Author

Mutya Marjorie G. Remoroza*
Cebu Technological University – Argao Campus, Cebu, Philippines

Abstract

This study examined the influence and implementation of the School-Based Feeding Program (SBFP) on the learners’ nutritional status and academic performance in six upland public elementary schools in the District of Argao II, Division of Cebu Province. A sequential explanatory mixed-methods design was employed involving 31 SBFP beneficiaries in the quantitative phase and selected learners, teachers, parents, and school implementers in the qualitative phase. Quantitative data were obtained from School Form 8 (SF 8) for nutritional status and School Form 5 (SF 5) for academic performance across three consecutive school years. The qualitative data were gathered through semi-structured interviews. Descriptive statistics, Wilcoxon Signed-Rank Test and Spearman rho were used to analyze the quantitative data, while Braun & Clarke’s Thematic Analysis was applied to the qualitative findings. The findings revealed significant improvements in learners’ Body Mass Index (BMI) and academic performance following participation in the SBFP. However, although both variables improved, it showed that the relationship between nutritional status and academic performance was weak and not statistically significant. This indicates BMI improvements were not directly associated with academic gains. Qualitative findings supported that improved food intake, reduced hunger, increased energy levels and enhanced classroom engagement were observed among the beneficiaries. Teacher support and parental involvement were the most influential factors affecting academic performance. In addition, implementation challenges such as delays in food delivery, limited funding and resource constraints affected feeding program consistency. This finding highlights the importance of effective program management, systematic monitoring and strong stakeholder partnership in SBFP implementation. Based on the results, an expanded and sustainable SBFP implementation plan focusing on monitoring, stakeholder engagement and resource management is proposed to strengthen long-term program sustainability.

Keywords: School-based feeding program (SBFP), nutritional status, academic performance, body mass index (BMI), elementary learners, mixed-methods.

*Corresponding author / Email: remorozamutya@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05031255

Recommended citation:
Remoroza, M. M. G. (2026). Unpacking the role of school-based feeding program on elementary learners’ nutritional and academic growth. Pantao (International Journal of the Humanities and Social Sciences) 5 (3), 1-32. http://doi.org/10.69651/PIJHSS05031255

Read the full text

References

Abdullahi, S., & Abdulkareem, H. B. (2023). Educational psychology perspective on constructive social play and academic performance of primary school children in Nigeria. ProGCouns Journal of Professionals in Guidance and Counseling, 4(1), 1. https://doi.org/10.21831/progcouns.v4i1.55757

Abenes, F. M. D., Caballes, D. G., Balbin, S., & Conwi, X. L. P. (2023). Gamified mobile apps’ impact on academic performance of Grade 8 in a mainstream physics class. Journal of Information Technology Education Research, 22, 557. https://doi.org/10.28945/5201

Acebedo-Rivera, A. L., & Mendoza, R. O. (2025). Instructional Practices And Learners’ Interest: Implications On The Numeracy Skills Of Grade 3 learnersS. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.17959992

Afrianti, R., & Maryatun, I. B. (2025). Utilization of educational games as learning media: Recognize the concept of numbers. Jurnal Eduscience, 12(2), 592. https://doi.org/10.36987/jes.v12i2.6833

Ahmed, M., Usmiyatun, U., Nurhidayah, N., Darmayanti, R., & Azizah, I. N. (2021). PDKT: Introducing numbers 1–10 for kindergarten students using card media. AMCA Journal of Education and Behavioral Change, 1(2), 69. https://doi.org/10.51773/ajeb.v1i2.268

Al-Hassan, O. M., et al. (2025). Enhancing early childhood mathematics skills learning through digital game-based learning. International Journal of Learning, Teaching and Educational Research, 24(2), 186. https://doi.org/10.26803/ijlter.24.2.10

Ali, S. R., Sarudin, A., Azura, R. N. F., & Farhana, M. Z. (2022). Gamification as cognitive intervention in numeracy. International Journal of Evaluation and Research in Education, 11(3), 1480. https://doi.org/10.11591/ijere.v11i3.22450

Alotaibi, M. S. (2024). Game-based learning in early childhood education: A systematic review. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1307881

