IRREGULAR MEAL INTAKE AND ITS EFFECTS IN ACADEMIC PERFORMANCE OF

GRADE 11 STUDENTS
AMANTE, D.V.1, ANTONIO, J.M.1, BUSTOS, J.C.1, BUSTOS, J.C.1, EMRALINO, Y.Z.1 PACO, A.V.1 and TRINIDAD, F.F.1

1
Laguna State Polytechnic University-San Pablo City Campus
A.Y. 2018–2019

ABSTRACT: This study aims to know the impact of irregular meal intake on the academic performance level of
Grade 11 Senior High School Students of Laguna State Polytechnic University San Pablo City Campus on the
academic year 2018-2019. Through a survey-questionnaire that the respondents answered, the information needed for
the research was gathered, that is composed of 3 parts with 30 questions. The respondents were fifty (50) random
students from Grade 11 Senior high school students of Laguna State Polytechnic University- San Pablo City Campus.
After collecting, analyzing and interpreting the results that came from the survey questionnaires, taking note of
different related studies, reference books and articles. The research findings the study indicates that there is significant
relationship between the irregular meal intake of the respondents in terms of knowledge, nutrition and academic
performance. The research findings also denote that there is no significant relationship between the profile of the
respondents and their academic performances. The results of the study could be used as an important baseline for
future monitoring of the dietary pattern and meal intake of the students.

Keywords: Irregular meal intake, academic performance, nutrition, random students, dietary pattern.

1. Introduction
Several studies have consistently pointed toward the importance of eating breakfast and
doing well in school. Wilder Research (2014) Many studies indicate that school breakfast
programs improve academic performance. Researchers suggest that regular meal intake,
specifically breakfast can have a significant impact upon the grade obtained in a standardized test.
According to Sifferlin (2013) to the latest evidence, we should all be aiming to consume around
15–25% of our daily energy intake at breakfast. This type of research has played an important role
in providing evidence that supports the need for school lunch and breakfast programs. The
importance of eating a good breakfast does not end after adolescence, but is an essential part of a
healthy life style.
However, much of the research has been focused on public school students, ranging from
pre-K up to high school. Schools provide nutritious food throughout the day, including breakfast,
lunch, snacks, and after school. School seek to help meet students’ nutritional needs. Research
suggests that participation in breakfast programs plays a role in student behavior, cognition, and
academic performance.
The connection between irregular meal intake and academic performance, however, has
received much less attention in other studies. There is no studies that have focused on Senior High
School students and the effect of breakfast may have had on their performance. Some of the studies
that have examined this segment of the population have measured glucose levels and performance
of Senior High School students on memory. This research has consistently agreed with earlier
research that breakfast does play a crucial role in performance. This longitudinal study intends to
add to the body of knowledge on the relationship between academic performance and Meal intake
of Senior High School students who ate breakfast every day.

Independent Variable Dependent Variable

1. Profile of the students:

1.1 Age
1.2 Sex
Academic Performance
(General Average of students
2. Irregular meal intake factors: for 1st semester)
2.1 Dietary behaviour
2.2Knowledge of nutrition
2.3 Irregular bowel movement

Figure 1. It shows the relationship between the independent and dependent variables of the study.

Independent variables consist of profile of the students and the irregular meal intake
factors while dependent variable consist of academic performance in terms of general average of
students for 1st semester.
1.2 Statement of the Problem
The purpose of the study is to determine the irregular meal intake and its impact in
academic performance of senior high school students.
Specifically, the study sought to answer the following questions:
1. What is the profile of the respondents in terms of;
1.1 age; and
1.2 sex?

2. How do the respondents speculate the irregular meal intake factors in terms of;
2.1 Dietary behaviour; and
2.2 Knowledge of nutrition?

3. What is the academic performance of the respondents?

4. Is there a significant relationship between the profile of the respondents and the academic
performance?
5. Is there a significant relationship between the irregular meal intake factors and the
academic performance?
1.3 Hypothesis
In connection with this, the following hypothesis have been posited in this study:
1. There is no significant relationship between the profile of the respondents and the
academic performance.
2. There is no significant relationship between the irregular meal intake factors and
the academic performance.
Scope and Limitation
The limitation of study is grade eleven senior high school students of Laguna State
Polytechnic University – San Pablo City Campus A.Y. 2018-2019. It also focuses in a given group
as a limited questions and information that makes sure to have exact details that are needed for the
study. The study will be conducted within a random of fifty senior high school students.

