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CHAPTER 1

INTRODUCTION

The Problem and Its Background

As the largest humanitarian provider of school meals worldwide, the World

Food Programme (WFP), along with governments and partners, supports

education, reduces malnutrition, and promotes development, especially during

times of crises and emergencies. The organization donates several sacks of rice

intended for the number of pupils in school with corresponding legumes and oil

for the viand. The World Food Program implementation in school was managed

by school Parent, Teachers and Community Association (PTCA) officers

supervised by school teachers. The parents were assigned as daily cook and brings

additional vegetables for the viand. With the introduction of the World Food

Feeding program in the school, absenteeism and dropouts ceased to become a

school problem, as most learners go to school to have regular food during

lunchtime coupled with nutritious viand.

Hunger and malnutrition has been associated to issues of growing number of

school drop-outs, absenteeism and poor performance of learners specifically in

elementary grades. In remote rural areas of the municipality of Upi, the far

distance that school children need to travel every day to go to and fro their schools
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make their situation even more difficult. Without having anything in their

stomach, except for a cup of coffee, school children in the mountain schools in

Upi North District need to endure a 2 to 3 kilometer walk to reach the school every

day. Some learners cut-classes in the middle of morning session to find fruits

available in the nearby forest to fill their empty stomach and gain enough strength

to sustain them throughout the day, as they heed back to school for the afternoon

class. In effect, school children have very poor performance in school and many

would opt to drop out of school and habitual absences particularly during lean

months, where there are still no harvest of crops.

School feeding program as a social safety net has been popular in developing

countries as an instrument for achieving the Millennium Development Goals.

These programs are frequently targeted towards populations that are food insecure

and reside in areas with high concentrations of families from low socioeconomic

status, or towards schools that face poor attendance and enrollment of students.

There are many studies that have evaluated the impacts of school feeding.

However, the evidence on the impact of these programs is not always conclusive

(Tabunda, et al, 2016 ).

In this context, the researcher conducted the study to find out the impact

of the World Food Program in the mountain schools in Upi North District.
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Significance of the Problem

The findings of the study is beneficial to the following:

For the parents, that they may see the effect of giving nutritious food to the

nutrional status, academic performance and nutritional status of their children.

They may also become aware that having adequate food for the children affects

the alertness and eagerness of children to go to school.

For the community, they may consider the importance of having a backyard

garden and domesticated animals in their homes as supplementary food source

while waiting for harvest. That the community may support the school in

establishing a functional "Gulayan sa Paaralan" as source for complementary

school feeding program.

That teachers and school administrators may find ways to strengthen their ties

with local government units to lobby support for the school feeding program and

may gain support in promoting advocacy for the proper health nutrition of school

children by means of giving them healthy food. This may also give assurance to

school authorities that the nutritional aspect of learners are taken cared of by the

WFP.

For future researchers, the findings may serve as a relevant reference for future

studies regarding World Food Feeding program.

Statement of the Problem

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This study aimed to determine the impact of the World Food feeding

program in the mountain schools in Upi North District in the Municipality of Upi.

Specifically, the study seeks to answer the following research questions.

1. What is the profile of the respondents in terms of:

a. sex

b. age

c. occupation

d. number of children in the school

e. tribe

f. highest educational attainment

2. What is the impact of the World Food Program in the mountain schools in

Upi North District in terms of:

a. attendance

b. participation

c. academic performance

d. nutritional status of learners

3. What are the issues and concerns on the implementation of the World Food

Program in the mountain schools in Upi North District?

Review of Related Literature

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The World Food Program (WFP)

Assisting 80 million people in around 80 countries each year, the World

Food Programme (WFP) is the leading humanitarian organization fighting hunger

worldwide, delivering food assistance in emergencies and working with

communities to improve nutrition and build resilience. As the international

community, it has committed to end hunger, achieve food security and improved

nutrition by 2030. Food and food-related assistance lie at the heart of the struggle

to break the cycle of hunger and poverty. WFP’s efforts focus on emergency

assistance, relief and rehabilitation, development aid and special operations. Two-

thirds of their work is in conflict-affected countries where people are three times

more likely to be undernourished than those living in countries without

conflict. WFP development projects focus on nutrition, especially for mothers and

children, addressing malnutrition from the earliest stages through programmes

targeting the first 1,000 days from conception to a child’s second birthday, and

later through school meals. WFP is the largest humanitarian organisation

implementing school feeding programmes worldwide and has been doing so for

over 50 years. Each year, WFP provides school meals to between 20 and 25

million children across 63 countries, often in the hardest-to-reach areas.

WFP purchases more than 2 million metric tons of food every year. At least three

quarters of it comes from developing countries. By buying food as close as

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possible to where it is needed, we can save time and money on transport costs, and

help sustain local economies. Increasingly, WFP meets people’s food needs

through cash-based transfers that allow the people we serve to choose and shop for

their own food locally (World Food Program (n.d.).

Rationale of Feeding Programs

In 2000-2003, 53% of 10.6 million yearly deaths of children below five

involved undernutrition as it was seen as the underlying cause (UNESCO, 2011).

Undernourishment, as defined by the World Food Programme, “is used to describe

the status of people whose food intake does not include enough calories (energy)

to meet minimum physiological needs for an active life.” (World Food

Programme, n.d.) The Food and Agriculture Organization of the United Nations

(FAO) has estimated that there are a total of 925 million undernourished people in

the world and it is also estimated that in every six seconds, a child dies due to

undernourishment related problems (Tabunda, et al, 2016).

Nearly all countries around the world have a school meals programme and

about 368 million children from kindergarten to secondary school receive food at

school every day. Governments recognize school meals as an essential tool for the

development and growth of children, communities, and society as a whole

(Tabunda, A et al 2016).
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According to the 2007 Food and Agriculture Organization’s (FAO)

estimate, 923 million people in the world were chronically hungry, which was an

increase of about 75 million people from the 2003-05 estimates UNESCO (2011).

