NUTRITIONAL STATUS, LEVEL OF INTELLIGENCE AND PARTICIPATION IN EXTRACURRICULAR ACTIVITIES OF SCHOOL CHILDREN

Thesis submitted to the University of Agricultural Sciences, Dharwad in partial fulfillment of the requirements for the Degree of

MASTER OF HOME SCIENCE in HUMAN DEVELOPMENT

By SUVARNA

DEPARTMENT OF HUMAN DEVELOPMENT COLLEGE OF RURAL HOME SCIENCE UNIVERSITY OF AGRICULTURAL SCIENCES, DHARWAD 580 005 NOVEMBER, 2007

ADVISORY COMMITTEE

DHARWAD NOVEMBER, 2007

(SUNANDA ITAGI) CHAIRMAN

Approved by :

Chairman : ___________________ (SUNANDA ITAGI) Members : 1.___________________ ( PUSHPA KHADI) 2.__________________ (PUSHPA BHARATI) 3._________________ (BHARATI CHIMMAD)

CONTENTS
Chapter Particulars

Sl. No.

CERTIFICATE ACKNOWLEDGEMENT LIST OF TABLES LIST OF FIGURES LIST OF APPENDIX 1. 2. INTRODUCTION REVIEW OF LITERATURE 2.1 2.2 2.3 2.4 2.5 3. Assessment of Measurements Nutritional Status by Anthropometric

Nutritional status and intelligence Relationship between socio economic status and nutritional status Relationship between nutritional status, socio economic status and participation in extracurricular activities Interrelation between nutritional status, intelligence, socio economic status and participation in extracurricular activities

MATERIAL AND METHODS 3.1 3.2 Selection of sample and collection of background information Assessment of Nutritional Status, Socio Economic Status, Level of Intelligence and Participation in Extracurricular Activities of selected school children Statistical Analysis

3.3 4.

EXPERIMENTAL RESULTS 4.1 4.2 4.3 4.4 Distribution of the respondents by age and gender Anthropometric measurements of the respondents by age and gender Nutritional Status of the respondents according to Waterlow classification by age and gender Distribution of the respondents according to Socio Economic Status by age and gender

Cont d

4.5 4.6 4.7 4.8 4.9

Distribution of the children according to Level of Intelligence by age and gender Distribution of the children according to Nutritional Status by age and gender Distribution of the children according to Socio Economic Status by age and gender Distribution of the children according to Participation in Extracurricular Activities by age and gender Distribution of the children according to Components of Intelligence by age and gender

4.10 Distribution of Children according to Components of Intelligence by Nutritional Status and gender 4.11 Relation between Nutritional Status and Level of Intelligence of the children 4.12 Relation between Nutritional Status and Socio Economic Status of the children 4.13 4.14 Relation between Nutritional Status and Participation in Extracurricular Activities of the children Relation between Socio Economic Status and Level of Intelligence of the children

4.15 Relation between Participation in Extracurricular Activities and Level of Intelligence of the children 4.16 5. Relation between Socio Economic Status and Participation in Extracurricular Activities of the children

DISCUSSION 5.1 5.2 5.3 Significance of assessment of Nutritional Status of children Interrelation between Level of Intelligence and Nutritional Status Interrelation between Participation in Extracurricular Activities, Socio Economic Status, Nutritional Status and Level of Intelligence

6.

SUMMARY AND CONCLUSIONS REFERENCES

LIST OF TABLES
Table No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Title Distribution of the respondents by age and gender Anthropometric measurements of respondents by age and gender Nutritional Status of the respondents according to Waterlow classification by age and gender Distribution of the respondents according to Socio-Economic Status by age and gender Distribution of the children according to Level of Intelligence by age and gender Distribution of the children according to Nutritional Status by age and gender Distribution of the children according to Socio Economic Status by age and gender Distribution of the children according to Participation in Extracurricular Activities by age and gender Distribution of the children according to Components of Intelligence by age and gender Distribution of children according to Components of Intelligence by Nutritional Status and gender Relation between Nutritional Status and Level of Intelligence of the children Relation between Nutritional Status and Socio Economic Status of the children Relation between Nutritional Status and Participation in Extracurricular activities of the children Relation between Socio Economic Status and Level of Intelligence of the children Relation between participation in extracurricular activities and level of intelligence of the children Relation between Socio Economic Extracurricular Activities of the children Status and Participation in

LIST OF FIGURES
Figure No. 1 2 3 4 5 6 7 8 9 10 Experimental design Distribution of the children according to Nutritional Status and age Distribution of the children according to Socio Economic Status and age Distribution of the children according to Level of Intelligence and age Distribution of boys and girls according to Level of Intelligence Distribution of boys and girls according to Nutritional Status Distribution of boys and girls according to Socio Economic Status Distribution of boys and girls according to Participation in Extracurricular Activities Performance of boys in different components of intelligence Performance of girls in different components of intelligence Title

LIST OF APPENDICES

Appendix No. I II

Title

Socio economic status schedule Participation in extracurricular activities quesntionnaire

1. INTRODUCTION
Children are the wealth of any nation as they constitute one of the important segments of the population. Children in the age group of 5-14 years are often considered as school age. United Nations Educational Scientific and Cultural Organization (UNESCO) since 1972, for the purpose of statistics consider 6-11 years as primary school age and 12-17 years as secondary school age. It is recorded that in India one fifth population comprises of children between 5-14 years, the age group covering primary and secondary school age. The foundation of good health and sound mind is laid during the school age period. So it is basic milestone in the life of an individual and responsible for many changes that take place during later life. Children who fail to grow optimum during this crucial period may not make-up the loss in growth even on excellent diet in later life. Studies have shown that the performance of children, who had earlier suffered from malnutrition, was clearly inferior to that of children who had not gone through malnutrition. Good nutrition is important throughout childhood because under nutrition during the first few years of life decreases adult body size and physical output when the growth rate is high. The high level of nutritional deprivation combined with heavy burden of disease at young age has negative consequences which will be expressed during adult life. Hence the school age period is nutritionally significant and children are considered to be the special risk group. Malnutrition during this period results in inferior school performance, working ability and physical growth (Sunita, 2005). A number of diet and nutrition surveys have revealed that majority of school children consume inadequate food stuffs, especially protective foods such as pulses, leafy vegetables, milk and milk products lower than the recommended level. Along with inadequate dietary habits, non-availability of protective foods, low purchasing capacity, illiteracy and ignorance about the importance of nutrition during this period, unsanitary living conditions and prevalence of infectious diseases are some of the main causes of malnutrition. Physical and mental retardations contribute to high mortality among children. It has reported by studies that the measurements of head circumference usually indicates that the brain size which is less among malnourished children. Malnutrition reduces memory, hearing ability and impairs intellectual functioning. Optimal nutrition is necessary for physical and mental growth and development in children (Church and Katigblack, 1991 and Colombo et al., 1992). The consequences of malnutrition among school age children includes stunted growth, underweight, anemia, iodine deficiency and other health related problems such as malaria, diarrhoea, worm and respiratory infection. The most common types of morbidities reported among children in India during present days consist of fever (14%) diarrhoea (4%) and respiratory infections up to 4 per cent (Venkataiah et al., 2006). Among these problems stunting occur due to exposure to poor nutrition in early childhood period. Nearly 12 million children, who die each year in developing countries mainly from preventable causes, the deaths of over 6 million or 55 per cent are either directly or indirectly attributed to malnutrition. Around the world it is estimated that 226 million children are stunted, nearly 67 million children are estimated to be wasted and 183 million are under weight (Anon, 2005). According to an UN study about 73 per cent children in India were malnourished including underweight (45.9 %) and stunted (25.7%) as reported by Hedge (2007). More than 50 per cent of Indian school children suffer from sub clinical under nutrition as indicated by low birth weight for age and 65 per cent fall in group which indicates long duration malnutrition. Malnutrition during childhood causes tragic waste of human resources because though the children join the schools at right age less 50 per cent are able complete their school education with poor academic performance. The impact of malnutrition depends on the stage of the childs development as well as the severity and duration of malnutrition. Therefore the problem of malnutrition and under nutrition pose a serious threat to growth and development along with poor academic performance, adverse effect on gross motor activities, skilled motor activities, perception, cognition, memory, attention span, language development and inter social relationship, inturn the personality of the children. Adverse effect on gross motor development will result in poor participation in sport events, clumsiness movements, low quality of motor planning and directionality. Which indirectly leads to poor recognition of the of the body image, lack of confidence, low self esteem and exhibit non-social relationship with peers. Delayed fine motor development creates difficulty in writing, drawing, creativity and low performance in other skilled activities. Similarly perceptual dysfunction leads to

confusion in differentiation of letters, shapes, words and organization of sentences. The deterioration of visual functions and poor organization of higher level may cause delay in following instructions in the class, learning activity and poor extension of sequentially presented materials. On the whole the effect of malnutrition delays physical growth and motor development which have impact on cognitive development resulting in lower intelligence quotient (IQ), impairment in memory, less attention span, deficiency in learning and lower educational achievement. The longer the developmental delays remain uncorrected, the greater the chance of permanent effects in the individuals (Udani, 1992). Early malnutrition among children has known to result in definite handicap, because it may cause irreversible impact on the development. Physical retardation can be clearly visible but mental deficiency caused by severe malnutrition during early life might not be so easily detectable. School age is considered as a dynamic period of growth and development because children undergo physical, mental emotional and social changes. The school children are easily accessible, capacitive and responsive group hence the present study was conducted with the following objectives. 1. To assess the nutritional status and socio economic status of school children. 2. To find out level of intelligence and extent of participation in extracurricular activities of school children. 3. To know the relation between nutritional status, socio economic status, level of intelligence and participation in extracurricular activities by age and gender of school children. 4. To know the influence of nutritional status and socio-economic status on intelligence and participation in extracurricular activities of school children.

2. REVIEW OF LITERATURE
School children constitute 20 percent of population in India. Studies have shown that more than 50 per cent of school children suffer from sub clinical under nutrition because of poverty, ignorance, disturbed emotional status or inadequate diet. Nutrition during school age is important because it has impact on school performance, body function, working ability and physical growth. Hence, health and nutritional status is important during school age. Studies on influence of nutritional status on intelligence, participation in extracurricular activities and socio economic status of school age children are reviewed and presented in this chapter under the following headings. 2.1 Assessment of nutritional status by anthropometric measurements 2.2 Nutritional status and intelligence 2.2.1 Relationship between nutritional status and intelligence 2.2.2 Impact of supplementation on nutritional status and intelligence 2.2.3 Relationship of intelligence and socio economic status 2.3 Relationship between socio economic status and nutritional status 2.4 Relationship between nutritional status, socio economic status and participation in extracurricular activities 2.5 Interrelation between nutritional status, intelligence, socio economic status and participation in extracurricular activities