Anggraeni, R., et al. (2024). Systematic literature review: Game-based media and numeracy literacy. Intellektika Jurnal Ilmiah Mahasiswa, 2(5), 84. https://doi.org/10.59841/intellektika.v2i5.1483

Asqia, M., et al. (2025). Educational game development for early childhood numeracy. Teknika, 14(3), 387. https://doi.org/10.34148/teknika.v14i3.1349

Balala, M. M. A., Areepattamannil, S., & Cairns, D. (2021). Early numeracy and mathematics achievement. Large-Scale Assessments in Education, 9(1). https://doi.org/10.1186/s40536-021-00106-4

Bang, H. J., & Siebert-Evenstone, A. (2024). Personalized game-based reading app. Research Square. https://doi.org/10.21203/rs.3.rs-3826156/v1

Best, K. (2020, August 18). Low Family Income May Be Factor in Children’s Math Skills Entering School. UConn Today. https://today.uconn.edu/2020/08/low-family-income-may-factor-childrens-math-skills-entering-school/

Black, S. E., Devereux, P. J., & Salvanes, K. G. (2004). The more the merrier? The effect of family composition on children’s education. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.583144

Blake, J. (1981). Family size and the quality of children. Demography, 18(4), 421–442. https://doi.org/10.2307/2060941

Blancaflor, E., (2022). Gamified learning module for elementary subjects. International Journal of Information and Education Technology, 12(11), 1280. https://doi.org/10.18178/ijiet.2022.12.11.1751

Borko, H. (2004). Professional Development and teacher Learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189×033008003

Brandlistuen, R. E., Flatø, M., Stoltenberg, C., Helland, S. S., & Wang, M. V. (2020). Gender gaps in preschool age: A study of behavior, neurodevelopment and pre-academic skills. Scandinavian Journal of Public Health, 49(5), 503–510. https://doi.org/10.1177/1403494820944740

Buray, A., & Alferez, R. C. (2025). Digital game-based learning in numeracy skills. Psychology and Education, 34(5), 592. https://doi.org/10.70838/pemj.340504

Capinding, A. T., & Salazar, R. D. (2023). Traditional Filipino games in science education. TEM Journal, 12(4), 2241. https://doi.org/10.18421/tem124-35

Ceulemans, A., Baten, E., Loeys, T., Hoppenbrouwers, K., Titeca, D., Rousseau, S., & Desoete, A. (2017). The relative importance of parental numerical opportunities, prerequisite knowledge and parent involvement as predictors for early math achievement in young children. Interdisciplinary Education and Psychology, 1(1). https://doi.org/10.31532/interdiscipeducpsychol.1.1.006

Chavez, V. L. A. (2024). Mathematics performance among Filipino students (PISA 2022). Research Square. https://doi.org/10.21203/rs.3.rs-4617174/v1

Chen, G. (2023). Digital games and intercultural empathy. Research Square. https://doi.org/10.21203/rs.3.rs-2781249/v1

Clements, D. H., & Sarama, J. (2020). Learning and teaching early math. https://doi.org/10.4324/9781003083528

Cornelio, R. (2026). Effectiveness of differentiated instruction in teaching mathematics for grade three learnerss. International Journal of Sustainability and Advanced Integrated Research, 2(2), 93–100. https://doi.org/10.65339/ijsair.v2.i2.166

Cross, C. (2009). Mathematics learning in early childhood. In National Academies Press eBooks. https://doi.org/10.17226/12519

Dai, X., & Heckman, J. J. (2013). Older siblings’ contributions to young child’s cognitive skills. Economic Modelling, 35, 235–248. https://doi.org/10.1016/j.econmod.2013.07.003

Đan, N. N., et al. (2024). Digital game-based learning in mathematics: Systematic review. Eurasia Journal of Mathematics, Science and Technology Education, 20(4). https://doi.org/10.29333/ejmste/14377

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017, June 4). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Darnon, C., & Fayol, M. (2021). Early mathematics intervention. European Journal of Psychology of Education, 37(1). https://doi.org/10.1007/s10212-021-00550-4

Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: the indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294–304. https://doi.org/10.1037/0893-3200.19.2.294

Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts. In Oxford Handbook of Human Motivation. Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195399820.013.0006