Many of these are children, and a vast majority of them are in developing

countries. These numbers suggest that the Millennium Development Goals related

to hunger and malnutrition may not be met by 2015. The persistence of hunger,

malnutrition, and micronutrient deficiencies can have long lasting effects on the

health status and productivity of people and their nations. Early malnutrition can

adversely affect physical, mental, and social aspects of child health, which in turn

leads to underweight, stunted growth, lowered immunity, and mortality. Research

has shown that the physical effects of malnutrition as measured by indicators such

as body mass index (BMI), have a significant impact on an individual’s

productivity and wages (Broca and Stamoulis 2003). Jomaa et al. (2011) stated

that “childhood undernutrition imposes significant economic costs on individuals

and nations, and that improving children’s diets and nutrition can have positive

effects on their academic performance and behaviors at school as well as their

long-term productivity as adults.”

Alderman, et al (2006) found that malnutrition led to delayed entry to

school, less overall schooling, smaller stature, and 14% lower earnings as adults.

Policy makers may use a number of interventions to target various groups within a
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population through social safety nets to address the problem of hunger and

malnutrition. One intervention that governments and non-governmental

organizations (NGO) have utilized in targeted areas where a significant part of the

population faces poverty and chronic hunger . As early as the 1930s, the United

States and the United Kingdom utilized Food for Education FFE to improve

children’s health, these early programs took the form of school feeding programs

(SFP), where participants were fed a meal or a snack at school.

One of the motivations for establishing school feeding programs is to

provide targeted families and their children, including girls, an incentive to attend

school (Jomaa 2011). However, in recent years, the idea of using school feeding

programs as a vehicle for agricultural development has also gained momentum.

The rationale behind school feeding programs based on the use of locally-

produced food is that they can provide a regular market opportunity and a reliable

source of income for smallholder farmers (Sumberg and Sabates-Wheeler 2011).

In addition, there are other benefits to using locally-produced food for school

feeding particularly around appropriateness of the food, sustainability, and cost. A

recent $12 million grant by the Bill and Melinda Gates Foundation to the Imperial

College in London for ‘Home Grown School Feeding’ (HGSF) is an example of

an initiative supporting government action to deliver cost effective school feeding

programs sourced from local farmers in sub-Saharan Africa to foster the

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development of local economies. The 2011 funded USAID, Brazil and

Mozambique “Trilateral Cooperation – Food Security” project to design and

promote the “Alive School” program in Mozambique is another example of a

school feeding program designed on the concept and principle of ‘home grown

school feeding’ whereby food will be directly purchased from the local farming

community to foster local economic development. School feeding programs can

thus be a powerful instrument for achieving many multisectoral benefits –

education, gender equality, food security, poverty reduction, nutrition and health,

and agricultural development. The recent food, fuel and financial crises have

highlighted the importance of school feeding programs both as a social safety net

for children living in poverty and food insecurity, and as a tool for stimulating

local agricultural production and economic opportunities in rural communities

(Lawson, T 2012).

WFP provides school meals to more than 20 million children every year.

But many more children do not benefit from school meals, and in countries with

the highest poverty rates where school meals would make a big difference, the

reach of school meal programmes is far smaller. In WFP's efforts to create a

world where educational and nutritional opportunities reach the hungry poor,

schools are critical. It’s where we lay the foundation for future generations to grow

and thrive (World Food Program n.d.)

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Malnutrition and School Feeding Programs

Early malnutrition can adversely affect physical, mental and social aspects

of child’s 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. Thus, it can be a powerful instrument for achieving various multi-sector

benefits, from education, food security, nutrition and even agricultural

development. Better nutrition provides them better assistance to diseases which

would keep them from attending school, thus would indirectly improve

educational achievement. Food preferences usually stemmed from lower income

among families. They are left with limited food choices, thus inadequate diets.

School feeding programs could help supplement the problem for malnourished

children through providing them with healthy meals. Lastly, it could also impart

the country’s agricultural development and local economy by using locally-

produced food and providing a source of income for small holder farmers

(Tabunda, 2016)
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Benefits of School Feeding Programs

A meal at school acts as a magnet to get children into the classroom.

Continuing to provide a daily meal to children helps to keep them in school. The

benefits of school meals extend beyond the classroom.

School Feeding Program as Safety Nets

School meals help families to educate their children and protect their food

security in times of crisis. School meals support development so children can

become healthy and productive adults, breaking the cycle of hunger and poverty in

the world’s most vulnerable areas. School feeding programs are a visible social

safety net used by political leaders around the world. Communities that

participate in these programs can see the tangible benefits to their children, such as

their children being fed regularly or families supplied with additional food, and the

visibility of such programs can be attributed back to the politicians who support

them (Lawson, 2012).

School feeding programs are therefore considered “as a social safety net when

its aim is to provide social protection instead of educational goals” (Brandy,D., et

al., 2009). It is considered a social safety net as it targets also the poor and the

vulnerable like orphans, disabled children in the families, girls and HIV/AIDS
 12

affected people. In school feeding programs, take home rations are considered the

most effective social safety net as it makes even groups other than school children

alone have access to food even while they are at home (where they may be

possibly going without food if they do not benefit from such take-home rations).

The other advantage of the school feeding programs as social safety net is its

ability to reduce family – daily costs on food (IEG, 2011). However, available

studies do not clearly show the cost implications of take home rations to

households’ food expenditures (Bundy et al., 2009).

School meals as social safety nets (whether take home or in schools) are also

assumed to be effective ways of breaking the poverty cycles in the poor families

by letting the child to have motivation of going to school and which in future turns

him/her to a literate and or educated parent (Oganga, B. 2013) . As a social safety

net, Food for Education programs have also gained popularity among political

leaders and policy makers in developing countries in Asia, Africa, and Latin

America. The 2011 World Food Prize was shared by John Agyekum Kufuor,

former president of Ghana, and Luiz Inácio Lula da Silva, former president of

Brazil, for the successful social programs, including school feeding, that each

nation has established. Brazil and India have established school feeding programs

by passing legislations. Brazil added school feeding to its constitution (Bundy et

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al. 2009) while in 2001 in India, the Supreme Court mandated that all state

governments must provide cooked meals in targeted schools (Afridi 2010).