2.1

Assessment of Measurements

Nutritional

Status

by

Anthropometric

School children constitute one of important segment of our population. Growth and development of the children is largely dependent on its nutritional status. The nutritional status of children is assessed by various methods viz., Anthropometry, Biochemical, Clinical, Dietary Intake. Nutritional status assessed by anthropometric measurements indicates physical growth of a child. Among the various anthropometric measurements height and weight either single or in combination are used to assess the physique. Other commonly used anthropometric measurements include circumference of chest, head, mid arm, foot length sitting height, limb length, biceps and candylor breadth of the femur and limb circumference. Height and weight are the best to determine the growth pattern of a subject in a larger group. Anthropometry is simple and reliable method for assessing the growth status progress of normal children. It helps to identify the abnormalities at the sub clinical level. Hence anthropometry is considered as one of the important tools for assessment of malnutrition. Soati et al. (1988) conducted comparative studies on the nutritional status of boys and age groups 7-9 and10-12 years from orphanages run by different religious organization. They found that the mean weights and heights for all the age groups were lower than the ICMR standards in boys of both orphanages. Mathura et al. (1989) assessed the nutritional status of 254 rural school children of Dharwad district. The result revealed that all the children were significantly below the ICMR standard both in height and weight. Haithami et al. (1989) studied nutritional status of school children (7-13 years) of Aden city. The result showed that all the anthropometric measurements (weight, height, mid arm circumstance, triceps and skin fold thickness) increased with age among boys and girls of the study group. Pohsiong Choo (1990) conducted a study on nutritional status of 104 Indian children in the rubber plantation sector of Malaysia. The result showed that about 42 per cent of male and 37 per cent of female children were under weight, while 39 per cent males and 27 per cent of females were stunted. Significant association was found between weight for age and weight for height. Easwaran and Poorani (1991) studied nutritional status of 100 tribal school going children in the age range of 6-12 years in Panchamali. The results pointed out that all girls and boys were lower in height and weight when compared to standard ICMR values.Similar study was conducted by the same authors in the years on 9-18 boys highlighted maximum

increase in height during the 9th year and weight between 14 and 15 years age. They concluded a positive correlation between age, height, weight and other body dimensions of the children. With a view to assess the growth pattern for rural Bengali girls (9-17 years) a cross sectional study conducted by Chatterjee and Mandal (1991). The authors observed a gradual increase in body weight and height with increase in age. An increase of 5.63 cm in height was observed between 10-11 years and increase of 6.14 kg in weight between 12-13 years of age. The girls fell between 50th and 75th percentile of ICMR value indicating taller and heavier built than rural Indian girls. A study on children between 2-10 years of age conducted by Gidhvani et al. (1993) highlighted that the increase in weight with age 11.91 kg to 32.52 kg for boys and 11.16 to 32.60 kg for girls respectively. Statistically significant increase was observed in weight of the children with age and gender. Similarly the range of mean height was 86.99 cm to 137.47 cm for boys and 82.25 cm to 137.72 cm for girls. Another study conducted by khader and Kavita (1994) on 200 school children in the rural areas (Andhra Pradesh) observed the lower anthropometric parameters than the standard values. Severe form of malnutrition was observed in younger children. Ayatollahi (1995) opined that age should be taken into account to assess weight for height of school children aged 6-12 years. Further the author observed that height and weight of boys were higher than girls upto the age of eight and then the trend had changed. They also observed that weight for height increased with age consistently for both sexes. khader (1997) conducted a study on anthropometric measurements of 877 primary school children (6-10 years) in Gujarat. No significant difference was observed in weight and height of the children of two schools. But there was significant difference between the observed value and standard values in both parameters. Fernandol et al. (2000) conducted a study on the health and nutritional status of school children in two Sri Lankan rural communities. The result highlighted that half of the respondents fell in moderately under weight (wasted) and one fifth in moderately stunted group. A greater proportion of boys were under weight wasted and stunted than girls. Pande et al. (2000)conducted study on health status of school children (n=776) aged 5-16 years of Ludhiana revealed that girls of all ages except the 14 years had lower mean weight for age compared to ICMR standard. The height for age was also less in both boys and girls than the standard. The prevalence of wasting and stunting was high (52.2% and 26.3%) in boys and girls respectively indicating equal suffering. The children between 11-15 years (72.4%) were suffering from some sickness at the time of examination. The problem of anemia was more in girls (30.5%) than boys (22.9%). Sunita Kumari (2005) conducted a study to assess the nutritional status of school children from Bihar. The findings reported a high incidence of malnutrition as revealed by anthropometry. Increment in height and weight were more in girls than in boys although not much variation in intake of food and nutrients. Bharati and Sunanda (2005) conducted a study on anthropometric measurements of 560 school children in Raichur. The results highlighted that the nutritional status of the children from rural and urban areas was lower than the NCHS standards, girls showed lower measurements than boys. Oninla et al. (2006) conducted a comparative study of nutritional status among urban and rural Nigerian school children. The result on 366 rural and 383 urban children depicted that mean nutritional indices weight for age, weight for height and height for age were significantly lower in rural than urban children. Hence, many research studies indicated that malnutrition (under weight, wasting and stunting) constituted major health problems among school children.

2.2

Nutritional Status and Intelligence

The following research study highlights the relationship between nutritional status and intelligence of the children.

2.2.1 Relationship between Nutritional Status and Intelligence

The association between nutrition and brain function has been recognized for almost 100 years. It is important to realize that brain cells are more sensitive compared to other body cells to nutrients and chemicals present in the foods. There are over 100 billion synaptic connections in the brain and their integrity depends upon intake of appropriate diet and micronutrients as well as mental and physical activity. There is enough evidence to suggest that the food we eat influence our memory, concentration, comprehension, judgment, intellect, mood and emotions. Nutritional requirement during infancy and early childhood is believed to have long term repercussions on both physical growth and intellectual preference in later life. According to Pollitte Ernesto (1998) on the effects of an over night and morning fast on attention and memory process among 9-11 years old children highlighted that children with nutritional risk lower in stimulus, discrimination and errors in memory recall than normal children. Fernstrom et al. (2001) it has also been found that malnourished children with poor physical growth perform poorly in intelligence test and emphasized that malnutrition during childhood can lead to irreversible impairment of mental function in later life. Upadhyaya et al. (2001) conducted study on perceptual development in relation to nutritional status. The perceptual skills of each child were assessed with the help of Picture Ambiguity Test (PAT) on 180 children in the age group (5-10 years).The result showed that there was a significant difference in the performance of well nourished and undernourished children during PAT test. Well nourished children recognized the ambiguous cards quicker and consumed less time than undernourished children.

2.2.2 Impact of Supplementation on Nutritional Status and Intelligence

Agarwal et al. (1989) conducted a study on rural primary school children (6-8 years), revealed a significant difference between the IQ scores of anemic and non-anemic groups (n=388) in digit span sub test of WISC. The study highlighted an effect of nutritional status on IQ scores, low level of attention and concentration span in the arithmetic test exhibited by anemic children of Varanasi. It also highlighted that the verbal performance and mean IQ scores decreased with the severity of malnutrition. The stunted children had lower IQ scores than wasted, opined that a moderate degree of malnutrition influences the IQ scores. Multiple regression analysis showed that besides nutrition, socio-economic status also had significant influence on verbal IQ. Thus above mentioned studies indicate importance of nutritional status on cognitive performance of school children. Sheshadri and Taragopaldas (1989) conducted four studies to know the impact of iron supplementation on school going children of (5-8 years). The result highlighted that significant improvement in total score of cognitive performance among anemic than non anemic children. The study conducted on influence of malnutrition on social maturity, visual motor coordination and memory of 1336 rural school children aged between (6-8 years) in Varanasi district by Upadhyaya et al (1989). Revealed that verbal performance and mean IQ score decreased with severity of malnutrition. The stunted children had lower IQ score then wasted indicated that opined the moderate degree of malnutrition influence the IQ scores Multiple regression analysis showed that besides nutrition, socio economic status also had significant influence on verbal IQ. Thus above mentioned studies indicate important of nutritional status on cognitive performance of school children. Karim et al. (1991) studied effect of nutrition on school performance in 193 primary school children of Dhaka, Bangladesh. The result pointed out the significant relationship between nutritional status of the children and their performance in examination. The children with normal nutritional status secured higher marks in examination, compared to the malnourished children. The study by Neuman et al. (1992) indicated that malnutrition had greater impact on performance of the children. The author assessed nutrition and environment variables and stated that girls with mild illness performed poor on developmental measures than their female peers.

Sankar et al. (1994) conducted a study on intellectual and motor functions of a ninety school children (10-12 years) from four severely iodine deficient regions in Sikkim. The result pointed out that impairment in intellectual and other neuropsychological functions in 69 per cent of the children. According to Visio motor Co-ordination assessed by Bender Visio motor Gestalt Test, the result showed that 21 per cent of the children were intellectually subnormal (below 70 IQ level). Most of the children more than 80 per cent showed significant impairment in language, meaning memory, non meaningful memory, conceptual thinking, numerical reasoning and motor skills. According to coloured progressive Matrices test 62 per cent of the children performed poorly, thus highlighted the significance of iodine requirement in mental development. Agarwal et al. (1995) reported that undernourished rural boys (10-12 years) scored low compared to normal nourished children in ability related tests viz., mental control, logical memory, digit span, visual reproduction and associate learning. Aminul and Abdullah (1997) studied on nutritional status and educational performance of 100 distressed children ranging from 7-12 yeas of age. The research pointed out a significant relationship between energy intakes, anthropometric measurements like height, weight and MUAC and examination scores obtained by children. Sally Grantham (1997) conducted study on stunted Jamaican children of 127 (7-8 years) with supplementation, stimulation or both treatments in composition with control group. Factor analysis of the test scores showed that general cognitive, perceptual motor and memory improved significantly due to stimulation in experimental group. Hence many research studies concluded positive effect of supplementation on intelligence and nutritional status of school children. Buzina et al. (1998) studied effect of iron supplementation on nutrition status and cognitive function of third grade children at rural area of central Croatia. The result highlighted that iron supplementation showed significant improvement in total WISC-R score especially in performance of non-verbal subtests, block design and coding along with hemoglobin level.

2.2.3 Intelligence and Socio Economic Status

Gupta and Jahan (1989) observed that cognitive capacity as measured through tests of intelligence varies with socio-economic status, social class and residential area. The study conducted by Poonam and Verma (1999) on determinants of intelligence among 12-14 years of thirty children. The results concluded that intelligence level is not affected by ordinal position, caste and monthly family income of respondents. But the educational status of family members significantly influence on childrens intelligence level. Similarly study conducted by Punia and Chhikra (1997) supported that intelligence is related with parental education level and economic status of the child. Thus many research studies concluded that parent education and economic status play important role in determining the cognitive abilities of the children.

2.3

Socio Economic Status and Nutritional Status

Socio-economic status of the families usually assessed through condition of different aspects such as family income, housing conditions, parents education, occupation, availability of materials in home and family composition. The impact of socio-economic status and dietary intake on the growth of childrens was studied by Bogin and Macvean (1981). They stated that most of girls (91.2%) from lower socio-economic status consumed inadequate calories than those of the upper socio-economic status (38.2%). Sharma and Kalia (1990) also found similar results in Himachal Pradesh. The mean height and weight of children found below the standard of ICMR and statistically significant association between family income and nutritional grades. Thus the results highlighted that increase in the per capita income level increases in percentage of well nourished and normal children. The study was conducted by Kumar et al. (1990) on growth pattern of children between 5-10 years of age belonging to upper-socio, economic status. The authors observed that the mean weight of children increased both the sexes. There was no significant