DePascale, M., & Ramani, G. B. (2025). Math games and early learning: Systematic review. Journal of Numerical Cognition, 11. https://doi.org/10.5964/jnc.14897

Downey, D. B. (2001). Number of siblings and intellectual development: The resource dilution explanation. American Psychologist, 56(6–7), 497–504. https://doi.org/10.1037/0003-066x.56.6-7.497

Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428

Elfiky, D. E. G. (2021). Whole brain teaching in kindergarten math. International Journal of Instruction, 15(1), 673. https://doi.org/10.29333/iji.2022.15138a

Firdaus, F. M., et al. (2024). iPusnas and numeracy skills. Record and Library Journal, 10(1), 93. https://doi.org/10.20473/rlj.v10-i1.2024.93-102

Fisher, K., Hirsh-Pasek, K., Golinkoff, R. M., Singer, D. G., & Berk, L. (2010). Playing around in School: Implications for learning and Educational Policy. In Oxford University Press eBooks. https://doi.org/10.1093/oxfordhb/9780195393002.013.0025

Fitriyah, I. J., et al. (2025). Meta-analysis of digital games in STEM. Discover Education, 4(1). https://doi.org/10.1007/s44217-025-00756-4

Ginting, M. B., et al. (2025). STEM constructive games. International Journal of Serious Games, 12(4), 169. https://doi.org/10.17083/3bcwrq59

Gui, Y., et al. (2023). Digital educational games in STEM. International Journal of STEM Education, 10(1). https://doi.org/10.1186/s40594-023-00424-9

Hattie, J. (2009). Visible learning. https://doi.org/10.4324/9780203887332

Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581–592. https://doi.org/10.1037/0003-066x.60.6.581

Ilić, J., et al. (2024). Digital games and STEM motivation. Journal of Baltic Science Education, 23(1), 20. https://doi.org/10.33225/jbse/24.23.20

Ingersoll, R., & Merrill, L. (2017). A quarter century of changes in the elementary and secondary teaching force: From 1987 to 2012. Statistical Analysis Report (NCES 2017-092). U.S. Department of Education, National Center for Education Statistics.

Jordan, N. C., Kaplan, D., Ramineni, C., & Locuniak, M. N. (2009). Early math matters: Kindergarten number competence and later mathematics outcomes. Developmental Psychology, 45(3), 850–867. https://doi.org/10.1037/a0014939

Kim, J.-D. (2024). Fusion education journal article. Korean Journal of Fusion Ayurveda, 16, 77. https://doi.org/10.52251/kja.2024.16.77

Kini, T., & Podolsky, A. (2016, June 9). Does teaching experience increase teacher effectiveness? A review of the research. Learning Policy Institute. https://learningpolicyinstitute.org/product/does-teaching-experience-increase-teacher-effectiveness-review-research

Lasala, N. J. (2023). EDUTainment in ecosystem learning. Recoletos Multidisciplinary Research Journal, 11(2). https://doi.org/10.32871/rmrj2311.02.07

Lim, E. J. A. (2021). Gamified math class effects. Indian Journal of Science and Technology, 14(23), 1970. https://doi.org/10.17485/ijst/v14i23.902

Maghfirah, F.(2025). Contextual digital games in numeracy. Golden Age Journal, 10(2), 295. https://doi.org/10.14421/jga.2025.102-07

Marcaida, A. M. (2025). Implementation Of The National Mathematics Program (NMP) and Primary Learners’ Numeracy Skill Levels: Foundation For An Enhanced Mathematics Instructional Program. International Journal of Education Humanities and Social Science, 08(02), 979–1004. https://doi.org/10.54922/ijehss.2025.0966

Maryana, M., et al. (2024). Gamification and engagement in math. International Journal of Business Law and Education, 5(2), 1697. https://doi.org/10.56442/ijble.v5i2.682

Mayer, R. E. (2014). Cognitive theory of multimedia learning. In Cambridge Handbook of Multimedia Learning. Cambridge University Press. https://doi.org/10.1017/cbo9781139547369.005

Mayer, R. E. (2021). Cognitive theory of multimedia learning. Cambridge University Press. https://doi.org/10.1017/9781108894333.008