School Feeding Program for Nutrition

Food is a basic biological need, Abraham Maslow has emphasized that

human beings have a hierarchy of needs ranging from lower level needs of food

survival and safety to higher needs. So this should be provided before we can ask

the children to be motivated to learn. Nutrients in food are like food that functions

in a number of ways to keep the body healthy. The body should receive enough of

each nutrient because foods also vary in their chemical composition (Otieno, D

2014).

In poor countries, school meals are often the only regular and nutritious

meal a child receives. They are an investment in the child’s future. Without them,

hunger and micronutrient deficiencies can cause irreversible damage to their

growing bodies. When school meals are combined with deworming and

micronutrient fortification, especially when tailored to specific nutritional needs -

such as those for adolescent girls - that investment is multiplied (Lawson, 2012).

Children should be given right nutrients to enhance their growth,

development and survival in the community. Providing proper nutrition and

promoting stimulation of a child’s sense are vital components of children in the

sense that they enhance the development and organization of the brain. The human
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body functions best when supplemented by the right kinds of food in the correct

proportion Food is a basic need and a right for survival for all humanity especially

for children whose rights are to enjoy the highest attainable standard of health,

nutrition and education (Otieno, D. 2014)

Its potential impact on education is that aside from alleviating short- term

hunger among children, proper nutrition improves children’s cognitive functioning

and attention (Del Rosso, 1999).

School Feeding Program for Education

A daily school meal provides a strong incentive to send children to school

and keep them there. It allows children to focus on their studies rather than their

stomachs and helps to increase school enrollment and attendance, decrease drop-

out rates, and improve cognitive abilities. Programmes can be tailored to provide

take-home rations to target girls in areas where there is a gender gap. FFE

provides food to school children or their family in exchange for enrollment and

attendance in school, and directly relates to the first three Millennium

Development Goals: to eradicate extreme poverty and hunger, achieve universal

primary education, and promote gender equality and empower women by 2015(

Del Rosso, 1999).

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There is evidence strongly suggesting that school feeding programs can

increase attendance rates especially for girls. One of the millennium development

goals MDGs is to provide universal primary education by 2015. School feeding

program or take away home ratios serve as incentives for enrolling children in

school and encouraging daily attendance (Otieno, D. 2014)

School feeding mostly takes place within the context of broad national

school reform programs. These reforms should focus on other essential inputs to

education and learning such as teacher development, curriculum reforms and

student assessment. National ministries or organizational dealing with education

should not be encouraged to take on school feeding at the expense of other

educational inputs as it is difficult politically to refuse food aid. Attendance and

school performance are greatly enhanced by school feeding program. Many

schools are already struggling to manage barely functional education systems and

to assume the additional burden of food distribution (Pediatre, 2001).

Food for Education programs are typically targeted towards populations

that are food

insecure, reside in areas with high concentrations of low socioeconomic status

families, or that face poor attendance and enrollment. In developing countries,

SFP is usually not set up to target specific children at a school, but rather all

students attending a school are recipients of the program. This may reduce the
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cost effectiveness of the program if not all students receiving the food from the

program belong to families who are food insecure or of low socioeconomic status.

(Alderman et al. 2006).

The purpose of school feeding programs as the need to improve learning

and educational outcomes includes encouraging students’ enrollment, reducing

children absenteeism and increasing level of students’ participation in school

activities. Food is therefore used as a “magnet” to attract school children to enroll

and consistently stay in schools until they reach the seventh grade. However,

improving learning and educational outcomes for the learners is not a simple and

linear process as the program may assume. It is complex and entails many factors

that require thorough analysis for the objectives or goals to be achieved (Oganga,

B. 2013)

Despite the fact that many factors affect level of students’ enrollment and

retention in primary schools in developing countries; still, the United Nations and

the governments in collaboration with the World Food Program (which is a United

Nations Agency), assume that, provision of food in schools (school meals) in the

developing countries encourage students’ enrollments and help to address the

problem of students’ dropouts in primary schools (WFP, 2002).

On the other hand, despite the complex nature of the contributions of the

school feeding program to students learning and attendance (Bundy et al., 2009),
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the available studies – ranging from evaluations, randomized control trials and to

meta-analyses studies, have shown positive results on the contribution of school

feeding programs to students’ enrollment and reduction of students’ absenteeism

in primary schools – [mostly in developing countries] (Jomaa et al., 2011).

Apart from the effectiveness of the school feeding on encouraging students’

enrollments, studies also shows that school feeding programs have positive results

in improving students’ cognitive abilities and improving performance in learning.

This is so because schoolchildren who are going to school without breakfast or

who does not get lunch before noon classes have been reported not fully

participating in the classrooms and in school activities. Therefore, when they get

food at school (breakfast or lunch) they become effective and fully participate in

school activities. They also like school more than if they don’t get lunch or

breakfast at school (Oganga, B. 2013)

School Feeding Program for Local Agriculture

As often as possible, food is bought locally, which benefits local farmers

and the whole community while enhancing the sustainability of the programme.
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Traditionally, FFE programs have been thought of as social safety net

interventions to achieve educational and nutritional goals. But more recently these

programs and others that involve food aid have been thought of as a possible tool

for agricultural development (Sumberg and Sabates-Wheeler 2011). The manner

in which these goals link together can be seen in the proposed Home Grown

School Feeding (HGSF) programs, which are designed to supply food for FFE

programs from purchases and procurement of locally produced food while

enhancing the domestic production and demand for food. Traditionally, the

procurement of food for FFE programs usually came from foreign food aid. When

food aid is distributed, there are distortions to the local markets, which often

results in lower prices and provide disincentives to local producers. This has led to

the development of programs such as the WFP’s Purchase for Progress (P4P)

initiative to reverse this trend, and helped lead others to look to HGSF as a tool for

agricultural development. The theory for linking FFE to agricultural development

begins with a demand shift as the initial kick to the local economy in a HGSF

system, as the food previously supplied to the schools came from donors now must

be filled by the local producers. The demand is more predictable for producers,

which in turn decreases their risk, allowing for more development of local markets

(Sumberg and Sabates-Wheeler 2011).