difference between the two mean weights. It was also reported that the boys were significantly taller than girls upto the age of 9 years, while the girls were heavier than boys beyond that age. The authors found that the girls had an equal or greater height than those of Hardward and NCHS standards, which might be due to adolescent growth spurt occurring earlier in girls than boys. The superiority of boys over girls had also been observed by other authors Gidhvani et al., (1993) and Agarwal et al., (1992). The study by Qamra et al. (1990) revealed that girls from upper socio-economic status were significantly exceeded in anthropometric measurements (weight, height and skin fold thickness) compared to lower socio-economic status. The weight of girls from upper socio-economic status ranged from 16.8 to 44.7 kg and 15.2 to 38.8 kg in lower socioeconomic girls of 5 to 16 year age. Thus it is clear that well to do Indian children are taller and heavier than children belonging to low income group of corresponding ages. Numerous studies have established the association between child nutrition and socioeconomic factors. Psychologists declare that there is a positive correlation between socioeconomic status, intelligence and academic achievement. It is well established fact that the socio-economic inequalities have impact on health. Growth and development of children in the community provide important information as to the nutritional status of the community. Well do Indian children (5-16 years) are taller and heavier then children belong to low income group of corresponding ages. Indian children are tall and heavy than American children upto 14 years in case of boys and upto 12 years in case of girls (Amin and Talukdar, 1991). Pelto et al. (1991) examined the extent to which house hold size was related to nutritional status of Mexican children aged 7-9 years. The survey results showed that children from larger house holds were significantly shorter and consumed diets of poor quality. Survey conducted in different parts of India revealed that the nutritional status of children is directly related to socio-economic conditions and adequate nutrition. Batrouni et al. (1993) found greater differences in consumption of various foods among the Argentinean school children from different socio-economic classes. Consumption of protective foods namely milk and milk products, fruits and vegetables were very low among the children of low socio-economic status and increased incidence of malnutrition. Thus these studies justify that there is a positive correlation between income and dietary intake of children and indirect effect on nutritional status. Similarly Gonalez et al. (1989), Gross et al. (1990), Qumra et al. (1990) and Miller and Korenman (1994) reported a positive correlation between income level and nutritional status. Rao et al. (1993) studied that merits of certain anthropometric indices among school age children (5-18 years) the authors studied the following indices namely, weight for height, weight for height square, weight for height per cent and weight for height cube square. They observed that the mean values of these were higher in children of better socio-economic than those of lower socio-economic status. A comprehensive study was carried out by Ashop and Bapat (1995) among school children (6-12 years) from socio-economically backward families. The authors reported that the children received vitamin A, protein, calcium and iron content below Recommended Dietary Allowance (RDA). They found that 20 per cent of children showed low serum vitamin A and 4.8 per cent of children suffered from signs of vitamin A deficiency. The authors concluded that lack of proper nutrition was main cause of under nourishment among children. Haijiang et al. (1995) revealed that, the nutrition transition in China has proceeded to the extent that food consumption and behaviour of childrens belonging to low income and high income groups was different. Low income families showed greater propensity to increase or decrease fat and calorie intake than high income families, thus in relation to economic status. Kennedy and Goldberger (1995) studied the iron intake among American school children they reported that the iron intake increased from 76 per cent to 85 per cent of RDA as income level increased. Samantary and Jena (1995) found that not only family size but the factors such as socio-economic status of parents, their interest and aspiration, help towards betterment of the health and nutritional status of children. The results of survey on children (8-18 years) pointed

out that the anthropometric status increased with increase in economic status and also home makers from high income groups had more knowledge about health and nutritional status of children than middle and low income groups. Similarly the study conducted by Geol and Kawatra (1996) on socio-economic factors and nutrient intake among school children observed that the mean nutrient consumption of children below Recommended Dietary Allowance (RDA). The author concluded that family income had significant impact on the diet of school children. Arya and Rohini (1997) pointed that protein energy malnutrition was predominantly present among young children and with increase of family income the deficiency decreased. Mujeeb and Visweswara (2000) conducted a study on variations in dietary pattern and nutrient intake of 450 families with 2276 individuals, between 0-50 years age group at Hyderabad. The families were classified as low, middle and upper middle and high income groups depending upon monthly per capita income. The results showed that almost the intakes of all nutrients lower than requirements (RDA) among low income families whereas upper, middle and high income families consumed more than the allowance. Jackson et al. (2003) conducted a study on urban and rural girls by noting body measurements viz., weight, height, waist and hip circumference and compared to reference standards. The result showed that over weight was more prevalent in urban than rural and the girls with higher socio-economic status than lower socio-economic status. Gaishuddin et al. (2005) reported from health survey data that stunting and underweight of the rural children was almost two times higher than the richest children, hence indicating higher rate of malnutrition among the poorest class. Thus this inequality in growth and development of the children can be explained in terms of income inequality. Hence, the results of several studies have shown that the socio-economic status, family size and income level play an important role in variation of growth and nutritional status of children.

2.4

Nutritional Status, Socio Economic Participation in Extracurricular Activities

Status

and

The physical fitness of school children was assessed by Sathyanarayana et al. (1990) by administrating a simple field level running test. The authors found moderately anemic children had taken significantly longer time to complete the running test of 1.6 km. Where as, non-anemic children taken shorter time to complete the test distance. Anemic children in the sub groups of each category on nutritional anthropometry performed poorly. Hence mild and moderate anemia imposed handicap on physical fitness of school children. The study conducted by Gowri et al. (2004) concluded that non anemic children (6-12 years) performed better in athletic event like frog race, running, long jump, ring throwing and climbing steps up and down and skipping than anemic children. Thus the study pointed out direct relationship about nutritional status of children with participation in sport activities. In another the study conducted by Gowri et al. (2004) on assessment of mental and motor abilities of school children of (6-11 years) in Coimbatore pointed out that the mental and motor performance in athletic events was significantly poor among anemic than nonanemic children. A survey on participation in cultural and leisure activities conducted by Termmerman (2006) on 2,664,700 children aged 5 to 14 years found that 63 per cent had played a sport outside of school hours which organized by school, club or association, while 33 per cent were involved in a least one of four selected cultural activities (playing musical instruments, singing, dancing and drama) and 27 per cent children did not take part in either organized sport or cultural activities representing their poor nutritional status. Andre et al. (2007) conducted a study on association between sport participation, demographic and socio-cultural factors in Portuguese children. The sport participation of 3352 children assessed by psychometrically established questionnaire. The result indicated that age was not related to sport participation attitudes of the children. The children from high and medium socio-economic status involved in sport participation than low SES status.

2.5

Interrelation between Nutritional Status, Intelligence, Socio Economic Status and Participation in Extracurricular Activities

Agarwal (1987) conducted the study on school children in Vadodara, revealed a positive impact of iron foliate supplementation for 3 months on physical work capacity and cognitive abilities of girls (9-15 years). There was a significant increase in the number of skips done by the girls using a skipping rope and high scores obtained in selected cognitive tests of WISC thus showed interrelation between supplementation, intelligence and participation in sports. Under nourished children (low height/age, low weight/age and low head circumference/age) achieved significantly lower IQ score than well nourished peers. IQ scores of undernourished children from high social class were higher than those of their peers from the middle and low social classes, probably in high social classes nutritional deficiencies could be compensated for by their more satisfactory environment in the form of better maternal education, more family income, less family size (church and Katigback, 1991, Colombo et al., 1992). Khalifa et al. (2004) conducted study on nutritional status and cognitive performance of 556 primary school children aged 6-12 years at Giza. The cognitive function was measured by WISC-R and academic achievement by scores of mid-year test of each child. The results showed that chronic malnutrition (low height/age, low head circumference/age) has significant influence on cognitive performance of children. The undernourished children scored significantly lower in psychological test in comparison with their well nourished peers. The children belong to higher social class achieved better than lower social class. Thus the results of the study highlighted direct relationship with nutritional status, academic achievement and social status of children. Sen and Kanani (2005) conducted a study on deleterious functional impact of anemia on 120 school girls about 9-14 years of age groups. The physical work and cognitive was assessed by modified Harvards step test, Wechsler Intelligence Scale respectively. The result indicated that a higher number of steps were climbed and shorter time was required to revert to a basal pulse rate (recover time) by non anemic compared to anemic girls. Significantly lower scores were obtained in digit span and visual memory test by anemic girls compared to non-anemic girls in turn highlighted the impact of nutritional status on physical and cognitive performance. Thus the literature reviewed emphasize on relationship between nutritional status, socio economic status, intelligence and participation in extra curricular activities of children.

3. MATERIAL AND METHODS

The study on interrelation of Nutritional Status, Level of Intelligence, and Participation in Extracurricular Activities of school children was conducted during the year 2005-06 in rural areas of Dharwad taluk. The material and methods used to carryout the study are presented under the following categories. 3.1 3.2 Selection of sample and collection of background information Assessment of Nutritional Status, Socio Economic Status, Level of Intelligence and Participation in Extracurricular Activities of selected school children. 3.2.1 Nutritional Status of children by Anthropometric Measurements and classification. Waterlow

3.2.2 Socio Economic Status by Scale described by Aron et al. (1969), Venkataramaiah (1983) and Hauser (1994). 3.2.3 Intelligence by Stanford Binet Intelligence Scale (1960). 3.2.4 Participation in Extracurricular Activities by Self Structured Questionnaire. 3.3 Statistical Analysis

3.1

Selection of sample and collection of background information

The sample for the study comprised of children studying in Government Kannada medium school. In many Government schools children belonging to first and second standard are sitting in one classroom. While third standard students are sitting in separate classroom so they were selected for the study. The study sample consists of children from four schools representing the different geographical location. Initially two hundred sixty students were randomly selected on the day of first visit to the schools. The 39 per cent of total sample representing different category of nutritional status was selected as experimental group for further study. The details of selection of sample have been given in experimental design of the study (Fig. 1). The background information of respondents was collected by personal interview and referring to the school registers. It includes name, age, gender, class, caste, occupation of parents, education of parents and family composition, type of house and income of family (Appendix 1).

3.2

Assessment of Nutritional Status, Socio Economic Status, Level of Intelligence and Participation in Extracurricular Activities of selected school children.

3.2.1 Assessment of Nutritional Status

The nutritional status of school children was assessed by anthropometric measurements viz., height in centimeter (cm) and weight in kilograms (kg). The height and th weight of children were compared to National Centre for Health Statistics (NCHS) 50 Percentile value as standard with their respective age group. Then the children were categorized according to Waterlow classification (1972) as shown below.
Category Normal height for age Wasted (short duration malnutrition) weight for height height for age Stunted (long duration malnutrition) weight for height height for age Wasted and Stunted (current and long duration malnutrition) weight for height height for age > 90% standard < 80% standard > 90% standard > 80% standard < 90% standard < 80% standard < 90% standard Parameter weight for height Range > 80% standard

Fig.1: Experimental design

The study sample comprised of 39 per cent of the respondents from three categories of nutritional status viz., normal, wasted, and stunted, since none of them found in fourth category wasted and stunted.

3.2.2

Assessment of Socio Economic Status

The socio economic status of school children was assessed by scale described by Aron et al. (1969), Venkataramaiah (1983) and Hauser (1994). The scores were given to selected items as given in the scale and total was calculated. Depending upon the total scores children are classified into low, medium and high groups as shown below. Category Low Medium High Score range 34 35-45 46

3.2.3

Assessment of Level of Intelligence

The performance of the children in final examination indicates academic achievement and level of intelligence. But according to government policy there is no final examination for primary school children especially in rural government schools. The compulsory attendance of 75 per cent is converted into academic performance. Hence, the intelligence level of children was estimated by using Stanford Binet Intelligence Scale (1960). This scale is a standardized test that measures intelligence and cognitive abilities in children and adults, from age two to mature adulthood. It helps to determine the level of intellectual and cognitive functioning in children, adolescents and adults and assist in the diagnosis of a learning disability, developmental delay, mental retardation or giftedness. It is generally administered in a school or clinical setting. The test consists of 15 subtests, which are designed to measure skills in four areas viz., verbal reasoning, abstract/visual reasoning, quantitative reasoning and short term memory. The five subtests which are administered to all age levels are vocabulary, comprehension, pattern analysis, quantitative test and memory for sentences. The subtest designed to provide information about persons memory and reasoning abilities in the form of scores. The individuals successful performance in solving the test achieves the credit as mentioned in the manual. If the individual fails to perform the test item go to next question. At the end the total score was obtained by adding credits of all successful performance in test items which represents the mental age of the individual and Intelligent Quotient (IQ) was calculated by using table values given in the manual. Depending upon IQ range the children were classified into seven categories viz., very superior (>140 IQ), superior (115-140 IQ), average intelligence (85-115 IQ), inferior intelligence (70-85 IQ), mentally retarded (50-70 IQ), mentally defective (25-50 IQ) and intellectually defective (<25 IQ) level.

3.2.4 Assessment of Participation in Extracurricular Activities

Participation of the experimental sample in extracurricular activities was assessed by Self Structured Interview Questionnaires. The questionnaire includes the participation of children in cultural activities, team games, athletic events, art activities, school celebrations and literary competitions. The scores were given depending upon level of participation of child in different activities conducted by respective school (Appendix 2). The children are classified as low, medium and high categories depending upon their level of participation in extracurricular activities as shown below.

