THE RELATIONSHIP BETWEEN NUTRITION AND COGNITIVE

DEVELOPMENT OF GRADE 11 LEARNERS IN ELIAS BUSCANO SR. HIGH

SCHOOL

__________________________________________________________

Is presented to:

Elias Buscano Sr. High School

Purok Balsinang, Brgy Olympog

General Santos City

__________________________________________________________

In Partial Fulfilment of the Requirement in Practical Research II

__________________________________________________________

Submitted by:

PAHUWAY, FRINCES JOY M.

MADREDINOS, NEIL B.

___________________________________________________________

Date Submitted:

MARCH 2020
 ELIAS BUSCANO SR. HIGH SCHOOL

Prk. Balsinang Brgy. Olympog General Santos City

________________________________________________________________

APPROVAL SHEET

This thesis entitled THE RELATIONSHIP BETWEEN NUTRITION AND

COGNITIVE DEVELOPMENT OF GRADE 11 STUDENTS IN ELIAS BUSCANO

SR. HIGH SCHOOL, prepared and submitted by Ms. Frinces Joy M. Pahuway

and Mr. Neil B. Madredinos in partial fulfilment of the requirements in Practical

Research II, has been examined and hereby approved.

LEAH MAE HAMON–MOSQUERA, LPT

Thesis Adviser

________________________________________________________________

Accepted and approved as partial fulfilment of the requirements in Practical

Research II

ROLDAN A. CARPISANO, RSW, LPT TEOFILO M. PALMA

SENIOR HIGH COORDINATOR PRINCIPAL

 ACKNOWLEDGEMENT

The preparation and completion of this study was successfully made

because of the people who greatly contributed to this study. The researchers

hereby express their deep appreciation to the following person who extended

their support, assistance and efforts that inspired them.

To their adviser, Roldan A. Carpisano LPT, RSW, who never failed to

guide the researchers in their difficulties, for his patient and assistance, and for

the valued times he spent throughout the work of this study. For inspiring and

comforting words and never ending encouragement during the hitches of the

researchers.

To their instructor, Leah Mae Hamon-Mosquera, for her inspiring and

comforting words and never ending encouragement during the hitches of the

researchers.

To their dearest friends and classmates for the friendship they shared and

for the support they have shown especially during the conduct of this study.

To their family, especially to their beloved parents, for their unconditional

support both moral and financial, for their love, understanding, care and for the

prayers. They have been the researchers’ source of courage.

 Above all, the researchers express their deep gratitude to Almighty God

for giving them strength, determination and patience that encouraged them to

strive for the completion of this study.

TABLE OF CONTENTS

Title Page i

Approval Sheet ii

Acknowledgement iii

Table of Contents iv

Chapter 1 Introduction 1-2

Statement of the Problem 2-3

Scope and Delimitation of the Study 3

Significance of the Study 3-4

Chapter 2 Review of Related Literature 5-6

Chapter 3 Methodology 7

Introduction 7

Research Design 7

Chapter 4 Presentation, Analysis and Interpretation of Data 8-10

Chapter 5 Summary, Conclusion and Recommendation 11-14

Summary 11-12

Conclusion 12-13

Recommendation 13-14

Appendices

Appendix A Research Questionnaires

Curriculum Vitae

Appendix B Curriculum Vitae

Appendix C Curriculum Vitae

 CHAPTER I

INTRODUCTION

In developing countries, millions of young children suffer from nutritional

deficiencies and frequent infections. There is now a large and increasing body of

evidence to indicate that nutrition and health affect children’s cognitive, motor,

and behavioral development, both pre- and postnatal. The impact of a biological

insult depends on the stage of a child’s development, as well as the severity and

duration of the insult. However, because nutritional deficiencies and infections

frequently occur together, the problems resulting from any one insult may be

exacerbated by the presence of another, and the effects can be cumulative.

The situation is further complicated in that children who suffer from

nutritional deficiencies and infections usually come from poor sociocultural

environments and suffer from a myriad of deprivations and disadvantages that

could themselves be detrimental to intellectual and behavioral development [1].

These conditions include poor physical resources, such as overcrowded homes

with poor sanitation and water supply, few household possessions, and low

income. In addition, parents may have limited education and intelligence, and

little knowledge of child development and the importance of play [2]; they may

also suffer from depression [3]. Stimulation in the home is generally poor, with
few toys or books and infrequent participant by the parents in play activities.