2. Method

2.1. Research Design

The study used the descriptive-correlational research design to determine how viewing
teaching techniques relate to comprehension skills of undergraduate students in literature.
2.2. Respondents of the Study
The study used purposing sampling of grade eleven senior high school students that is
enrolled during the academic year 2018-2019. The sample is composed of fifty (50) random
students from Grade 11 senior high school student in Laguna State Polytechnic University – San
Pablo City. Participants were selected using purposive and simple random sampling.
2.3. Data Gathering Instrument and Procedures
The study used survey questionnaire consisting of three parts. The first part describes
the profile of the Grade 11 students in terms of age and gender, with their GWA for the first
semester. The overall questionnaire consists of 30 items. The second part compose of 10 questions
for dietary behavior in a four-point scale ranging from never (1) to always (4). The scores of the
student-respondents in this part were added and the highest accumulated score confirms their
dietary behavior. The third part determines the surface knowledge about nutrition of the student-
respondents in the use of multiple choice.
Each of the question have choices which consist of letter from a to d. The third part
assesses the comprehension level of the student-respondents about nutrition. It comprises a series
of questions about basic information of nutrition. The result of each part was used to determine
if their meal intake has an effect on their academic performances.
2.4. Statistical Treatment

The quantitative data gathered were analyzed using the following statistical tools: (i)
descriptive statistics such as frequencies, percentages, weighted means and standard deviations
were used in presenting and analyzing the profile of the respondents as well as their dietary
factors, and (ii) Pearson-r correlation moment was employed in determining the significant
relationship between the dependent and independent variables.

3. Findings

Age
16-17 years old 18-19 years old

5, 10%

45, 90%

Figure 2. Shows the profile of the respondents in terms of age.

Figure 2. Shows the Distribution of Respondents according to Age. With the number fifty
(50) respondents, majority of the respondents are at the age of 16-17 years old that has the
frequency of forty-five (45) with a percentage of ninety (90%). Ten percent (10%) of the
respondents are 18-19 years of old.
 Sex
Male Female

13, 26%

37, 74%

Figure 3. Shows the profile of the respondents in terms of sex

The figure above shows the distribution of respondents according to their sex wherein
74% are female and 26% are males.
This implies the majority of the respondents are female.

Table 1.1 Perception of the respondents towards irregular meal intake factors in terms of dietary
behaviour.

Indicator Mean SD Interpretation

1. I eat three or more times a day. 3.22 .954 Always
2. I usually avoid eating fried & fatty foods. 2.36 .663 Often
3. I usually eat at least 1 serving of vegetables. 2.64 .827 Often
4. I usually eat at least 1 serving of vegetables. 2.86 .926 Often
5. I make sure I eat at least 1 serving of fruit a day. 2.48 .839 Sometimes
6. I prefer to buy bread as snacks than chips. 2.74 .944 Often
7. I usually avoid processed foods. 2.48 .814 Sometimes
8. I usually eat at fast food chains. 2.50 .789 Sometimes
9. I usually eat a well-balanced meal. 2.68 .819 Often
10. I often buy pastries or cakes. 2.58 .810 Often
Total 2.65 .496 Often

Legend. 3.26-4.00 (Strongly Agree); 2.51-3.25 (Agree); 1.76-2.50 (Disagree); 1.00-1.75 (Strongly Disagree)

Table 1.1 shows the perception of the respondents towards irregular meal intake factors
in terms of dietary behavior. As presented in the table above, Indicator 1 stating “I eat three or
more times a day.” Has the highest mean score of 3.22 with an SD of .954 and interpret as Always.
Indicator 7 stating “I usually eat at fast food chains.” Has the lowest mean score of 2.48 with an
SD of .814 and interpret as Sometimes. While the overall result has a mean score of 2.65 with a SD
of .247 and interpret as Often.
A balanced diet and the consumption of quality food can contribute to sustaining the
physical well-being and mental stability of individuals (Hilger et al,2017). According to Ansari et
al, (2015) eating behavior is an important aspect of life as it can affect long term health outcomes
because of unhealthy eating habits such as consuming nutrient deficient food, skipping meals,
and a lack of timely diet are understood to cause various health problems and nutritional
deficiencies. According to Abraham et al, (2018) students consumed a lot of processed food;
however, they tried to maintain their nutrition level by choosing fresh fruit options available to
them. Also, he stated that an important note is that even the least agreed statements collectively
had a mean of 2.5 or greater on a 4-point scale indicating that most students have knowledge in
nutritional requirements for health. Similar to the result of the least agreed statements that had a
mean of 2.4 or greater on a 4-point scale (Table 1.1).

Table 1.2 Knowledge of the Respondents in Nutrition.