Category Low Medium High

Score range 14 15-18 19

3.3

Statistical Analysis

The collected data was analyzed by using the following statistical methods. The result were quantified, classified, tabulated and expressed in frequencies, mean, standard deviation and percentage (Gupta, 1991). The percentage has been calculated with the totals of respective columns in the tables. The following statistical tools were used in the analysis and interpretation of data. Thet test was used for the comparison between two groups that is gender and age following formula. X1 X2 t= S (1/n1+1/n2) X1 X2 n1 n2 = Mean of the 1st group = Mean of the 2nd group = Number of observation in the 1 group = Number of observation in the 2 group (n1-1) S12 + (n2-1)S22 (n1 + n2) 2 S12 2 S2 2 S = Variation of 1 group = Variation of 2
nd st nd st 2

S =

group
2 2

= Pooled variation of S1 and S2

To test the correlation between independent and dependent variable Pearson correlation coefficient was computed using the following formula. nxy xy r= Where, n x y x
2

(nx (x) (ny - (y) )

= Number of observation = Sum of independent variable = Sum of dependent variable = Sum of the square of x values = Sum of the square of y values = Sum of the product of values of independent and dependent variables
2

xy

To find out the association between gender with socio economic status, participation in extracurricular activities, nutritional status and level of intelligence, chi-square test was applied using the following formula. = Where, oi ei
2 2

(oi ei) ei

= Observed frequency = Expected frequency

The value was compared with table values for (r-1) (c-1) degrees of freedom (d.f.) r denoting the number of rows, c denoting number of columns in the contingency table. Modified chi-square Modified chi-square test of independence was applied to determine the association between dependent and independent variable using the formula. Modified 2 = [1-1/n (1-d- )] 2 d 0.05 at 5% level Where, 2 d 0.05 = Table 2 value at d degrees of freedom for 5 per cent level of significance. n = Grand total t test was used to test the significance

| X1 X2 |

t=

Sp (1/n1 + 1/n2)

With significance tested at (n1 + n2) degrees of freedom

4. EXPERIMENTAL RESULTS
The study was conducted on interrelation of Nutritional Status Level of Intelligence and Participation in Extra-curricular Activities of rural school children in the year 2005-06 in Dharwad taluk. The third standard 260 children between less than 8 to more than 9 years were randomly selected from four villages viz., Mugad, Amminbhavi, Kotur and Govinakoppa representing different geographical location. The results of the study are presented under the following headings. 4.1 Distribution of the respondents by age and gender 4.2 Anthropometric measurements of the respondents by age and gender 4.3 Nutritional Status of the respondents according to Waterlow classification by age and gender 4.4 4.5 4.6 4.7 4.8 4.9 Distribution of the respondents according to Socio Economic Status by age and gender Distribution of the children according to Level of Intelligence by age and gender Distribution of the children according to Nutritional Status by age and gender Distribution of the children according to Socio Economic Status by age and gender Distribution of the children according to Participation in Extracurricular Activities by age and gender Distribution of the children according to Components of Intelligence by age and gender

4.10 Distribution of Children according to Components of Intelligence by Nutritional Status and gender 4.11 Relation between Nutritional Status and Level of Intelligence of the children 4.12 Relation between Nutritional Status and Socio Economic Status of the children 4.13 Relation between Nutritional Status and Participation in Extracurricular Activities of the children 4.14 4.15 4.16 Relation between Socio Economic Status and Level of Intelligence of the children Relation between Participation in Extracurricular Activities and Level of Intelligence of the children Relation between Socio Economic Status and Participation in Extracurricular Activities of the children

4.1

Distribution of the respondents by age and gender

The respondents are distributed according to age and gender in Table 1. Ages of the respondents were categorized into less than 8, 8-9 and more than 9 years. About 19.61 per cent belonged to less than 8 years age group while 68 per cent and 12.30 per cent were belonged to 8-9 and more than 9 years age group respectively. On the whole the sample comprises 45.76 per cent boys and 54.23 per cent of girls.

4.2

Anthropometric measurements of the respondents by age and gender

The height and weight of the respondents were noted and mean were calculated. Mean height and weight of the respondents were compared with NCHS standard values as shown in Table 2. The mean height of less than 8 years boys found to be 121.65 cm, while 120.72 and 123.36 cm in 8-9 and in more than 9 years of age group respectively. The mean height of less than 8 years girls found to be 120.93 cm while 119.64 and 122.89 cm in 8-9 and in more than 9 years of age group respectively. Thus over all mean height of boys and girls found to be 121 cm and 120 cm respectively. In age group of less than 8 years the mean height of boys and girls was almost equal to NCHS standards. But the mean height of other two age groups (8-9 and > 9 years) found to be 5 and 7 per cent lower than standard respectively.

The mean weight of less than 8 years boys found to be 19.87 kg, while 20.39 and 21 kg in 8-9 and in more than 9 years age group respectively. The weight of less than 8 years girls was 19.54 kg, while 17.24 and 20.53 kg in 8-9 and in more than 9 years age group respectively. Over all mean weight of boys and girls found to be 20.40 and 19.50 kg respectively. In age group of less than 8 years the mean weight of boys almost equal to NCHS standards and girls exceeded by 10 per cent compared to NCHS standard value. In both age groups 8-9 and more than 9 years, the mean weight of boys found to be 4 and 12 per cent lower than NCHS standard respectively. Similarly in 8-9 and more than 9 years of girls the mean weight found to be 15 and 12 per cent lower than the NCHS standard value respectively. There was no significant difference found in the mean height and weight of boys and girls between the age groups of less than 8, 8-9 and more than 9 years.

4.3

Nutritional Status of the respondents according to Waterlow classification by age and gender

The respondents were divided into four categories according to nutritional status as classified according to Waterlow (1972) by utilizing respondents height for age and weight for height indicators. It is observed from the Table 3 that majority of the children (71.92%) belonged to normal nutritional status category. While 14.32 and 13.84 per cent children belonged to wasted (short duration maturation) and stunted (long duration malnutrition) respectively. None of them were found in wasted and stunted group (current and long duration malnutrition). It is also clearly seen that two third of the children (66.66%) between less than 8 years belonged to normal nutritional status, while 25.49 and 7.84 per cent had wasted and stunted nutritional status respectively. Similarly in other two groups 8-9 and more than 9 years, 74.57 and 65.62 per cent belonged to normal nutritional status, while 14.68 and 18.75 per cent in stunted nutritional status followed by 10.73 and 15.62 per cent in wasted nutritional status respectively (Fig. 2). On the whole it can be concluded that 25-30 per cent older children (8 to >9 years) fell in wasted and stunted nutritional status category than younger children (<8 years). On the whole, 72.26 per cent boys and 71.63 per cent girls belonged to normal nutritional status. On the other hand 15 and 12 per cent of boys and girls respectively fell in stunted category. Only 12.60 per cent boys and 15.60 per cent of girls were found in wasted category.

4.4

Distribution of the respondents according to Socio Economic Status by age and gender

The socio economic status (SES) of the children was categorized into three groups depending upon the total scores obtained by children as given in the scale. Half of the children belonged to medium (48.07%) socio economic status, while 29.23 and 22.69 per cent belonged to low and high socio economic status respectively. In less than 8 years age group majority of children (45.09 %) belonged low SES category, while 31.37 and 23.52 per cent belonged medium and high SES category. In age groups 8-9 and more than 9 years majority of children (49.15 and 68.75%) belonged medium SES followed by 26.55 and 18.75 per cent to low and 24.29 and 12.45 per cent to high SES category respectively (Fig. 3). On the whole 45.37 per cent boys and 50.35 per cent girls belonged to medium socio economic status while 26.89 and 31.20 per cent boys and girls respectively belonged to low SES. Only 27.73 per cent of boys and 18.43 per cent of girls belonged to high socio economic status.

4.5

Distribution of the children according to Level of Intelligence by age and gender

The level of Intelligence in terms of Intelligence Quotient (IQ) and participation in extracurricular activities was assessed for selected 102 children (47 boys and 55 girls) considering as experimental group for further research. Distribution of the children according to level of Intelligence by age and gender is presented in Table 5. Intelligence of the children was assessed by Stanford Binet Intelligence Scale and classified into seven levels depending upon IQ. None of the children belonged to very superior (> 140 IQ), superior (115-140 IQ), mentally defective (25-50 IQ) and intellectually defective (<25 IQ) levels. The majority of children 69.23 per cent in the less than 8 years age group belonged to inferior intelligence

Table 1: Distribution of the respondents by age and gender N=260 Age (years) Gender <8 8-9 >9 Total

Boys

23

82

14

119 (45.76)

Girls

28

95

18

141 (54.23)

Total

51 (19.61)

177 (68.00)

32 (12.30)

260 (100%)

Note : Figures in the parenthesis indicate percentages

Table 2: Anthropometric measurements of respondents by age and gender N=260 Age (years) Anthropometric measurements Mean Height (cm) NCHS standard t value Mean Weight (kg) NCHS standard t value 19.87 19.08 0.30 Boys 121.65 121.70 0.34 19.54 18.21 20.39 21.08 1.63 <8 Girls 120.93 120.60 Boys 120.72 127.00 0.57 17.24 20.08 21.00 23.81 0.016 8-9 Girls 119.64 126.40 Boys 123.36 132.20 0.10 20.53 23.03 20.40 >9 Girls 122.89 132.20 Boys 121.00 19.50 Total Girls 120.00 -

NCHS: National Centre for Health Statistic

Table 3: Nutritional Status of the respondents according to Waterlow classification by age and gender N=260 Nutritional status Age (years) Normal Wasted (SDM) 13 (25.49) 19 (10.73) 5 (15.62) Stunted (LDM) 4 (7.84) 26 (14.68) 6 (18.75) Wasted and stunted (C and LDM) Total

<8

34 (66.66) 132 (74.57) 21 (65.62)

51

8-9

177

>9 Gender Boys

32

86 (72.26) 101 (71.63) 187 (71.92)

15 (12.60) 22 (15.60) 37 (14.23)

18 (15.12) 18 (12.76) 36 (13.84)

119

Girls

141

Overall

260

SDM Short duration malnutrition LDM Long duration malnutrition C and LDM Current and long duration malnutrition Note : Figures in the parenthesis indicate percentages

80

Normal Wasted (SDM)

70

Stunted (LDM)
60

Percentage of children

50

40

30

20

10

0 <8 8-9 Age (years)

Fig. 2 : Distribution of the children according to Nutritional Status and age

>9

Fig.2: Distribution of the children according to Nutritional Status and age

Table 4 : Distribution of the respondents according to Socio-Economic Status by age and gender N=260 Socio economic status Age (years) Low <8 23 (45.09) 47 (26.55) 6 (18.75) Medium 16 (31.36) 87 (49.15) 22 (68.74) High 12 (23.52) 43 (24.29) 4 (12.45) 51 Total

8-9

177

>9 Gender Boys

32

32 (26.89) 44 (31.20) 76 (29.23) 71

54 (45.37) (50.35) 125 (48.07)

33 (27.73) 26 (18.43) 59 (22.69)

119

Girls

141

Overall

260

Note : Figures in the parenthesis indicate percentages

70

Low Medium

60 High 50 Percentage of children

40

30

20

10

0 <8 8-9 Age (years) >9

Fig. 3 : Distribution of the children according to Socio Economic Status and age

Fig.3: Distribution of the children according to Socio Economic Status and age

level (70-85 IQ), while 30.76 per cent fell in average intelligence (85-115 IQ) and none of them belonged to mentally retarded level. It is interesting to note that 58.18 per cent of the children between age group of 8-9 years belonged to inferior intelligence, while 7.27 and 34.54% per cent found in average intelligence and mentally retarded level (50-70 IQ) respectively. In the case of third group (> 9 years of age) half of them (52.38%) belonged to mentally retarded, while 28.57 and 23.80 per cent of children belonged to inferior and average intelligence level respectively (Fig. 4). On the whole half of boys (51%) belonged to inferior intelligence, while 29.78 and 19.14 per cent belonged to mentally retarded and average intelligence level respectively. Similar pattern has been observed in girls. About 56.36 per cent of girls belonged to inferior intelligence while 29 and 14.54 per cent belonged to mentally retarded and average intelligence level respectively. Irrespective of gender and age 53.92 per cent of the children belonged to inferior intelligence, while 29.41 and 16.66 per cent fell in mentally retarded and average intelligence level respectively (Fig. 5). It is interesting to note that IQ was positively correlated with age (0.17) of children. This indicate that increase in age, increased the IQ of children. There is no association found between gender and level o intelligence.