Since nutritional deficiencies nearly always occur in the presence of these

disadvantages, demonstrating a direct causal link between poor nutrition and

poor development is difficult and requires a randomized controlled trial in which

nutrition supplementation is given to undernourished children. Although

establishing independent causality is important, it may not reflect the real-life

situation, because there is increasing evidence that interactions exist among

environmental conditions, a child’s biological status, and various biological

insults.

Thus, in order to understand the true situation, these many factors should

be studied together. In studies evaluating the effects of poor nutrition on a child’s

development, investigators traditionally focus on motor and cognitive

development. However, it is critical to evaluate social and emotional development

as well, because these factors may be equally, if not more, important to an

individual’s success in life.

STATEMENT OF THE PROBLEM

The study will focus on the factors on the effects between nutrition and

cognitive development of the Grade 11 learners at Elias Buscano Sr. High

School.

Specifically, this would attempt to find answer to the following questions:

1. What is the profile of the students in the terms of?

A. Name
 B. Age

C. Gender

2. What are the factors for student’s nutrition status?

3. How can nutrition affect the cognitive development of the students?

SCOPE AND DELIMITATION

The study was limited by financial constraints realized. However, this

problem was overcome by the use of manageable sample of 15 students

targeted Grade 11-Molave in Elias Buscano Sr. High School. The study only

focused on the relationship nutrition and performance of Grade 11-Molave aged

17 and above years and their teacher. Children below and above the age bracket

were not included in the study.

SIGNIFICANCE OF THE STUDY

The results and findings of this study about the relationship between

nutrition and cognitive development of Grade 11 learners of Elias Buscano Sr.

High School SY: 2019-2020 will both benefit to the parents, school, students,

teacher and also to the researchers.

The study hopes to contribute to the following:

To the Parents, the parents will be aware of the nutritional status of their

children when they are in school; so parents can also have a partnership with the

teachers on what their nutritional status.

 To the Students, the students will be aware of the effect of their

nutritional status especially in school so that they will be active to participate in

any activity.

To the School, the useful and relevant information in this study may help

them identify the factors that trigger the students to be inactive. Furthermore, it

can broaden their knowledge about the factors of nutrition and how it affects the

student’s development in school.

To the Teachers, the teachers will be aware on those students who are

unhealthy and they can advise their students on what are they going to do to be

healthy in school.
 CHAPTER II

REVIEW OF RELATED LITERATURE

A child who is properly fed on a balanced diet develops faster. Such a

child is ever active and is always regular in school attendance, very motivated

and looks healthy. He /She becomes attentive in class as most of his /her

senses, if not all are functional, (The Sunday Standard 23𝑟𝑑 February 2011).

Proper Nutrition is essential for growth, development, health and one’s well-being

since food is critical need for the survival of the human species (Ake-Tano et

al.,2011).

Good nutrition helps to improve child survival, to promote healthy growth

and development, to contribute to better cognitive and economic development. It

also reduces and mortality rate, and the risk of chronic diseases such as

cardiovascular disease, diabetes, kwashiorkor, marasmus, hypertension, even in

adulthood (OMS, 2010). Nutritional status of a person is a measurement of the

extent to which his /her physiological needs for nutrients are being met. It also

refers to the state of health of a person which is the product of a balance

between nutrient intake and utilization by his body (Halterman, 2001).

Good nutrition is essential for physical, intellectual and emotional

development. However, in Asia; more than 70% of children with protein energy

malnutrition exist. Although food is essential, it has often been lacking, in the
qualitative and quantitative point of view resulting in the occurrence of

malnutrition. Indeed, malnutrition (under-nutrition, over-nutrition) is a public

health problem of significant importance in developing countries ( Asres and

Eidelman, 2011).

Needless to say, Grade 11-Molave are older and more vulnerable to the

effects. Research on the effects of breakfast on cognition by Bellisle(2002)

shows that, particularly for older students, skipping breakfast can have adverse

effects on both general energy-level and cognition. Bellisle 2004 further shows

that consuming breakfast resulted in better scores on three different types of

tests.

A well-nourished child is able to attain better grades, learn all day and has

some energy left to make most of other evening activities like coping with

pressure, stress, resist infection has alert and active mind. These are positive

ingredients of good performance and even beauty goes hand in hand with key

players of correct nutrition as the skin and hair reflects your diet. In order to cater

for the health and nutritional needs of Grade 11-Molave, Grade 11 institutions are

advised to introduce lunches, feeding programs and milk services. Grade 11

teachers should encourage parents to organize mid-morning snacks and lunch

for children who stay at school the whole day.