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Impact of School Feeding Program on Educational Achievement

The impact of feeding programs varies widely depending on how it is

designed, implemented and evaluated. The core of implementing feeding program

among school is not just for the benefit of a particular institution or area of a

community, it is for the holistic productivity of the nation. While it is important to

note the benefits that can be derived from it, its success depends upon the support

of parties involved. ( Capacio, 2013)

The potential impact goal of targeting children through Food for Education

programs is to increase their educational achievement so as to improve their

potential future productivity and earnings. However, improvement in educational

achievement due to serving food in SFPs is thought to occur through three

pathways; First, FFE programs increase school attendance by lowering the

opportunity costs of attending school and providing additional incentives to

engage in formal education. This leads to more time spent in school and more time

spent towards learning. The second is through the alleviation of short term hunger

which improves children’s cognitive functioning and attention span. The third

path is through the improved nutritional status of children by providing them

calories and nutrients in addition to their regular diet. This leads to better health

and better resistance to infections diseases and illnesses that would keep children
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from attending school. Thus, better nutrition indirectly improves educational

achievement by increasing school attendance by children (Lawson, 2012).

Conceptual Framework

Impact on Pupils'
World Food
Attendance,
Program
Performance
Participation
Nutritional Status
Issues and Concern

Figure 1. Schematic Diagram of the Study

Box A contains the World Food Program , a line connects box A to box B

which contains the impact in the mountain schools in Upi North District in terms

of attendance, academic performance, participation, nutritional status of learners

and other issues and concerns encountered in the implementation of the World

Food Program.

Operational Definition of terms

The following operational terms were used in the research study:
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Impact - This refers to the evaluation of the World Food Program in

terms of pupil's attendance, participation, academic performance and nutritional

status.

Mountain Schools - This refers to the Elementary Schools which served as

respondents of the study, namely Ranao Pilayan Elementary School, Renti

Elementary School, Bliugan Elementary School, Bantek Elementary School and

Fantil Elementary School.

World Food Program (WFP)- This is an international organization, under

the flagship of the United Nation, giving free meals to selected public school

children.

CHAPTER II
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METHODS

This chapter explains the methods and procedures that will be used in the

research. It includes the plan and configuration of the investigation concern to

obtain answers to the problem.

Research Design

In this study the descriptive research design was used by the researcher.

The design was appropriate to the study for it mainly determined the impact of the

World Food Program in the views of teachers and parents in the mountain schools

in Upi.

Locale of the Study

The study was conducted to the teachers and parents in the following

remote barangay schools in Upi North District:

Ranao Pilayan Elementary School located in Brgy. Ranao Pilayan,

approximately 30 kilometers from the center of the municipality. The barangay is

mostly inhabited by Tedurays, an Indigenous People group in the area. The

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community is dependent on farming as primary means of livelihood and main

source of income of most family.

Bantek Elementary School, located in Brgy. Bantek which is approximately

5 kilometers north away from Ranao Pilayan. Majority of the residence are

Teduray farmers.

Bliugan Elementary School, located in Brgy. Rifao ,5 kilometers southwest

of Ranao Pilayan. Mostly inhabited of Teduray natives and also dependent on

growing corn as primary means of livelihood and income among settlers.

Renti Elementary School is the farthest school in the district, situated in

Brgy. Renti more than 10 kilometers far southwest of Ranao Pilayan, and the

bounded by the Municipality of Datu Blah and South Upi in the west and south,

respectively.

Fantil Elementary School is located in Brgy. Bayabas, another remote

barangay situated on top of a mountain, also a home for majority of Teduray

settlers.

Respondents of the Study

The respondents of the study were 20 teachers chosen through enumerated

sampling and 25 parents chosen through random sampling from the five mountain

schools in Upi North District.

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Instrumentation and Measure

The questionnaire was the major instrument used in this study. It was

developed by the researcher with the assistance of the adviser. The questionnaire

was divided in three (3) parts.

Part I deals with the profile of the respondents in terms of sex, age, tribe,

occupation and highest educational attainment. Frequency distribution was used to

analyze the data.

Part II focuses on the impact of the World Food Program in the mountain

schools in terms of attendance, participation, academic performance and

nutritional status of learners. Descriptive statistics like mean and standard

deviation were used to analyze the data.

Part III focuses on the different issues and concerns on the implementation

of the World Food Progran in the mountain schools in Upi North. These are the

issues encoutered in the day to day implementation of the program. Descriptive

statistics like mean and standard deviation were again used to analyze the data.

As for the interpretation of the date that were gathered, two (2) scales were

utilized.

First is a three (3) point Likert scale was used for the impact of different

issues connected to World Food Program:

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Scale Mean Range Interpretation

3 2.01 – 3.00 Strongly Agree
2 1.51 – 2.00 Agree
1 1.00 – 1.50 Dis-Agree
Another three (3) point Likert scale was used for the different issues

encountered by respondents in their ALS class:

Scale Mean Range Interpretation

3 2.01 – 3.00 An issue
2 1.51 – 2.00 Somewhat an issue
1 1.00 – 1.50 Not an issue

Data Gathering

The researcher through a letter requested permission to the Schools

Division Superintendent of Maguindanao II for the conduct of the research study.

Upon approval, another letter was formulated and sent to the District Supervisor of

Upi North District along with the list of the schools where the survey was

conducted. After which, copies of the questionnaire with a cover letter explaining

the purpose of the research were distributed to the respondents. The researcher

spent time with each respondent in the entire course of the survey to answer

clarifications and other issues that might arise while the respondents are answering

items in the questionnaire. Upon completion, the questionnaires were immediately

retrieved for analysis and interpretation.

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CHAPTER III

RESULTS

This chapter includes a tabular presentation of the data based on the

researcher questions. The data are analyzed and interpreted using derived

statistics.

Impact of World Food Program Implementation.