4.6

Distribution of the children according to Nutritional Status by age and gender

Regarding nutritional status half of children in less than 8 years age group (50%) belonged to stunted nutritional status (long duration malnutrition) followed by 34.61 and 15.38 per cent in normal and wasted nutritional status (short duration malnutrition) respectively. In 8-9 years age group 47.27 per cent children belonged to wasted, while 34.54 per cent fell in stunted and 18.18 per cent in normal nutritional status. It is interesting to note that in more than 9 years age group about of half of the children (47.61%) fell in normal nutritional status, while 28.57 and 23.80 per cent belonged to wasted and stunted nutritional status respectively. One third of the boys (38.29%) belonged to wasted, followed by 31.91 stunted and 29.78 per cent fell in normal nutritional status. Among girls 40 per cent belonged stunted, followed by 32.72 and 27.27 per cent in wasted and normal nutritional status respectively. Irrespective of gender and age about 36 per cent of children exhibit either stunted or wasted nutritional status and only 29 per cent found in normal nutritional status (Fig. 6). The nutritional status was positively correlated to age indicating poor nutritional status of younger children. There is no association found between gender and nutritional status of children.

4.7

Distribution of the children according to Socio Economic Status by age and gender

Half of the children (43.13%) belonged to low socio economic status (SES), while 36.29 and 21.56 per cent belonged to medium and high SES status respectively. In age group of the children with less than 8 years 38.46 pre cent belonged to medium and low SES status, while 23.07 per cent belonged to high SES status category. Half of the children (49.09%) in the 8-9 years age group belonged to low SES followed by 30.90 per cent in medium SES and only 20 per cent fell in high SES status category. In other group (>9 years) 42.85 per cent children belonged to medium SES while 33.33 and 23.80 per cent fell in low and high socio economic status category respectively. On the whole, 46.80 per cent of boys belonged to low SES followed by 27.65 and 25.53 per cent to medium and high SES status respectively. Among girls 41.81per cent belonged to medium SES, while 40 per cent belonged to low and only 28.18 per cent fell in high SES status category (Fig. 7). It is interesting to note that socio economic status was negatively correlated to age and no association found between gender and SES of children.

Table 5: Distribution of the children according to Level of Intelligence by age and gender N=102 IQ range Very superior >140 Superior 115-140 Average intelligence 85-115 8 (30.76) 4 (7.27) 5 (23.80) Level of Intelligence Inferior Mentally Mentally intelligence retarded defective 70-85 50-70 25-50 18 (69.23) 32 (58.18) 6 (28.57) 19 (34.54) 11 (52.38) Intellectually defective <25 -

Total

r value

Age (years) <8

26

8-9

55

0.17

>9 Gender Boys

41 2 value

9 (19.14) 8 (14.54) 17 (16.66)

24 (51.00) 31 (56.36) 55 (53.92)

14 (29.78) 16 (29.0) 30 (29.41)

47 0.80

Girls

55

Overall

102

Note : Figures in parenthesis indicates percentage

75

IQ range
>140

65

115-140 85-115

55 Percentage of children

70-85 50-70 25-50

45 <25

35

25

15

5 <8 8-9 Age (years) Fig. 4 : Distribution of the children according to Level of Intelligence and age >9

Fig.4: Distribution of the children according to Level of intelligence and age

IQ range
55 >140 115-140 85-115 45 Percentage of children 70-85 50-70 25-50 35 <25

25

15

5 Boys Gender Fig. 5 : Distribution of boys and girls according to Level of Intelligence Girls

Fig.5: Distribution of boys and girls according to level of intelligence

Table 6 : Distribution of the children according to Nutritional Status by age and gender N=102 Nutritional status Age (years) Normal <8 8-9 >9 Gender Boys Girls Overall 14 (29.78) 15 (27.27) 29 (28.43) 18 (38.29) 18 (32.72) 36 (35.29) 15 (31.91) 22 (40.00) 37 (36.27) 47 0.736 55 102 9 (34.61) 10 (18.18) 10 (47.61) Wasted (SDM) 4 (15.38) 26 (47.27) 6 (28.57) 5 Stunted (LDM) 13 (50.00) 19 (34.54) (23.80) r value Total 26 55 21 2 value 0.06

SDM Short duration malnutrition LDM Long duration malnutrition Note : Figures in the parenthesis indicate percentages

40

Normal Wasted

35 Stunted 30 Percentage of children

25

20

15

10

0 Boys Gender Fig. 6 : Distribution of boys and girls according to Nutritional Status Girls

Fig.6: Distribution of boys and girls according to Nutritional status

Table 7 : Distribution of the children according to Socio Economic Status by age and gender N=102 Socio Economic Status Age (years) Low <8 10 (38.46) Medium 10 (38.46) High 6 (23.07) 11 (20.00) 5 (23.80) Total 26 -0.014 r value

8-9 >9 Gender Boys Girls

27 (49.09) 7 (33.33)

17 (30.90) 9 (42.85)

55 21

value 22 (46.80) 22 (40.00) 13 (27.65) 23 (41.81) 12 (25.53) 10 (28.18) 22 (21.56) 47 1.90 55

Overall

44 (43.13)

36 (36.29)

102

Note : Figures in the parenthesis indicate percentages

Low 50 45 40 35 Percentage of children 30 25 20 15 10 5 0 Boys Gender Fig. 7 : Distribution of boys and girls according to Socio Economic Status Girls Medium

High

Fig.7: Distribution of boys and girls according to Socio Economic Status

4.8

Distribution of the children according to Participation in Extracurricular Activities by age and gender

Participation in extracurricular activities of the experimental group was categorized into low, medium and high depending upon the scores obtained by children. The score ranges from 12 to 27 depending upon their participation and ranks obtained in different art, cultural, literary and games activities. It is alarming to note that half of the children (50%) represented low participation in extracurricular activities, while 32.35 and 17.64 per cent showed medium and high participation in extracurricular activities respectively. In all three groups less than 8, 8-9 and more than 9 years participation in extracurricular activities of the children (50, 45 and 61.90% respectively fell in low category followed by 30.76, 36.36 and 23.80 per cent in medium category of participation. Only 19.23, 18.18 and 14.28 per cent children exhibited high participation in extracurricular activities from less than 8, 8-9 and more than 9 years age groups respectively. On the whole 48.93 per cent boys and 50.93 per cent girls exhibited low participation, while 29.78 and 34.54 per cent medium participation and 21.27 and 14.54 per cent boys and girls represented high participation in extracurricular activities respectively (Fig. 8). The participation in extracurricular activities negatively correlated with age (0.230) of children indicates that the older children participated in very few activities compared to young and no association found between gender and participation in extracurricular activities of children.

4.9

Distribution of the children according to Components of Intelligence by age and gender

Stanford Binet Intelligence test consists of five components viz., vocabulary, comprehension, pattern analysis, quantitative test and memory for sentence. The successful performances of each test in each component increase the scores of the individual. The distribution of the children from experimental group who have completed the test successful in these five components is presented in Table 9. All children irrespective of age and gender performed successfully (100%) in vocabulary component of intelligence test. In age group of less than 8 years 84.61 and 80.76 per cent of children performed successfully in quantitative and pattern analysis components respectively. Whereas 57.69 per cent children performed memory for sentence and 34.61 per cent performed comprehension successfully. Majority of the children in 8-9 years age group 87.27 and 74.54 per cent performed successfully in quantitative test and pattern analysis components respectively. Whereas 60 per cent of the children performed memory for sentence and only 30.90 per cent performed comprehension successfully. In more than 9 years age group 90.47 and 80.95 per cent performed successfully in quantitative test and pattern analysis components of intelligence respectively. While, 66.66 and 47.61 per cent of the children successfully performed in memory for sentence and comprehension components respectively. It is interesting to note that both girls and boys (34.51 & 36.17%) showed poor performance in comprehension components of intelligence test. Whereas better performance of girls and boys (83.63 and 91.48%) in quantitative component followed by 74.54 and 80.85 per cent in pattern analysis component of intelligence respectively (Fig. 9 and 10), while in memory for sentence girls(61.81%) have performed better than and boys (59.57%). On the whole majority of the children (64.8%) failed to perform successfully in comprehension component of intelligence test.

4.10 Distribution of children according to Components of Intelligence by Nutritional Status and gender
Table 10 showed that cent per cent children irrespective of nutritional status and gender performed successfully in vocabulary component of intelligence test. In case of children with normal nutritional status 80.20 and 86.75 per cent performed successfully in pattern analysis and quantitative components of intelligence test respectively. While 72.41 and 44.82 per cent of children successfully completed the items in memory for sentence and comprehension components of intelligence test respectively. Whereas wasted category children 45.94 per cent performed successfully in pattern and quantitative test followed by

Table 8 : Distribution of the children according to Participation in Extracurricular Activities by age and gender N=102 Participation in Extracurricular Activities Age (years) Low <8 8-9 >9 Gender Boys Girls Overall 23 (48.93) 28 (50.90) 51 (50.00) 14 (29.78) 19 (34.54) 33 (32.35) 8 10 (21.27) (14.54) 18 (17.65) 47 3.47 55 102 13 (50.00) 25 (45.45) 13 (61.90) Medium 8 (30.76) 20 (36.36) 5 (23.80) 3 5 High (19.23) 10 (18.18) (14.28) Total 26 55 21 2 value -0.230 r value

Note : Figures in the parenthesis indicate percentages

60

Low

Medium 50 High Percentage of children 40

30

20

10

0 Boys Gender Fig. 8 : Distribution of boys and girls according to Participation in Extracurricular Activities Girls

Fig.8: Distribution of boys and girls according to participation in Extracurricular Activities

Table 9 : Distribution of the children according to Components of Intelligence by age and gender N=102 Components of Intelligence Age (years) Pattern analysis 21 (80.76) 41 (74.54) 17 (80.95) Quantitative test 22 (84.61) 48 (87.27) 19 (90.45) Memory for sentence 15 (57.69)

Vocabulary

Comprehension

<8

26

(100) 55 (100) 21 (100)

9 (34.61) 17 (30.90) 10 (47.61)

8-9

33 (60.00)

>9 Gender Boys

14 (66.66)

47 (100) 55 (100) 102 (100)

17 (36.17) 19 (34.51) 36 (35.29)

38 (80.85) 41 (74.54) 79 (77.45)

43 (91.48) 46 (83.63) 89 (87.25)

28 (59.57)

Girls

34 (61.81)

Overall

62 (60.78)

Note : Figures in the parenthesis indicate percentages

19.15 Successful

36.17 Successful Unsuccessful 63.83

Unsuccessful

Com prehension

80.85 Pattern analysis

8.52

Successful 42.43 Unsuccessful

Successful Unsuccessful

59.57

91.48 Quantitative test

Mem ory for sentence

Fig.9: Performance of boys in different components of intelligence

25.46 34.51 Successful Unsuccessful Unsuccessful 65.49 74.54 Com prehension Pattern analysis Successful

16.37

38.19

Successful Unsuccessful
61.81

Successful Unsuccessful

83.63 Quantitative test

Mem ory for sentence

Fig.10: Performance of Girls in different components of intelligence

Table 10 : Distribution of children according to Components of Intelligence by Nutritional Status N=102 Components of Intelligence Nutritional Status Vocabulary Comprehension Pattern analysis 25 (86.20) Quantitative test 24 (82.75) Memory for sentence 21 (72.41)

1. Normal 2. Undernourished a) Wasted

29 (100)

13 44.82)

37 (100) 36 (100)

10 (27.02) 7 (19.44)

17 (45.94) 15 (41.66)

17 (45.94) 15 (41.66)

15 (40.54) 11 (30.55)

b) Stunted

Note : Figures in the parenthesis indicate percentages

(40.54%) memory for sentence and 27.02 per cent in comprehension component of intelligence test respectively. It is interesting to note that 41.66 per cent stunted category children performed successfully in quantitative and pattern analysis followed by 40.54 per cent memory for sentence and only 19.44 per cent performed successfully in comprehension components of intelligence test respectively.