 CHAPTER III

METHODOLOGY

This chapter presents the methodology of the research. It describes the

research design that was used, the independent and dependent variables,

location of the study and the target population. The sample, sampling techniques,

research instruments, data collection methods and data analysis methods have

also been discussed.

Research Design

The study employed correlation research design. Correlation method

describes in quantitative form the degree to which variables are related. The

degree of relationship is expressed as a correlation coefficient (r) Mugenda and

Mugenda (2003). The design was appropriate for the study because the study

was dealing with relationship between nutrition and cognitive development of

Grade 11 Learners. It enabled the collection, analysis and comparison of both

quantitative and qualitative data obtained from the large number of parents and

children forming the sample size.

 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

How often have you been bothered by any of the following problems? Put a ( ∕ ) if
it is Not at all, Several Days, More than half the days, or Nearly every day.

How often during Not at all Several More than Nearly Everyday
the past 2 weeks days half the
were you bothered days
by…
1. Little interest or 4 6 3 2
pleasure in doing
thing
2. Feeling down, 2 7 6 0
depressed, or
hopeless
3. Trouble falling or 6 6 3 0
staying asleep, or
sleeping too much
4. Feeling tired or 0 5 10 0
having little energy
5. Poor appetite or 3 6 5 1
overeating
6. Feeling bad 2 12 1 0
about yourself, or
that you are a
failure, or have let
yourself or your
family down
7. Trouble 0 11 4 0
concentrating on
things, such as
reading the
newspaper or
watching television
8. Moving or 3 9 3 0
speaking so slowly
that other people
could have noticed.
 In our survey that we conduct there was 27% agree that not at all day they

have little interest or pleasure in doing things ,4O% of our respondents agree that

they experience in several days, 20% agree that they experience more than half

days and 13% also agree that they experience like that nearly every day. In the

second question 13% of the respondents agree that not at all day they are feeling

down, depressed or hopeless, 47% agree that several days they experience like

that, 40% of our respondent experience like that more than half day and 0% of

our respondents are not experiencing and nearly every day. In the third question

40% of our respondents agree that not at all day they were experience trouble

falling or saying asleep or sleeping too much, 40% also of our respondent

experience like that situation in several days, 20% in our respondent experience

like that and more than half day and 0% of nearly every day they experience like

that situation. In the fourth question 0% of our respondent that not at all day

experience feeling tired or having little energy, 33% of our respondent that

several days they will experience like that situation, 67% in more than half day

and 0% experience in nearly everyday experience like that situation. In the fifth

question 20% of our respondents are not at all days they will experience for

appetite or over eating, 40% of our respondent experience in several days, 33%

of our respondent experience in more than half day and 7% of our respondent

experience nearly every day. In the sixth question 13% of our respondent that not

at all day experiencing bad about yourselves or that you are failure or letting
yourself or your family down, 80% of our respondent experience in several

days,7% of our respondent experience in more than half day and 0% nearly

every day. In the seventh question 0% of our respondent that not at all day

experiencing trouble concentrating on things, 73% of our respondent experience

in several days, 27% of our respondent are experience in more than half day and

0% experience nearly every day. In the last question 20% of our respondent that

not at all days that they experience moving or speaking slowly that other people

could have noticed, 60% of our respondent experience in several days, 20% of

our respondent experience in more than half day and 0% experience nearly

every day.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

Summary of Findings

This study aimed to answer How often have you bothered by any of the following

problem?

Below are the summary of findings:

1. Most of our Respondents experience several days a little interest or

pleasure in doing things.

2. All of our Respondents experience several days that they are feeling

down, depressed, or hopeless.

3. Most by of our Respondents not at all experience a trouble falling or

staying asleep, sleeping too much.

4. Most of our Respondents more than half-days experience in feeling

tired or having little energy.

5. Mostly of our Respondents nearly everyday experience a poor appetite

or overeating.

6. All of our Respondents experience several days a feeling bad about

their self or your family down.

7. Most of our Respondents experience several days a trouble

concentrating on things.
 8. Some of our Respondents experience several days a moving or

speaking so slowly that other people could have noticed.