Table 1

Attendance
Statements MEAN SD INTERPRETATION

1. WFP minimized tardiness of 2.55 .92 Strongly Agree

school children

2. WFP improved daily attendance 2.60 .93 Strongly Agree

of school children

3. WFP improved eagerness of 2.51 .91 Strongly Agree

children to go to school
Total 2.55 .92 Strongly Agree

Interpretation Scale Mean Range Description

3 2.01 - 3.00 Strongly Agree
2 1.51 – 2.00 Agree
1 1.00 – 1.50 Disagree

Table 1 presents the impact connected of World Food Program

implementation in terms of Attendance. The result revealed that "daily attendance

of school children” which got the highest mean of 2.60 and standard deviation of

.93 while “eagerness of child to go to school” got the lowest mean of 2.51 and
 27

standard deviation of .91. Overall, impact connected to the World Food Program

on Attendance was assessed as “Strongly Agree” with a grand mean of 2.55 and

standard deviation of .92.

Table 2

Participation
Statements MEAN SD INTERPRETATION

1. WFP improved pupil's 2.17 .85 Strongly Agree

participation in classroom activities

2. WFP improved pupil’s interest 2.17 .85 Strongly Agree

in school co-curricular activities

3. WFP improved child’s 1.96 .81 Agree

enthusiasm about school
Total 2.10 .84 Strongly Agree

Interpretation Scale Mean Range Description

3 2.01 – 3.00 Strongly Agree
2 1.51 – 2.00 Agree
1 1.00 – 1.50 Disagree

Table 2 presents the Impact connected to World Food Program implementation

on Participation. The result revealed "Pupil participation in school and classroom

activities” and “Child’s interest in school activities” both got the highest identical

mean of 2.17 and standard deviation .85, while “Child’s enthusiasm” got the

lowest mean of 1.96 and standard deviation of .81. Overall, Impact connected to

World Food Program on Participation was assessed as “Strongly Agree” with a

grand mean of 2.10 and standard deviation of .84.

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Table 3

Academic Performance
Statements MEAN SD INTERPRETATION
1. WFP improved grades of the 1.98 .81 Agree
school children
2. WFP improved study habits 1.98 .81 Agree
of the school children

3. WFP improved learning ability 2.16 .85 Strongly Agree

of school children
Total 2.04 .82 Strongly Agree

Interpretation Scale Mean Range Description

3 2.01 – 3.00 Strongly Agree
2 1.51 – 2.00 Agree
1 1.00 – 1.50 Disagree

Table 3 presents the frequency distribution of Impact connected to World

Food Program on Academic Performance. The result revealed that " Learning

capacity of school children” which got the highest mean of 2.16 and standard

deviation of .85, while “Grades of the school children” and “Study habit of the

school children” both got the lowest mean of 1.98 and standard deviation of .81.

Overall, Impact connected to World Food Program on Academic Performance

was assessed as “Strongly Agree” with a grand mean of 2.04 and standard

deviation of .82.
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Table 4

Nutritional status of Learners

Statement MEAN SD INTERPRETATION

1. WFP improved the weight of 2.22 .86 Strongly Agree

the school children
2. WFP improved the height 2.20 .86 Strongly Agree
of the school children
3. WFP improved the health 2.24 .86 Strongly Agree
of the school children

Total 2.22 .86 Strongly Agree

Interpretation Scale Mean Range Description

3 2.01 – 3.00 Strongly Agree
2 1.51 – 2.00 Agree
1 1.00 – 1.50 Disagree

Table 4 presents the frequency distribution of Impact connected to World

Food Program on Nutritional status of Learners. The result revealed that " Health

of the school children” which got the highest mean of 2.24 and standard deviation

of .86 while “Height of the school children” got the lowest mean of 2.20 and

standard deviation of .86. Overall, Impact connected to World Food Program on

Nutritional status of Learners was assessed as “Strongly Agree” with a grand mean

of 2.22 and standard deviation of .86.

 30

Table 5

Summary of Impact of World Food Program Implementation

Statement MEAN SD INTERPRETATION

A. Attendance 2.55 .92 Strongly Agree

B. Participation 2.10 .84 Strongly Agree

C. Academic Performance 2.04 .82 Strongly Agree

D. Nutritional status of Learners 2.22 .86 Strongly Agree

Total 2.23 .86 Strongly Agree

Interpretation Scale Mean Range Description

3 2.01 – 3.00 Strongly Agree
2 1.51 – 2.00 Strongly Agree
1 1.00 – 1.50 Disagree

Table 5 presents the frequency distribution on summary Impact of the World

Food Program implementation. The result revealed that “Attendance” got the

highest mean of 2.55 and standard deviation of .92 while “Academic

Performance” got the lowest mean of 2.04 and standard deviation of .82. Overall,

summary of Impact connected to the World Food Program implementation was

assessed as “Strongly Agree” with a grand mean of 2.23 and standard deviation of

.86.
 31

Table 6

Issues and concerns in the implementation of World Food Program

Statements MEAN SD DESCRIPTION

1. Daily cooking assignment of parents. 2.27 .87 An Issue

2. Bringing of additional ingredients 2.26 .87 An Issue

from the house.

3. Source of potable water 2.44 .90 An Issue

4. Transporting of basic ingredients to 2.04 .83 An Issue

the school site.

5. Preparation of daily menu. 2.00 .81 Somewhat an issue

6. Provision of utensils for feeding. 1.98 .81 Somewhat an issue

7. Weighing of children by the school nurse 1.98 .81 Somewhat an issue

8. Cleanliness and sanitation. 1.89 .79 Somewhat an issue

9. Teaching of proper dining to children 1.89 .79 Somewhat an issue

10. Financial counterpart of PTA and school 1.93 .80 Somewhat an issue

Total 2.07 .83 An Issue

Interpretation Scale Mean Range Description

3 2.01 – 3.00 An issue
2 1.51 – 2.00 Somewhat an issue
1 1.00 – 1.50 Not an issue

Table 6 presents the frequency distribution on issues and concerns in the

implementation of World Food Program. The result revealed that statement

 32

“Source of potable water” which got the highest mean of 2.44 and standard

deviation of .90 while “8. Cleanliness and sanitation” and “9. Teaching of proper

dining to children” both got the lowest identical mean of 1.89 and standard

deviation of .79. Overall, Issues and concerns in the implementation of World

Food Program was assessed as “An Issue” with a grand mean of 2.07 and standard

deviation of .83.
 33

CHAPTER IV

DISCUSSION

This chapter discusses the major findings on the Impact of the World Food

Program. In addition, this chapter reflects the conclusions of the researcher as well

as her recommendations and suggestions and recommendation for further study.