4.11 Relation between Nutritional Status and Level of Intelligence of the children
It is observed from Table 11 that, irrespective of nutritional status none of the children belonged to very superior (>140 IQ), superior (115-140 IQ) and mentally defective (25-50 IQ) and intellectually defective (<25 IQ) level of intelligence respectively. Among children with normal nutritional status 55 per cent belonged to inferior intelligence (70-85 IQ) and 45 per cent belonged to average intelligence level (85-115 IQ). Among wasted category (short duration malnutrition) it is noteworthy that only 10 per cent of the children belonged to average intelligence (85-115 IQ) and 59.45 per cent belonged to inferior intelligence (70-85 IQ)while, 29.72 per cent belonged to mentally retarded (50-70 IQ) level of intelligence. It is alarming to note that none of the children in stunted group belonged to average intelligence level (85-115 IQ). While only 47.22 per cent of the children belonged to inferior intelligence (70-85 IQ) and 52.77 per cent belonged to mentally retarded level of intelligence (50-70 IQ). Most of malnutrition children (80%) belonged to inferior intelligence level (70-85 IQ) and mentally retarded intelligence level (50-70 IQ). It is noted that the nutritional status was positively and significantly correlated (0.67**) with level of intelligence and it highlights that the children with normal nutritional status exhibited better level of intelligence than wasted and stunted children.

4.12

Relation between Nutritional Status and Socio Economic Status of the children

Results of the Table 12 revealed that most of the children with stunted (58.33 %)and wasted (45.94 %) nutritional status belonged to low SES category followed by 38.88 and 35.13 per cent of the children belonged to medium SES and only 2.77 and 18.91 per cent belonged to high SES category respectively. Among the children with normal nutritional status 48.27 per cent belonged to high socio economic status followed by 31.03 per cent fell in medium and only 20.68 per cent in low SES category respectively. It is interesting to note that nutritional status was positively and significantly correlated with socio economic status (0.31**) and it highlights that higher the SES better the nutritional status of the children.

4.13 Relation between Nutritional Status and Participation in Extracurricular Activities of the children
Table 13 revealed that the children with stunted and wasted nutritional status (63.88 and 54.05%) represented low participation in extracurricular activities followed by 30.55 and 35.13 per cent exhibited medium participation in extracurricular activities respectively. It is interesting to note that only 5.55 and 10.81 per cent of the children represented high participation in extracurricular activities. Among the children with normal nutritional status 41.37 per cent showed high participation in extracurricular activities followed by 31.03 and 27.58 per cent in medium and low participation in extracurricular activities respectively. It is noted that nutritional status was positively and significantly correlated with participation in extracurricular activities (0.39**) of the children. It also highlights that the children with normal nutritional status exhibited better participation in extracurricular activities of the school.

Table 11 : Relation between Nutritional Status and Level of Intelligence of the children N=102 IQ range Very superior >140 Superior 115-140 Average intelligence 85-115 13 (44.82) 4 (10.82) 17 (16.66) Level of Intelligence Inferior intelligence 70-85 16 (55.17) 22 (59.45) 17 (47.22) 55 (53.92) Mentally retarded 50-70 11 (29.72) 19 (52.77) 30 (29.41) Mentally defective 25-50 Intellectually defective <25 29

Nutritional Status
Normal

Total

r value

Wasted

37 0.67**

Stunted

36

Overall

102

Note : Figures in the parenthesis indicate percentages ** - Significant at 1% level

Table 12 : Relation between Nutritional Status and Socio Economic Status of the children N=102 Nutritional Status Socio Economic Status Low 6 (20.68) 17 (45.94) 21 (58.33) Medium 9 (31.03) 13 (35.13) 14 (38.88) High 14 (48.27) 7 (18.91) 1 (2.77) 22 (21.56) Total 29 37 36 0.31** r value

Normal Wasted Stunted

Overall

44 (43.13)

36 (36.29)

102

Note : Figures in the parenthesis indicate percentages ** - Significant at 1% level

Table 13 : Relation between Nutritional Status and Participation in Extracurricular activities of the children N=102 Nutritional Status Participation in Extracurricular Activities Low 8 (27.88) 20 (54.05) Medium 9 (31.03) 13 (35.13) High 12 (41.37) 4 (10.81) 2 (5.55) 18 (17.64) Total 29 37 0.39** 36 r value

Normal Wasted

Stunted

23 (63.88)

11 (30.55)

Overall

51 (50.00)

33 (32.35)

102

Note : Figures in the parenthesis indicate percentages ** - Significant at 1% level

Table 14 : Relation between Socio Economic Status and Level of Intelligence of the children N=102 IQ range Very superior >140 Superior 115-140 Average intelligence 85-115 4 (9.09) 6 (16.66) 7 (31.81) 17 (16.66) Level of Intelligence Inferior Mentally Mentally intelligence retarded defective 70-85 50-70 25-50 24 (54.54) 19 (52.77) 12 (54.54) 55 (53.92) 16 (36.36) 11 (30.55) 3 (13.63) 30 (29.41) Intellectually defective <25

Socio Economic Status Low

Total

r value

44 (43.13) 36 (35.29) 0.25* 22 (21.56) 102

Medium

High

Overall

Note : Figures in the parenthesis indicate percentages ** - Significant at 5% level

Table 15 : Relation between participation in extracurricular activities and level of intelligence of the children N=102 IQ range Very superior Superior 115-140 Average intelligence 85-115 3 (5.88) 6 (18.18) 8 (44.44) 17 (16.66) Level of Intelligence Inferior Mentally Mentally intelligence retarded defective 70-85 30 (58.82) 18 (54.45) 7 (38.88) 55 (53.92) 50-70 18 (35.29) 9 (27.27) 3 (16.66) 30 (29.41) 25-50 Intellectually defective Total >140 <25 51 (50.00) 33 (32.35) 0.38** High 18 (17.64) 102 (100) r value

Participation in extracurricular activities

Low

Medium

Overall

Note : Figures in the parenthesis indicate percentages ** - Significant at 1% level

4.14 Relation between Socio Economic Status and Level of Intelligence of the children
It is noteworthy that 54.54 per cent of the children from high socio economic status belonged to inferior intelligence level. Whereas 31.81 per cent of the children belonged to average intelligence and only 13.63 per cent belonged to mentally retarded among high socio economic status of the children. It is interesting to note that 52.77 and 54.54 per cent of the children from medium and low SES status fell in inferior intelligence level. While 30.55 and 36.36 per cent of children belonged to mentally retarded and 16.66 and 9.09 per cent belonged to average intelligence level among children with medium and low SES status respectively (Table 14). Socio economic status was positively and significantly correlated with level of intelligence (0.25*) of the children. It also highlights that the children with high SES status exhibited better level of intelligence.

4.15 Relation between Participation in Extracurricular Activities and Level of Intelligence of the children
Results of the Table 15 revealed that 44.44 per cent of the children with average intelligence level (85-115 IQ) represented high participation in extracurricular activities. In a similar manner high participation in extracurricular activities was exhibited by 38.88 and 16.66 per cent of children with inferior intelligence level (70-85 IQ) and mentally defective (50-70 IQ) respectively. While medium participation in extracurricular activities was observed by 54.45 per cent of the children with inferior intelligence and 27.27 per cent with mentally defective level. Only 18.18 per cent of the children belonged to average intelligence exhibited medium participation in extracurricular activities. It is interesting to note that 58.82 per cent of the children exhibited low participation in extracurricular activities belonged to inferior intelligence level. While 35.29 per cent children from mentally retarded and 5.88 per cent from average intelligence level exhibited low participation in extracurricular activities. On the whole higher percentage of children with average intelligence participated better in extracurricular activities than the children of inferior intelligence and mentally retarded level. It is interesting to note that participation in extracurricular activities was positively and significantly correlated with level of intelligence (0.38**) of the children.

4.16 Relation between Socio Economic Status and Participation in Extracurricular Activities of the children
Table 16 revealed that most of the children with low socio economic status (65.90%) participated in few extracurricular activities and 27.27 per cent exhibited medium participation in extracurricular activities, only 6.81 per cent of the children showed high participation in extracurricular activities. Nearly half of the children (47.22 %) with medium socio economic status showed low participation in extracurricular activities. Whereas 41.66 per cent of the children fell in medium participation in extracurricular activities and only 11.11 per cent showed high participation in extracurricular activities among medium SES status. It is interesting to note that half of the children (50%) belonged to high socio economic status represented in high participation in extracurricular activities followed by 27.27 and 21.72 per cent showed medium and low participation in extracurricular activities respectively. So, on the whole it was observed that higher the socio economic status better the participation in extracurricular activities of the children in the school. It is interesting to note that Socio economic status was positively and significantly correlated with participation in extracurricular activities (0.17) of the children. The results also highlighted that children with low socio-economic status not only represented higher percentage of long and short duration malnutrition (stunted and wasted) but also low participation in extracurricular activities of the school.

Table 16 : Relation between Socio Economic Status and Participation in Extracurricular Activities of the children N=102 Socio Economic Status Participation in extracurricular activities Low 29 (65.90) 17 (47.22) 5 (21.72) 51 (50.00) Medium 12 (27.27) 15 (41.66) 6 (27.27) 33 (32.35) High 3 (6.81) 4 (11.11) 11 (50.00) 18 (17.64) Total r value

Low

44 (43.13)

Medium

36 (35.29) 0.17

High

22 (21.56)

Overall

102

Note : Figures in the parenthesis indicate percentages

5. DISCUSSION
Optimum growth and development of school age children lay a sound foundation in the areas of health, nutrition, language development, personality building, socio-emotional adjustment and cognitive development. In this stage there is emphasis given on academic achievement and personality development. The learning process of children is conditioned by multiple factors such as characteristics of the child, his family and educational system (Ivanoic et al., 1996 and Hutchison et al., 1997). Good nutrition during school age has impact on physical, mental and behavioural development of the children. Early malnutrition during childhood causes some degrees of damage to brain and neuromuscular system, which leads to low IQ, poor motivation and poor academic performance and further lead to problems in learning. It also results in low self-esteem and poor social relationship leading to further behavioural changes. The behavioural problem such as scholastic backwardness and social maladjustment and may force the children to dropout from the school. Malnourished children join the school but less than 50 per cent are unable to complete their education (Udani, 1991). The UNICEF report (2005) pointed out that over one billion children, half of the worlds population of the children (640 million) has been denied of adequate shelter, 400 million have no access to safe drinking water, 270 million lack health care amenities, 140 million children have never been to school and more than 150 million children are malnourished world wide. Indian children are equally deprived of their rights to survival, health, nutrition, education and safe drinking water. It is also reported that 63 per cent of them go to bed hungry and 53 per cent suffer from chronic malnutrition, 27 million are severely under weight and 33 million never attended the school. The report highlights that the brain damage due to iodine deficiency was 26 and 6.6 million children in world and India respectively. NFHS (2005) has revealed that over 70 per cent children suffer from iron deficiency, while 1.5 million children suffer from vitamin A deficiency. Thus in India nutritional deficiency due to low food intake, poverty and ignorance contribute to brain damage and low intelligence development among children. This has promoted on increased focus on the diverse needs of the school age children and reduces the heavy burden of malnutrition among them. Hence, there is a need to know interrelation of nutritional status, socio-economic status, intelligence and participation in extracurricular activities of school children. The results of the present study are discussed and interpreted under following heading. 5.1 Significance of assessment of nutritional status of children 5.2 Interrelation between level of intelligence and nutritional status 5.3 Interrelation between participation in extracurricular activities, socio economic status, nutritional status and level of intelligence

