Authors :
Moses Dabe Fwangchi
Volume/Issue :
Volume 9 - 2024, Issue 12 - December
Google Scholar :
https://tinyurl.com/4urvf5yf
Scribd :
https://tinyurl.com/2992d6bv
DOI :
https://doi.org/10.5281/zenodo.14613861
Abstract :
This study investigates the impact of school
feeding programmes on the academic achievements of
primary school pupils in Plateau Central Zone, Nigeria.
The study was guided by three objectives, three research
questions, and three hypotheses. The theoretical
framework employed was Maslow's Hierarchy of Needs
Theory. A descriptive survey research design was used,
with a population consisting of 9,600 primary school
teachers and a sample size of 300 respondents selected
through stratified random sampling. Data were collected
using a validated questionnaire with a reliability index of
0.87. Analysis was conducted using mean scores and chi-
square tests to assess the hypotheses. Findings reveal that
school feeding programmes positively influence
attendance rates, enhance pupils’ concentration levels,
and improve literacy and numeracy performance. These
outcomes are consistent with Maslow's theory,
emphasizing the importance of addressing physiological
needs to achieve higher cognitive outcomes. The study
concludes that sustained investment in school feeding
initiatives is crucial for improving educational outcomes.
It recommends expanding programme coverage,
enhancing quality control, and integrating feeding
initiatives with broader education policies.
Keywords :
School Feeding Programs, Academic Achievement, Attendance Rates, Pupils’ Concentration.
References :
- Adejumo, B. (2022). The effect of school feeding programmes on pupils' academic performance in Lagos State, Nigeria. Journal of Educational Research and Development, 15(3), 45-60.
- Adejumo, B. (2023). Challenges in implementing school feeding programmes in Nigerian public schools. Journal of Policy and Development Studies, 20(1), 67-83.
- Adelman, H., & Taylor, L. (2019). Addressing barriers to learning: Beyond school-linked services and full-service schools. Thousand Oaks, CA: Corwin Press.
- Ahmed, T. (2019). Impact of school meal programmes on cognitive development and academic achievement. Nutrition and Education Quarterly, 32(4), 98-110.
- Akinlade, D. (2021). The role of school feeding programmes in improving learning outcomes in Ogun State, Nigeria. African Journal of Educational Studies, 25(2), 105-120.
- Akinlade, D. (2022). Locally sourced school meals and their impact on community participation in Nigeria. Journal of African Economic Policy and Education, 14(3), 89-97.
- Bolarinwa, O., & Adebayo, T. (2022). Addressing malnutrition through school feeding programmes in Nigeria. International Journal of Social Policy Research, 9(1), 45-61.
- Eze, K. (2023). The impact of school feeding programmes on attendance and learning outcomes among primary school pupils in Enugu State, Nigeria. Educational Perspectives in Africa, 18(1), 75-88.
- Ihekwoaba, C., Anele, O., & Ekeada, G. (2023). School feeding programmes as a socio-economic intervention: A case study of Nigeria's HGSFP. Journal of Public Policy and Education, 30(4), 210-228.
- Kristiansen, E., Gelli, A., Welch, V., & Greenhalgh, T. (2016). School feeding for improving the physical and psychosocial health of disadvantaged elementary school children. Cochrane Database of Systematic Reviews, 2016(8), CD004676.
- Nwankwo, O. (2023). The impact of school feeding interventions on educational access and outcomes in Northern Nigeria. Development and Education Quarterly, 16(2), 99-115.
- Okafor, J. (2023). Effectiveness of school meal initiatives on educational outcomes in public schools in Anambra State, Nigeria. Nigerian Journal of Educational Development, 19(3), 120-135.
- Onyefade, S. (2014). The role of expectancy theory in promoting school feeding initiatives in Nigeria. African Educational Review, 12(1), 89-102
This study investigates the impact of school
feeding programmes on the academic achievements of
primary school pupils in Plateau Central Zone, Nigeria.
The study was guided by three objectives, three research
questions, and three hypotheses. The theoretical
framework employed was Maslow's Hierarchy of Needs
Theory. A descriptive survey research design was used,
with a population consisting of 9,600 primary school
teachers and a sample size of 300 respondents selected
through stratified random sampling. Data were collected
using a validated questionnaire with a reliability index of
0.87. Analysis was conducted using mean scores and chi-
square tests to assess the hypotheses. Findings reveal that
school feeding programmes positively influence
attendance rates, enhance pupils’ concentration levels,
and improve literacy and numeracy performance. These
outcomes are consistent with Maslow's theory,
emphasizing the importance of addressing physiological
needs to achieve higher cognitive outcomes. The study
concludes that sustained investment in school feeding
initiatives is crucial for improving educational outcomes.
It recommends expanding programme coverage,
enhancing quality control, and integrating feeding
initiatives with broader education policies.
Keywords :
School Feeding Programs, Academic Achievement, Attendance Rates, Pupils’ Concentration.