Conclusion

All who are involved in the field of education should be aware of the

significance nutritional choices play in how students function to obtain and retain

true understanding of content which will open doors to their individual futures as

well as impact future society as a whole. This study shows that better nutrition

leads to better behavior and this make the entire schooling experience better for

teacher, administrators, parents, and students alike. When students consume

balanced, portion appropriate, meals which abide by the national guidelines and

standards set forth for nutrition, their bodies and minds respond and function

optimally. A struggle exists among students who are under-weight due to self-

inflicted disordered eating or malnutrition based on home life or other

environmental factors. The general health of the youth of the country indicates

what the future will hold for health care and society as a whole, since habits

developed at a young age often stick with people for life.

If the point of view is considered that roles of a teacher includes improving

student’s conditions and equipping them with skills to make good decisions

throughout life, incorporating nutritional skills into all curriculums is critical.

Universally, young people are interested in learning about things that they can

relate to, things that “matter” to them. Nutrition is a unifying thing-everybody

needs it to live and has to obtain it from drinking and eating. Food is used in
almost all cultures as celebration and tradition. It is up to teachers and

researchers to capitalize on this common ground and to discover the best ways

to educate the students of today on the importance of proper nutrition and health,

and how it relates individuals and their present and future wellness, so they can

lead long, and healthy lives.

Recommendation

Given that children’s diet depends not only on the availability of foods but,

crucially, on their preferences and that these are largely developed early in life,

any effective interventions must address the multiple determinants of children’s

preferences for particular foods. In particular, the role of parents is important and

there may be a need to adopt a collaborative approach between schools and

parents to address children’s nutritional choices. There is an opportunity to

capitalize on initiatives such as the extended school policy, which have created

an opportunity for schools to engage with parents and local communities, to

improve diets and promote healthy eating among children. Linking to the National

Healthy Schools Standards, school can advance children’s understanding and

valuation of healthy eating and provide them with examples of good diet.

However, research on children’s conceptualization of food categories suggests

that in developing interventions to improve diets, imposing adult notions of

nutrition may not be useful. It may be more effective for curricula to be developed

that incorporate children’s understandings of nutrition and thus be more likely to

encourage change.
 It is also important to realize the influence of the media on children’s

eating patterns and conceptions of food. While this cannot be addressed directly

by education policy, the design of educational policy interventions and curricula

addressing the issue of food need to take it into account.

 APPENDIX A

RESEARCH QUESTIONNAIRES

How often have you been bothered by any of the following problems? Put a ( ∕ ) if
it is Not at all, Several Days, More than half the days, or Nearly every day.

How often during the Not at all Several More than half Nearly
past 2 weeks were you days the days Everyday
bothered by…
1. Little interest or
pleasure in doing thing
2. Feeling down,
depressed, or
hopeless
3. Trouble falling or
staying asleep, or
sleeping too much
4. Feeling tired or
having little energy
5. Poor appetite or
overeating
6. Feeling bad about
yourself, or that you
are a failure, or have
let yourself or your
family down
7. Trouble
concentrating on
things, such as
reading the newspaper
or watching television
8. Moving or speaking
so slowly that other
people could have
noticed.
 APPENDIX B

CURRICULUM VITAE

Personal Information

Name : FRINCES JOY M. PAHUWAY

Address : PUROK KIDAM, BARANGAY OLYMPOG, G.S.C

Birthday : AUGUST 2, 2001

Birthplace : PUROK TUCANOP, BARANGAY OLYMPOG, G.S.C

Civil Status : SINGLE

Parents : ANSELMA PAHUWAY & FRANCISCO PAHUWAY

Educational Background

Elementary : IGNACIO D. SOLIS SR. ELEMENTARY SCHOOL

Secondary : ELIAS BUSCANO SR. HIGH SCHOOL

 APPENDIX C

CURRICULUM VITAE

Personal Information

Name : NEIL B. MADREDIñOS

Address : PUROK 2, BARANGAY OLYMPOG, G.S.C

Birthday : OCTOBER 18, 1994

Birthplace : PUROK SAMPAO, BARANGAY OLYMPOG, G.S.C

Civil Status : SINGLE

Parents : DOLIETA MADREDIñOS & ALFONSO MADREDIñOS

Educational Background

Elementary : A. BISCAYDA ELEMENTARY SCHOOL

Secondary : ELIAS BUSCANO SR. HIGH SCHOOL