5.1

Significance of assessment of Nutritional Status of children

The nutritional status of school children can be quickly assessed by anthropometric measurements on large population. The body indices such as height for age and weight for height clearly indicate nutritional status of the children. The mean height and weight of younger children (<8 years) was almost near to NCHS standard value. The mean height and weight of older boys and girls (8to >9 years) was lower upto 7 and 12 per cent than NCHS standard but no significant difference was found in mean height and weight of three age groups among boys and girls (Table 2). In the present study, there was no significant difference observed between boys and girls for body measurements. This result supported by a study Easwaran and Poorani (1991) conducted on school children in age range of 6-12 years. They pointed out that all girls and boys were lower in height and weight when compared to standard ICMR values due to poor dietary intake. Similar result was presented by Soati et al. (1988), Mathura et al. (1989). Oninla et al. (2006) indicated that mean nutritional indices weight for age, weight for height and height for age were significantly lower in rural and urban children but not between boys and girls. Many research studies indicated that malnutrition including under weight, wasting and stunting constituted major health problems among school children. In the present study majority of the children (65.75%) belonged to normal nutritional status and 25 to 35 per cent

exhibited short and long duration malnutrition in all three age groups. About 72 per cent boys and girls fell in normal nutritional status and 12 to 15 per cent in wasted and stunted nutritional status category (Table 3). In experimental group 36 per cent of children exhibited wasted and stunted nutritional status while 28 per cent belonged to normal nutritional status (Table 6). Though Aksharadasoha (mid day meal programme) is being regularly practiced in all schools still higher percentage of stunted and wasted population among older children was observed. This indicates nutrient deficiency, therefore there is a need to meet nutrient requirement of older children for optimum growth. Pandel et al. (2000) assessed nutritional status of 5-16 years school children in Ludhiana, revealed that the prevalence of wasting and stunting was high (52.2% and 26.3%) and boys and girls suffered almost equally in nutrient deficiency. Similarly Pohsiong Choo (1990) result showed that about 42 and 37 per cent male and female children were under weight, while 39 and 27 per cent male and females were stunted respectively. Significant association was found between weight for age and weight for height. It has been accepted that poor nutritional status clubbed with socio economic status created negative impact on intelligence of the children.

5.2

Interrelation between Level of Intelligence and Nutritional Status

Cognition can be defined the process of thinking and knowing including attending, perceiving, interpretation, classifying and remembering information, evaluating ideas inferring, principles and deducting rules, imagining possibilities, generating strategies and fantasying. The change in thought process like logical reasoning, problems solving, planning, memory and abstract thought result in growing ability to acquire the use of knowledge. Hence the cognitive development is the growth and refinement of the individuals intellectual capacity (Paul Henry Mussen, 1990). In the present study the academic performance of children was estimated by using Stanford Binet Intelligence Scale (1960). Intelligence is aggregate ability expressed in different components viz., vocabulary, comprehension, pattern analysis, quantitative test and memory for sentence. Each components represents different functions such as vocabulary call for picture identification while comprehension requires reasoning ability, quantitative test deal with number concepts, pattern analysis includes shape identification and motor skill performance and memory for sentence represents recalling ability of the children. The performance of the children irrespective of gender and age was cent percent in vocabulary component of intelligence followed by pattern analysis, quantitative test (77and 87%, respectively) and 60 per cent in memory for sentence. Only 35 per cent of the children successfully completed the items in comprehension component of intelligence test as presented in Table 9. Similarly the cent percent performance was noted by the children belonged to different category of nutritional status in vocabulary component of intelligence test (Table 10). Children with normal nutritional status performed well in memory for sentence, quantitative and pattern analysis (72 to 86 %) but 45 per cent of them successfully completed comprehension test. It is interesting to note that more than 40 per cent of the children belonged to wasted and 30 per cent stunted group performed the test successfully in three components (quantitative test, pattern analysis and memory for sentence). Majority of stunted children (80%) and wasted children (70%) failed to perform the comprehension test successfully. It is observed that long and short duration malnutrition has greater impact on reasoning ability followed by recalling capacity of the children. Upadhyaya et al. (2001) result showed that there was a significant difference in the performance of well and under nourished children during Picture Ambiguity Test (PAT) tests. Well-nourished children recognized the ambiguous cards quicker than under nourished. Buzina et al. (1991), Sankar et al. (1994), Upadhyay et al. (1989) and Neuman et al. (1992) indicated severity of malnutrition has greater impact on cognitive performance of the children. The present study results highlighted that 54 per cent of children belonged to inferior intelligence level, while 29 per cent fell in mentally retarded and only 16 per cent in average intelligence level. About 51 and 56 per cent boys and girls fell in inferior intelligence level respectively and 29 per cent of boys and girls fell in mentally retarded intelligence level (Table 5). This may be due to low socio economic status and nutritional status of the children as given in (Table 12). It was observed that most of wasted and stunted (47 to 59%) depicted inferior intelligence level followed by 30 to 53 per cent mentally retarded and only 11 per cent

wasted children fell in average intelligence level. None of stunted children belonged to average intelligence level (Table 11). Nutritional status was positively and significantly correlated with level of intelligence of the children. Indicating that children with stunted (long duration malnutrition) category may exhibit damaged cognitive performance in later life. Similar result had been reported by Fernstrom et al. (2001) was highlighted that malnourished children with poor physical growth performed poorly in intelligence test. Thus the poor nutritional status during childhood can lead to irreversible impairment of mental function in later life. Upadhayaya et al. (1989) highlighted that the verbal performance and mean IQ scores decreased with severity of malnutrition. The stunted children had lower IQ scores than wasted indicating that the moderate degree of malnutrition influenced the intelligence.

5.3 Interrelation between Participation in Extracurricular Activities, Socio Economic Status, Nutritional Status and Level of Intelligence
Extracurricular activities also form one of the important components of the school curriculum. Positive physical development indicates progress in mental development and physical fitness is essential for optimum cognitive development. Participation in extracurricular activities directly represents health condition, physical fitness and interest of the children. Half (50%) of the children in experimental group showed low participation in extracurricular activities followed by (32%) medium level of participation and only 18 per cent showed high level of participation in extracurricular activities. Similar trend of participation was observed among boys and girls (Table 8). Participation in extracurricular activities has intimate relationship to nutritional status of the children. Most of the children with short and long duration malnutrition (54%) represented low participation in extracurricular activities. A reverse trend was observed in children with normal nutritional status (Table 13). High participation in extracurricular activities was observed in 41 per cent of the children with normal nutritional status and only 5 to 10 per cent from stunted and wasted category. There is positive correlation between participation in extracurricular activities and nutritional status of the children. Goweri et al. (2004) observed that non-anemic children performed better in athletic events like frog race, running, long jump, ring throwing and climbing steps up and down than anemic children. Thus study pointed out direct relationship between nutritional status and participation in sport activities of the children. Santhyanarayana et al. (1990) found that moderately anemic children had taken significantly longer time to complete the running test than non-anemic children. Hence mild and moderate anemic condition represented low level of physical fitness among school children. It is interesting to observed that high participation in extracurricular activities (50%) of the children belonged to high socio economic status where as low participation was showed by children (66%) with low socio economic status. Thus it is clearly pointed out that decrease in socio economic status decreased participation in extracurricular activities (Table 16). In present study there is positive correlation between socio economic status and participation in extracurricular activities of the children. This may be due to lack of stimulation, encouragement and poor physical fitness in children with low socio economic status. Andre et al. (2007) highlighted that the most of the children showed maximum participation in extracurricular activities from high and medium socio economic status compared to low socio economic status group. It can be seen from Table 15 that, higher percentage of the children showed low participation in extracurricular activities belonged to mentally retarded level of intelligence. The high participation in extracurricular activities was shown by children with average intelligence level. A significant correlation was observed between level of intelligence and participation in extracurricular activities of the children. Participation in extracurricular activities usually depends upon health conditions of the children. Poor health condition for long duration may cause deterioration of visual functions, poor organization of higher level of functions and slowing of time in performing the activities. Thus delayed physical growth and motor development may be result in low IQ. Thus Udani (1992) explained the relationship between IQ and participation in extracurricular activities of the children. It is interesting to note that the socio economic status was positively and significantly correlated with level of intelligence of children. Thus children with lower intelligence level

belonged to low socio economic status and average intelligence fell in high socio economic status category (Table 14). In the present study 31 per cent of the children with high socio economic status group fell in average intelligence level whereas 36 to 54 per cent of the children with low SES category fell in inferior intelligence and mentally retarded intelligence level. Such trend may be due to lack of encouragement, support, books and materials from the parents. Punia and Chhikra (1997) supported that intelligence is related with parental educational level and economic status of the family. Similar result was reported by Poonam and Verma (1999), Khalifa (2004), Church and Katigback (1991) represented direct correlation of socio economic status and level of intelligence. It is interesting to note that majority of normal children 48 per cent belonged high socio economic status where as wasted and stunted (45 to 58%) belonged to low socio economic status category (Table 12). Thus it is highlighted that socio economic status has impact on nutritional status of the children. The prevalence of stunting and underweight was almost two times higher in children with low socio economic status than high socio economic status (Giashuddin et al., 2005). The noticeable inequality in growth of the children can be explained in terms of income inequality. Sharma and Manoranjan Kali (1990) result highlighted that increase in percapita income level increased the percentage of well-nourished and normal children. Qumra et al. (1990) revealed that girls from upper socio economic status were significantly exceeded in anthropometric measurements compared to lower socio economic status. Similarly Khader (1997) reported that the poor dietary pattern resulted in lower weight of the children from poor socio economic status. Batrouni et al. (1993) and Gross et al. (1990) reported a positive correlation between income level and nutritional status of the children. On the whole it is important to note that the relation between nutritional status, socio economic status, participation in extracurricular activities and level of intelligence positively and significantly correlated with each other. It is highlighted that socio economic status of the children have impact on nutritional status and in turn it affects level of intelligence and participation in extracurricular activities of the children. Proper intervention and supplementation during childhood in nutrition and education may improve nutritional status and level of intelligence of the children. Agarwal (1987) revealed that positive and significant impact of iron foliate supplementation for 3 months on physical work capacity and cognitive abilities of the children. Recently Khalifa et al. (2004) and Sen and Kanani (2005) pointed out effect of nutritional status on physical and cognitive performance of undernourished children (low height/age, low weight/age and low head circumstance/age) obtained significantly lower IQ score than well nourished. Many research studies support the significant and positive relationship with socio economic status, nutritional status, level of intelligence and physical fitness in terms of participation in extracurricular activities of the children.