Major Findings

On Issues connected to World Food Program implementation on

Attendance. The result revealed that "daily attendance of school children” rated as

"Has Great Impact". This implies that the feeding program did attain its target

which is to answer issues on absenteeism of learners. The study of Otieno, 2014

stated that there are evidences strongly suggesting that school feeding programs

can increase attendance rate especially for girls. School Feeding program or take

away home rations serve as incentives for enrolling children in school and

encouraging daiy attendance. Another study supports that food provided to

school children or their family in exchange for enrollment and attendance in

school, and directly relates to the first three Millennium Development Goals: to

eradicate extreme poverty and hunger, achieve universal primary education, and

promote gender equality and empower women by 2015 ( Del Rosso, 1999).
 34

Attendance and school performance are greatly enhanced by school feeding

program (Pediatre, 2001).

On the issues connected to World Food Program on Participation. The

result revealed that variable “Pupil participation in school and classroom

activities” and “Child’s interest in school activities” both got the highest identical

mean. Overall, Issues connected to World Food Program on Participation was

assessed as “Has a great impact”. This was supported by the study of Oganga,

2013 which states that "the purpose of school feeding programs as the need to

improve learning and educational outcomes includes encouraging students’

enrollment, reducing children absenteeism and increasing level of students’

participation in school activities. Food is therefore used as a “magnet” to attract

school children to enroll and consistently stay in schools until they reach the

seventh grade. However, improving learning and educational outcomes for the

learners is not a simple and linear process as the program may assume. It is

complex and entails many factors that require thorough analysis for the objectives

or goals to be achieved".

On issues connected to World Food Program on Academic Performance.

Overall result revealed that World Food Program “Has a great impact” on

academic performance of learners . This was again supported by the study of

Oganga, 2013 which clearly states that " apart from the effectiveness of the school
 35

feeding on encouraging students’ enrollments, studies also shows that school

feeding programs have positive results in improving students’ cognitive abilities

and improving performance in learning. This is so because schoolchildren who are

going to school without breakfast or who does not get lunch before noon classes

have been reported not fully participating in the classrooms and in school

activities. Therefore, when they get food at school (breakfast or lunch) they

become effective and fully participate in school activities. They also like school

more than if they don’t get lunch or breakfast at school".

On issues connected to World Food Program on Nutritional status of

Learners was assessed as “Has a great impact”. Children should be given right

nutrients to enhance their growth, development and survival in the community.

Providing proper nutrition and promoting stimulation of a child’s sense are vital

components of children in the sense that they enhance the development and

organization of the brain. The human body functions best when supplemented by

the right kinds of food in the correct proportion Food is a basic need and a right

for survival for all humanity especially for children whose rights are to enjoy the

highest attainable standard of health, nutrition and education (Otieno, D. 2014)

Its potential impact on education is that aside from alleviating short- term

hunger among children, proper nutrition improves children’s cognitive functioning

and attention (Del Rosso, 1999).

 36

On issues and concerns in the implementation of World Food Program. The

result revealed that statement “ Source of potable water” was assessed as the most

pertinent issue in the implementation of the program. Being situated in highland

areas, source of potable water was a great issue not just in schools but the entire

barangay as well.

Conclusions

From the research findings, it is therefore clear that school feeding program

plays a significant role not just in the attendance and participation of learners but

also in nutritional status and academic performance. A lot of positive effect can

be derived from a feeding program, like the World Food Feeding program that was

implemented in the poor communities of the mountain schools in Upi North

District.

Indeed, the World Food Program, the leading humanitarian organization

has left its mark in the hearts of the school children in the mountain schools of Upi

North District by delivering food assistance which has brought progressive impact

on the lives of the beneficiaries. With the result of the studies, parents are aware

of the benefits of giving their children sufficient enough to nourish their growing

body as they continue to struggle in school. With the poor community like the

mountain schools in Upi North District, the benefits derived from the World Food
 37

Program would serve as an eye opener to the parents who has neglected their

responsibilities of feeding their children with nutritious food.

At the end of the study, the need for a source of potable water has emerged

as a priority problem that needs to be addressed not just by school administration

but the community as a whole.

Recommendation

Based on the results and conclusions of the study, the following

recommendations were made:

1. That the communities should be informed on the importance not just of

the school feeding program but nutritious food for school children.

2. That the school administration strengthen linkages with local

stakeholders to ensure the sustainability of a school feeding program even after the

completion of the World Food Program.

3. That teachers and parents must develop a sustainable backyard garden as

supplementary source of healthy food for children.

4. That local officials must include in their priority project the procurement

or development of a good source of potable water.

 38

Recommendations for Further Study

The researcher recommends the following for future researchers:

1. Replication of this study in other schools in Upi North District.

2. A study on the impact of the World Food Program in the views of the

school children.

3. A study on the impact of other school feeding programs implemented in

the district

4. A study on how to sustain school feeding program using local agriculture

as source.
 39

References:

Afridi, F., 2007. The Impact of School Meals on School Participation: Evidence
from Rural India, Working Paper, Syracuse University.

Ahmed, A. U. (2004). Impact of feeding children in school: Evidence from

Bangladesh. International Food Policy Research Institute,
Washington, D.C. Mimeo.

Alderman, H et al (2006) Long-Term Consequences of Early Childhood

Malnutrition, Oxford Economic Papers, Volume 58, Issue 3, Pp.
450-474.

