nutritional problems from the womb,
even before conception, so that this problem can be prevented from its roots, also being well
intervented during the growth and the development of a child.

References
1. Ghosh S, Rakshit S, Bhattacharya M. Academic performance anf nutritional status- A case
study on college students in North Tripura. IOSR Journal of Research & Method in
Educational. 2013; 1(4):57-68.
2. Woodhouse A. The relationship of food and academic performance: A preliminary
examination of the factors of nutritional neuroscience, malnutrition, and diet adequacy.
Christian Perspective in Education. 2012; 5(1).
3. DEPKES RI. Kecenderungan Masalah Gizi dan Tantangan di Masa Depan Jakarta:
Departemen Kesehatan Republik Indonesia. 2004.
4. Jyoti D. F., Frongillo E. A., Jones S. J. Food insecurity affects school children's academic
performance weight gain, and social skills. J Nutr. 2005; 135:2831-9.
5. Kleinman RE, Hall S, Green H, Korzec-Ramirez D, Korzec-Ramirez K, Patton K, et al.
Annual of Nutrition & Metabolism. 2002; 46(1):24-30.
6. Kim H-YP, Frongillo eA, Han S-S, Oh S-Y, Jang W-KK-A, Win H-S, et al. Academic
performance of Korean children is associated with dietary behaviours and physical status
Asia Pasific J Clin Nutr. 2003; 12(2):186-92.
7. Florence MD, Asbridge M, Veugelers PJ. Diet quality and academic performance. Journal
of School Health. 2008; 78(4):209-15.
8. Nicklas T, Johnson R. Position of the American Dietetic Association: Dietary guidance for
healthy children ages 2-11 years. J Am Diet Assoc. 2004; 104:473-82.
9. Taras H. Nutrition and student performance at school. J Sch Health. 2005; 75:199-213.
10. Galal O, Hulett J. The relationship between nutrition and children's educational
performance: a focus on the United Arab Emirates. Nutr Bull. 2003; 28:11-20.
11. Riskesdas. Riset Kesehatan Dasar. Jakarta: Badan Penelitian dan Pengembangan
Kesehatan Kementerian Kesehatan Republik Indonesia. 2013.
12. Sa'adah R. H., Herman R. B., Sastri S. Hubungan status gizi dengan prestasi belajar siswa
sekolah dasar negeri 01 Guguk Malintang Kota Padangpanjang. Jurnal Kesehatan
Andalas. 2014; 3(3):460-5.
13. Dahlan S. Statistik untuk Kedokteran dan Kesehatan. Jakarta: Sagung Seto; 2011.
14. Chinyoka K. Impact of poor nutrition on the academic performance of seven grade
learners: A case of Zimbabwe. International Journal of Learning & Development. 2014;
4(3):73-84.
15. Bradley B., Green A. C. Do health and education agencies in the United States share
responsibilities for academic achievement and health? A review of 25 years of Evidence
about teh relationship of adolescents/academic achievement and health behaviors. Journal
of Adolescent Health. 2013; 52(5):523-32.
16. MacLellan D., Taylor J, Wood K. Food intake and academic performance among
adolescents. Canadian Journal of Dietetic Practice and Research. 2008; 69(3):141-4.
17. Neumark-Sztainer D., Story M, Resnick MD, Blum EW. Correlates of inadequate fruit
and vegetable consumption among adilescents. Preventive Medicine. 1996; 25(5):497-
505.
18. Taras H. Nutrition and student performance at school. Journal of School Health. 2005;
75(6):199-213.
19. Kornel RW. Poverty and education. Harvard and Education Review. 2010; 64:125-50.
20. Khomsan A. Ekologi masalah gizi, pangan, dan kemiskinan. Bandung: Alfabeta.
21. Shrestha I, Pathak L. A review of the national health policy 1991. Kathmandu: Katmandu
Ministry of Health and Population. 2012.
22. Orazem P, Glewwe P, Patrinos H. The Benefits and cost of alternative strategies to
improve educational outcomes. Ames, Iowa: Iowa State University. 2007.
23. Lacour M, Tissington L. D. Educational Research and reviews. 2011; Academic Journal.
(7):9.
24. Fanzo J. The nutrition chalengein Sub-Saharan Africa. Human Development Report:
UNDP. 2012.