6. SUMMARY AND CONCLUSIONS

Study on interrelation of Nutritional Status, Level of Intelligence and Participation in Extracurricular Activities of school children in the year 2005-06 in Dharwad taluk was carried out with the objectives to assess the nutritional status, find out relationship between socio economic status, intelligence, nutritional status and participation in extracurricular activities of school children. A total of two hundred and sixty rural school children of aged less than 8 to more than 9 years from third standard were randomly selected from four villages representing four geographical locations in Dharwad taluk. The socio economic status of the respondents was assessed by using scale described by Aron et al. (1969), Venkataramaiah (1983) and Hauser (1994), Nutritional Status was assessed by anthropometric measurements viz., height in cm th and weight in kg. The height and weight of children were compared to NCHS standard (50 percentile) with their respective age. Then children were categorized according to Waterlow classification (1972) into normal, wasted, stunted and wasted and stunted category. The results of the present study has been summarized in the following points. The experimental sample comprised of one hundred two school children representing four categories of nutritional status viz., normal, wasted, stunted and wasted and stunted was selected for further assessment. The level of intelligence was assessed by Stanford Binet Intelligence Scale (1960) Participation of the children in extracurricular activities was assessed by self structured interview schedule Thet test was applied to know difference between mean height and weight of children according to age and gender. Correlation test was carried out to find out the relation between nutritional status, level of intelligence, socio economic status and participation in extracurricular activities of the children. The 2 test was used to know the association between nutritional status, level of intelligence, socio economic status and participation in extracurricular activities by gender. Results of the experiment revealed that no-significant difference found in the mean height and weight of boys and girls, between the age groups of less than 8, 8-9 and more than 9 years. Out of two hundred and sixty respondent 71.92 per cent were belonged to normal nutritional status. While 14.32 per cent belonged to wasted (short duration malnutrition) and 13.42 per cent were stunted (long duration malnutrition) category. Socio economic status of children revealed that 48.07 per cent belonged to medium SES category followed by 29.23 per cent low and 22.69 per cent belonged high SES category. The study of experimental group includes assessment of level of intelligence and participation in extracurricular activities of 102 children (45 boys and 55 girls). None of children belonged to very superior (> 140 IQ), superior (115-140 IQ), mentally defective (50-70 IQ) and intellectually defective (< 25 IQ) level of intelligence. Assessment of level of intelligence irrespective of gender and age 53.92 per cent of children belonged to inferior intelligence group while 29.41 and 16.66 per cent belonged to mentally retarded and average intelligence level. Regarding nutritional status about 36 per cent of children exhibited both stunted and wasted nutritional status category and only 29 per cent found in normal nutritional status. In experimental group 43.13 per cent children belonged low SES category followed by 36.29 per cent medium and only 21.56 per cent in high SES category.

With respect to participation in extracurricular activities 50 per cent children represented low participation in extracurricular activities while 32.35 and 17.64 per cent showed medium and high level of participation in extracurricular activities of the school. Irrespective of age, gender and nutritional status all children performed successfully (100%) in vocabulary component of intelligence followed by quantitative, pattern analysis, memory for sentence (60 to 87%) and least performance was observed in comprehension component of intelligence test (35%). Most of the children (30 to 53%) with stunted and wasted nutritional status fell in mentally retarded level of intelligence. On the other hand reverse trend was observed in normal children, 44.82 per cent in average intelligence level. Children with average intelligence represented high participation in extracurricular activities whereas children with mentally retarded and inferior intelligence levels represented low participation in extracurricular activities. Half of children (54%) from high socio economic status fell in inferior intelligence whereas low socio economic status (36%) fell in mentally retarded level of intelligence. As the socio economic status of children increased number of well nourished children increased and under nourished children decreased. Among low socio economic status category majority of children not participated extracurricular activities. It is observed that higher the socio economic status better the participation in extracurricular activities of the school. Among the children with normal nutritional status, majority showed high level of participation in extracurricular activities. It is interesting to note that majority of stunted and wasted children presented low participation in extracurricular activities of the school. The correlation between socio economic status and nutritional status was found significant at one per cent level. Socio economic status also showed significant correlation with intelligence at five per cent level. Nutritional status and level of intelligence was found significant at one per cent level. As the socio economic status and nutritional status improved the level of intelligence and participation in extracurricular activities of the children showed upward trend. There was no association found between gender with Nutritional status, level of intelligence, socio economic status and participation in extracurricular activities of the children.

IMPLICATIONS AND RECOMMENDATIONS

The mean height and weight of older children 8 to more than 9 years was significantly lower than NCHS standard. Calls for provision of nutritious diet and proper health conditions to over come pre pubertal growth spurt requirements. Though the children belonged to inferior intelligence group all of them performed cent percent in vocabulary test. Majority of children failed to perform comprehension and memory test. This implies for educational enriched intervention with emphasis on these components. Results clearly indicate that the nutritional status had a significant influence on level of intelligence. Hence, there is need for supplementary programme to improve the nutritional status of children which indirectly improves level of intelligence. It is interesting to note that children with low socio economic status presented low participation in extracurricular activities. Hence, there is need to stimulate and promote their participation in extracurricular activities. Besides encouragement from parents and teacher improve their participation in extracurricular activities.

Positive and significant relationship was noted between nutritional status, socio economic status, level of intelligence and participation in extracurricular activities of children. Hence, there is a need for modification of school curriculum to uplift nutritional status of children which in turn have positive impact on level of intelligence and participation in extracurricular activities.

SUGGESTIONS FOR FUTURE RESEARCH

Study on impact of nutritional status of the mothers and nutrient intake during pregnancy on birth and outcome of children Comparison of nutritional status, intelligence, socio economic status and participation in extracurricular activities between rural and urban children. Evaluation of family welfare programme to enhance nutritional status and intelligence of school children

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APPENDIX

Appendix I : Socio economic status schedule Name of the student Age Gender Class Fathers name Occupation Education of parents Mothers name Occupation Caste Education Family composition SL. No. Relationship with child : : : : : : : : : : :

Name

Gender

Age

Education

Occupation

Income

Type of house No. of rooms Own/rented No. of acres of land Household assets

: RCC/Tiled roof : Spacious/congested : Rent Rs. : Irrigated/Rainfed : Refrigerator/Mixer/TV/Radio/Scooter/ Car etc.

Servant 1. Gender of the child The children were group

: Full time/part time/Nil.

1. Male 2. Female 2. Occupation of the parents (Fathers) Classification of occupation of parents was done on the basis of the method prescribed by Aaron et al. (1969). Category Unemployed Labourer Caste occupation Small business, shop cultivation Business, clerks, elementary school teachers High school teachers, technicians Land lord, high government officials, professionals Score 0 2 5 10 15 18 20

3. Occupation of the mother Category Housewife Labourer Salaried jobs Score 1 3 5

4. Caste Category General OBC SC/ST Score 1 2 3

5. Education of the parents Regarding the education of parents, classification was done on the basis of the method prescribed by Venkataramaiah (1983) scale as follows Category Illiterate Can read only (5 std.) Can read and write (7 std.) Middle + high school College (PUC) Graduate Post graduate MBBS, BE Advanced education Ph. D. 6. Family size On the basis of the number of members residing in the family, the families were grouped as shown below with scores observed from 1-5. Category Small Medium Large Scoring key for socio-economic schedule 1. Type of house Type of house Kuccha Tiled roof R.C.C. 2. Number of rooms No. of rooms a. One room only b. Two rooms only Score 0 2 Score 1 3 5 Members 1-5 6-8 >8 Score 1 3 5
th th

Score 0 2 5 10 12 15 18 20

c. Three rooms only d. Four to six rooms only e. Seven to eight rooms only f. Nine to ten rooms only g. More than ten rooms 3. House size House size Congested Spacious 4. House House Rented Own 5. ***House rent Rs. < Rs. 250 Rs. 300-500 Rs. 500-1000 Rs. 1000-2000 > Rs. 2000 6. Land holding Land holding Irrigated Rainfed Nil 7. **Number of acres of land No. of acres of land Land less Marginal (0.1 to 1 hectares) 2.5 Small (1.1 to 2.0 hectares) 5 Semi medium (2.1 to 4.0 hectares) 10.0 Medium (4.1 to 10 hectares) 25 Large (>10.00 hectares) > 25

5 10 15 18 20

Score 1 2

Score 1 2

Score 1 2 3 4 5

Score 5 3 1

Score 0 1 2 3 4 5

8. **Household assets House hold assets Car/tractor/truck Washing machine Vacuum cleaner, scooter, refrigerator colour TV Sewing machine, mixer, tape recorder, gas stove, black and white TV Radio, wrist watch Cycle None of the above 8. Servants Servants Full time Part time Nil Score 5 3 1 10 5 2 0 15 Score 20 18

* - Items and weightages are according to Aaron et al. (1969) scale. ** - Items and weightages are according to Venkataramaiah (1983) scale *** - Items are included as suggested by Hauser (1994) 9. Income of family Monthly income of the all working members of the family was considered as income of the family, for upto Rs. 1000 a score of 1 was given. Further a increase in every Rs. 1000 a score of +1 was added, for eg. Rs. 1 to 1000 1, 1001 to 2000 2, 2001-3000 3 and so on. Type of house

Appendix- II : Participation in extracurricular activities quesntionnaire Full name of the student Class Age : : : Y/N Group Main role Singing Drama Skit Role play Mimes Dancing Fancy dress competence Secondary As helper

1. Have you participated in cultural activity

Cultural activity

Individual

(Level of participation/WC/IC/IS/T/D/N/IN)

2. Have you participated in team games A. Out door

Y/N

Team games Captain Cricket Hockey Kho-kho Kabhaddee Through ball Volley ball Foot ball

Participated Vice-captain Member

3. Have you participated in athletic events

Y/N Rank obtained

Athletic events

Participated III II I

Running Relay Long jump High jump Shot put Javelin Disc Three laggard lemon spoon Others

(Level of participation WI/IC/IS/T/D/N/IN)

B. Indoor Rank obtained Games Participated III Chess Carom board Table tennis Shuttle cork Computer games II I

(Level of participation WC/IS/T/D/S/N/IN)

4. Have you participated in art activity

Y/N Rank obtained

Activity

Participated III II I

Painting Drawing Rangoli Clay modeling Poster making

(Level of participation WC/IC/IS/T/D/S/N/IN) 5. Have you participated in school celebration events Y/N Participated Celebration days Leader Special contribution Member

15 August 26 January 1 November 2 October 14 November 5 September School annual day

(Level of participation WC/IC/IS/T/D/S/N/IN)

6. Have you participated in literacy competition

Y/N Rank obtained

Activity

Participated III II I

Quiz Essay writing Poem writing Extempo Debate Others

(Level of participation WC/IC/IS/T/D/S/N/IN) 7. Are you special member of school/house 1. Class representative 2. Member for committee 3. Leader for any event 4. Elected member 5. Head of category 6. Leader of parliments Y/N

WC IC IS TL DL SL N IN

: Within the class : Inter class : Inter school : Taluk level : District level : State level : National level : International level

NUTRITIONAL STATUS, LEVEL OF INTELLIGENCE AND PARTICIPATION IN EXTRACURRICULAR ACTIVITIES OF SCHOOL CHILDREN
SUVARNA 2007 Dr. SUNANDA K. ITAGI Major Advisor

ABSTRACT
The study was conducted in Dharwad taluka to assess nutritional status, socio economic status, level of intelligence and participation in extracurricular activities of rural children of third standard ranging from 7 to 10 years. A total of 260 children were randomly selected from four villages. The socio economic status of the respondents was assessed by using combination scale given by Aron et al. (1969), Venkataramaiah (1983) and Hauser (1994). The nutritional status was assessed by anthropometric measurements. The children were categorized according to Waterlow classification (1972). The 39 per cent of total sample (102 children) representing three category of nutritional status were selected for assessment intelligence. The level of intelligence was assessed by Stanford Binet Intelligence Scale (1960). Participation of the children in extracurricular activities was assessed using self structured interview schedule. Suitable statistical tests were applied to find out the relations between different variables. The results highlighted that 71.92 per cent of respondents belonged to normal nutritional status. While 14.32 per cent belonged to wasted (short duration malnutrition) and 13.42 per cent were stunted (long duration malnutrition). Irrespective of age, gender and nutritional status all the children performed successfully in vocabulary component of intelligence. Whereas, only 60-87 per cent of children performed successfully in quantitative, pattern analysis and memory for sentence component of intelligence test. The maximum number of children (65%) failed in comprehension component of intelligence test and only 35 per cent of children performed the successfully. The significant correlation (r=0.31 and 0.25) was found between socio-economic status, nutritional status and level of intelligence of children. Thus the increase in socioeconomic status and nutritional status improved the level of intelligence and participation in extracurricular activities of the children.