Broca S., Stamoulis, K (2003) Micro- and Macroevidence on the Impact of

Undernourishment, Nutrition Intake and Economic Growth, Economic and
Social Development Department, Food and Agriculture Organization of the
United Nations

Bundy, D et al (2009) Rethinking School Feeding: Social Safety Nets, Child

Development, and the Education Sector, Washington, DC: World
Bank/World Food Programme.

Del Rosso, J.M. (1999) School Feeding Programmes: Improving Effectiveness and
Increasing the Benefit to Education. A Guide for Program Managers, The
Partnership for Child Development, http://www.schoolsandhealth.org
Jomaa L. et al (2011) School Feeding Programs in Developing Countries: Impacts
on Children’s Health and Educational Outcomes. Nutrition Review, 69, 83–
98.
Lawson, T. (2012), Impact of School Feeding Programs on Educational,
Nutritional, and Agricultural Development Goals: A Systematic
Review of Literature, Michigan State University

Oganga, B. (2013) Feeding Students? Examining Views of Parents, Students and

Teachers on the World Food Program School Feeding Initiatives in
Chamvino District in Tanzania.

Otieno, D. (2014) Influence of School Feeding Program on Academic

Performance of Pre- school
 40

Pediatre, J. (2001). Effects of Children Nutrition. Paris: Longhorn Publishers

Sabates-Wheeler, et al (2009), Building Synergies between Social Protection and

Smallholder Agricultural Policies, FAC Working Paper No. SP01, Future
Agricultures Consortium
Tabunda, AM. et al (2016); Results of an Impact Evaluation Study on DepED's
School- Based Feeding Program; Philippine Institute for Development
Studies

Internet/Online-Based References

Capacio, A., DepEd Malaybalay (www.depedmalaybalay.net/info/the-impact-of-

school- feeding-programs.html)

World Food Programme.(n.d.) Overview. Retrieved from:

http://www.wfp.org/overview

World Food Programme. (n.d.) Hunger. Retrieved from:

http://www.wfp.org/hunger/faqs

World Food Programme. (n.d.). FAQs. Retrieved October 28, 2011, from
http://www.wfp.org/hunger/faqs

World Food Programme. (n.d.). Hunger Glossary. Retrieved from

http://www.wfp.org/hunger/glossary

World Food Programme. (n.d.). Hunger Stats. Retrieved October 28, 2011, from
http://www.wfp.org/hunger/stats

United Nations. (2011). Millennium Development Goals: 2011 Progress Chart.

http://mdgs.un.org/unsd/mdg/Resources/Static/Products/Progress2011/1131
330%20(E)%20MDG%20Report%202011_Progress%20Chart%20LR.pdf

United Nations. (2011).The Millennium Development Goals Report 2011.

Retrievedfrom:http://mdgs.un.org/unsd/mdg/Resources/Static/Products/Pro
gress2011/1131339%20(E)%20MDG%20Report%202011_Book%20LR.p
 41

UNESCO, World Data on Education, UNESCO Information Bureau of Education,

Geneva,2011.http://www.ibe.unesco.org/fileadmin/user_upload/Publication
s/WDE/2010/pdfversions/India.pdf

World Food Programme (WFP), Global School Feeding Report 2002, WFP
School Feeding Support Unit, Rome, World Food Programme
 42

APPENDICES

Appendix A

Sample Permission Letter from the Dean of Graduate Studies

Propter Mariam
SAINT BENEDICT COLLEGE OF COTABATO, INC
Bishop Mongeau Avenue, Cotabato City

January 22, 2018

DR. CORAZON B. FLORESCA

Dean, Graduate Studies
Saint Benedict College of Cotabato, Inc.

Madam:

Greetings of Peace!
The undersigned is currently enrolled in Thesis Writing at ST. BENEDICT
COLLEGE OF MAGUINDANAO, INC. and undergoing a research study entitled "
IMPACT OF THE WORLD FOOD PROGRAM IN THE MOUNTAIN SCHOOLS IN
UPI NORTH DISTRICT". The study aims to find out the Impact of the World Food
Program in the Mountain Schools of Upi North District.
In line with this, the undersigned respectfully asks for your approval and
endorsement to conduct data gathering as well as your continued expertise and guidance
during the conduct of this research.
I am looking forward for your positive response on this request.

Very truly yours,

ALORA B. PANALAG
Researcher
Endorsed by:

(Sgd) DR. CORAZON B. FLORESCA

Dean, Graduate Studies
 43

Appendix B

Sample Permission Letter to the Schools Division Superintendent

Propter Mariam
SAINT BENEDICT COLLEGE OF COTABATO, INC
Bishop Mongeau Avenue, Cotabato City

January 26, 2018

BAI ALIBAI B. ALIUDEN, AL-HADJA

Schools Division Superintendent
Division of Maguindanao II
Tenorio, Awang, DOS, Maguindanao

Madam:

Greetings of Peace!
The undersigned is currently enrolled in Thesis Writing at ST. BENEDICT
COLLEGE OF MAGUINDANAO, INC. and undergoing a research study entitled "
IMPACT OF THE WORLD FOOD PROGRAM IN THE MOUNTAIN SCHOOLS IN
UPI NORTH DISTRICT". The study aims to find out the Impact of World Food
PROGRAM in the Mountain Schools in Upi North District.This activity is a final
requirement for Masters Degree in Education.
In this connection, I humbly ask permission from your good office to allow the
undersigned to administer a research survey questionnaire to the learners' respondents.
Rest assured that the data gathered shall be treated with utmost confidentiality.
The undersigned will be very discreet to conduct her study to avoid any possible
distraction in your institution.
I am looking forward for your positive response on this request.