Medina, J. L. (2025). The effects of active learning strategies on the performance of Thai students in mathematics at Plookpanya Learning School: A Foundation of Intervention Plan. https://ejournals.ph/article.php?id=30188

Meylani, R. (2025). Gamification and SDG 4. Journal of Lifestyle and SDGs Review, 5(2). https://doi.org/10.47172/2965-730x.sdgsreview.v5.n02.pe04567

Miller, T. (2018). Developing numeracy skills using interactive technology in a play-based learning environment. International Journal of STEM Education, 5(1), 39. https://doi.org/10.1186/s40594-018-0135-2

Muhtarom, M., et al. (2022). Educational math game for numeracy. Transformasi Jurnal Pendidikan Matematika, 6(2), 95. https://doi.org/10.36526/tr.v6i2.2176

Nanit, R. G. (2020). Kindergarten learnerss’ birth order and Domains of early childhood development. Asian Journal of Social Sciences and Management Studies, 7(2), 143–151. https://doi.org/10.20448/journal.500.2020.72.143.151

Nelson, G., & McMaster, K. L. (2018). Early numeracy interventions meta-analysis. Journal of Educational Psychology, 111(6), 1001. https://doi.org/10.1037/edu0000334

Rajagopal, A. A., Vandecruys, F., & De Smedt, B. (2022). The effects of preschool and age on children’s early number skills. Cognitive Development, 63, 101227. https://doi.org/10.1016/j.cogdev.2022.101227

Republic Act No. 10157. (2012). https://www.officialgazette.gov.ph/2011/12/22/republic-act-no-10157/

Republic Act No. 10533. (2013). https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

Republic Act No. 11650. (2022). https://www.officialgazette.gov.ph/downloads/2022/01jan/20220104-RA-11650-RRD.pdf

Rice, J. K. (2010). The Impact of Teacher Experience: Examining the evidence and policy implications. Brief No. 11. https://eric.ed.gov/?id=ED511988

Saidin, N. F., et al. (2019). Mobile augmented reality framework. iJIM. https://doi.org/10.3991/ijim.v13i07.10750

Salami, O. O., & Spangenberg, E. D. (2024). Gender and math games. Interdisciplinary Journal of Sociality Studies, 4, 1. https://doi.org/10.38140/ijss-2024.vol4.10

Shin, N., et al. (2011). Game technology in math learning. British Journal of Educational Technology, 43(4), 540. https://doi.org/10.1111/j.1467-8535.2011.01197.x

Simms, V. (2016). Mathematical mindsets: unleashing students’ potential through creative math, inspiring messages and innovative teaching. Research in Mathematics Education, 18(3), 317–320. https://doi.org/10.1080/14794802.2016.1237374

Sirin, S. R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417

Tamayao, A. I., et al. (2020). College readiness test design. International Journal of Higher Education, 9(2), 209. https://doi.org/10.5430/ijhe.v9n2p209

Technical and Vocational Education and Training in the Philippines. (2021). https://doi.org/10.22617/tcs210084

Tokac, U., et al. (2019). Meta-analysis of game-based learning. Journal of Computer Assisted Learning, 35(3), 407. https://doi.org/10.1111/jcal.12347

Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555–575. https://doi.org/10.1007/s11423-016-9481-2

Tyack, A., & Mekler, E. D. (2024). Self-determination theory in HCI games. arXiv. https://doi.org/10.1145/3673230

Urhahne, D., & Wijnia, L. (2023). Motivation theories in education. Educational Psychology Review, 35(2). https://doi.org/10.1007/s10648-023-09767-9

Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010). Self-determination theory development. In Advances in Motivation and Achievement. Emerald. https://doi.org/10.1108/s0749-7423(2010)000016a007

Villon, J. T. L., & Balagtas, M. U. (2023). Instructional practices of Filipino teachers implementing Philippine and Singapore elementary mathematics curricula. Journal of Educational and Human Resource Development (JEHRD), 11, 58. https://doi.org/10.61569/pecryb33

Zhang, Z., & Huang, X. (2024). Gamified assessment in blended learning. Education and Information Technologies, 29(16), 21869. https://doi.org/10.1007/s10639-024-12708-w