Very truly yours,

ALORA B. PANALAG
Researcher
Noted by:
(Sgd)DR. CORAZON B. FLORESCA
Dean, Graduate Studies
Approved by:
(Sgd)BAI ALIBAI B. ALIUDEN, AL-HADJA
Schools Division Superintenden
 44

Appendix C
Sample Permission Letter to the District Supervisor

Propter Mariam
SAINT BENEDICT COLLEGE OF COTABATO, INC
Bishop Mongeau Avenue, Cotabato City

January 26, 2018

EDMUNDO L. BERGANIO
District Supervisor-Upi North District
Nuro, Upi, Maguindanao

Sir:
Greetings of Peace!
The undersigned is currently enrolled in Thesis Writing at ST. BENEDICT
COLLEGE OF MAGUINDANAO, INC. and undergoing a research study entitled "
IMPACT OF THE WORLD FOOD PROGRAM IN THE MOUNTAIN SCHOOLS IN
UPI NORTH DISTRICT". The study aims to find out the Impact of World Food Program
in the Mountain Schools in Upi North District. This activity is a final requirement for
Masters Degree in Education.
In this connection, I humbly ask permission from your good office to allow the
undersigned to administer a research survey questionnaire to the learners' respondents.
Rest assured that the data gathered shall be treated with utmost confidentiality.
I am looking forward for your positive response on this request.

Very truly yours,

ALORA B. PANALAG
Researcher
Noted by:

(Sgd) DR. CORAZON B. FLORESCA

Dean, Graduate Studies

Approved by:

(Sgd) EDMUNDO L. BERGANIO

District Supervisor
 45

Appendix D

Sample Permission Letter to the Respondents

Propter Mariam
ST. BENEDICT COLLEGE OF MAGUINDANAO, INC.
Parang, Maguindanao

Dear Respondent,

Greetings of Peace!

The undersigned, an elementary school teacher assigned in Ranao Pilayan

Elementary School, is conducting a study entitled "Impact of World Food Program in
Mountain Schools in Upi North District" as a final requirement for the degree of Master
of Arts in Education at St. Benedict College of Maguindanao. Inc.
In line with this, the undersigned is humbly asking for your time, cooperation and
support in the gata gathering process by answering the attached survey questionnaire to
the best of your knowledge and understanding. Rest asured that any data derived during
the course of the study will be treated with great care and utmost confidentiality.

Thank you !

Very truly yours,

ALORA B. PANALAG
Researcher
 46

Appendix E

IMPACT OF THE WORLD FOOD PROGRAM IN THE MOUNTAIN SCHOOLS

IN UPI NORTH DISTRICT

SURVEY QUESTIONNAIRE

Name (Optional) ____________________________________________

Gender: Male ( ) Female ( )
Age: _______
Civil Status: Single ( ) Married ( )
Separated ( ) Widower ( )
Occupation: Please specify: ________________________
Number of Children Enrolled in School: _____________
Tribe : Please Indicate: ________________________
Highest Educational Attainment:
Elementary level ( ) High School Level ( ) College Level ( )
Elementary Graduate ( ) High School Graduate ( )
College Graduate ( ) Post-Graduate Studies ( )

Direction: Below are several key issues connected to the World Food Program
implementation. In a scale of 1 to 3 please rate the impact of the feeding program to your
school children. Please check corresponding column based on the given scales. Rest
assured that your answers will be given utmost confidentiality.
Scale: (1) Strongly Agree (2) Agree (3) Disagree

A. Attendance
1. Tardiness of school children 1 2 3
2. Daily attendance of school children 1 2 3
3. Eagerness of child to go to school 1 2 3
 47

B. Participation
1. Pupil participation in school and classroom activities 1 2 3
2. Child's interest in school activities 1 2 3
3. Child's enthusiasm 1 2 3
C. Academic Performance
1. Grades of the school children 1 2 3
2. Study habit of the school children 1 2 3
3. Learning capacity of school children 1 2 3
D. Nutritional Status of Learners
1. Weight of the school children 1 2 3
2. Height of the school children 1 2 3
3. Health of the school children 1 2 3

Direction: Below are questions on the issues and concerns in the implementation of the
World Food Program . Please check corresponding column based on the given scales.
Rest assured that your answers will be given utmost confidentiality.
Scale: (1) An issue (2) Somewhat an issue (3) Not
an issue at all

1. Daily cooking assignment of parents 1 2 3

2. Bringing of additional ingredients from the house 1 2 3
3. Source of potable water 1 2 3
4. Transporting of basic ingredients to the school site 1 2 3
5. Preparation of daily menu 1 2 3
6. Provision of utensils for feeding 1 2 3
7. Weighing of children by the school nurse 1 2 3
8. Cleanliness and sanitation 1 2 3
9. Teaching of proper dining to children 1 2 3
10. Financial counterpart of PTA and school 1 2 3
 48

Appendix F

Name: ALORA BELLO PANALAG

Address: Nuro, Upi, Maguindanao
________________________________________________________________
I. PERSONAL INFORMATION
Date of Birth: January 07, 1969
Place of Birth: Nuro, Upi, Maguindanao
Age: 49
Sex: Female
Civil Status: Married
Religion: Episcopal
Citizenship: Filipino
Name of Spouse: Rodel U. Miguel Sr.
Name of Father: Ramon B. Bello
Name of Mother: Adela T. Bello
II. EDUCATIONAL BACKGROUND
Graduate Studies: St. Benedict College of Maguindanao, Inc.
Address: Parang, Maguindanao
Degree / Course: Master of Arts in Education
Year Graduated: 2018
College: Notre Dame University
Address: Cotabato City
Degree / Course: Bachelor in Elementary Education
Year Graduated: 1989
High School: St. Francis High School
Address: Nuro, Upi, Maguindanao
Elementary: Nuro Central Elementary School
Address: Nuro, Upi, Maguindanao
 49

III. CIVIL SERVICE ELIGIBILITY

Career Eligibility: Professional Board Exam for Teachers
Rating: 69.70
Date of Examination: May 24, 1994
Place of Examination: Cotabato City

IV. WORK EXPERIENCE

Position: Elementary Grades Teacher - 1
Department/Agency: Department of Education-ARMM
School Assignment: Ranao Pilayan Elementary School
Inclusive Dates: September 12, 1996 to Present

V. PERSONAL TRAITS & CHARACTERISTIC

Skills: Dancing, Singing
Hobbies: Playing Volleyball, Reading
Personal Traits : Simple and Hardworking