Frequency Percent
Extremely Knowledgeable 1 2%
Moderately Knowledgeable 6 12%
Somewhat Knowledgeable 4 8%
Slightly Knowledgeable 17 34%
Not Knowledgeable 22 44%
Legend. 90 and above (Advanced); 85-89 (Proficient); 80-84 (Approaching Proficiency); 75-79 (Developing); 74 and
below (Beginning)

Table 1.2 shows that only 2% of the respondents are in 90 and above (advanced proficiency). In
85-89 (Proficient) there is only 12 percent of the respondent. In 80-84 (approaching proficiency)
there is 8% of the respondent. 34% on 75-79 (developing) and 44% for 74 and below (beginning).
According to Ross (2010) Nutrition education makes a difference in making healthy
eating choices. Students at all levels should receive nutrition education that will teach them the
skills to make healthy choices not only at school but at home as well.

Table 2. Academic performance of the respondents.

Frequency Percent
Extremely Knowledgeable 31 62%
Moderately Knowledgeable 19 38%
Somewhat Knowledgeable 0 0%
Slightly Knowledgeable 0 0%
Not Knowledgeable 0 0%
Legend. 90 and above (Extremely Knowledgeable); 85-89 (Proficient); 80-84 (Approaching Proficiency); 75-79
(Developing); 74 and below (Beginning)

Table 2 shows the academic performance of the respondents. In 90 and above (Advance), 31 out
of 50 of the respondents has a percentage of 62. In 85-89 average (Proficient), 19 out of 50
respondents has a percentage of 38. In approaching proficiency, developing and beginning,
there was no respondents that are 84 and below.
Table 3. Test of Correlation between Profile of the respondents and Academic Performance.
r-value Interpretation
Age - Not Significant
Sex - Not Significant
Legend.**. Correlation is significant at the 0.01 level (2-tailed); *. Correlation is significant at the 0.05 level (2-tailed).

Table 3 shows that the computer r-value of age and sex is not significant to the academic
performance of the respondents.
According to Rajeshwari Arasegowda (2016) there was no statistically significant
difference with respect to age and sex among the study participants. This implies that there are
no longer relationship between the profile of the respondents and academic performance.
According to Florence, et.al (2008) girls performed better than boys as did children from
socioeconomically advantaged families.
Table 4. Test of Correlation between Irregular Meal Intake and The Academic Performance
r-value Interpretation
Dietary Behavior - Not Significant
Knowledge in Nutrition .416** Significant
Legend.**. Correlation is significant at the 0.01 level (2-tailed); *. Correlation is significant at the 0.05 level (2-tailed)

Table 4 shows that the Dietary Behavior is not significant to the academic performance of the
respondents and shows that the Knowledge in Nutrition is significant to the academic performance
of the respondents.
According to Kurubaran et.al (2012) established that university students ate healthy foods
but they however argued that such eating habits can change to stressful events. This same situation
can as well be confirmed in this research results as the frequency of the students that changed their
eating habits because of stressful events such as examination periods made students to eat less
healthy food is quite high (more than 50%). Later, Andreyeva et.al (2010), further stress that
approximating price/value affects the substitutions from healthy to unhealthy foods prices hence
create changes in diet. It is significant to comprehend how price variations affect demand for
several foods.
Also, Cardiff University (2015) Suggested that compare to those who start learning on an
empty stomach, children who eats breakfast before school are twice as likely to score highly on
test and assessment.
In addition, Stockton and Baker (2013) had warn that college students’ knowledge of nutrition
does not always correlate with their eating habits because they consumed large amount of fast food
even though they acknowledge its unhealthiness.

4. Conclusions
On the basis of the significant findings of the study, the following conclusion are posited:
1. The hypothesis stating that there is no significant relationship between the profile of the
respondents and their academic performance is sustained.
2. The hypothesis stating that there is no significant relationship between the irregular meal intake of
the respondents and the academic performance is sustained.
Recommendations
This study manifests the significance of having an irregular meal intake and its impact in academic
performances of grade 11 students in LSPU-SPCC. The following recommendation is to amend school
adherence regarding with the student’s regular meal intake and its effect with their academic performances
base on the result of this study.
1. Educate the school administration and students regarding with their regular meal intake.
2. Enlighten the parents and the students to have a good time management towards their daily meal
intake with a wholesome meal.
3. To have a variety of food options that is nutritious and at the same time, affordable for the students.
4. For future researchers, they should use different types of questionnaires for further assessment
and to widen the scope of their population group.

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Approved:
Name Signature Date

Adviser Karla O. Sambajon May2, 2019

Subject
Jhon Paul F. Mojica May 2, 2019
Specialist

Language
Marisol Damondamon May 2, 2019
Critic

Statistician Patrick Serrano May 2, 2019

Chairman John Vincent Aliazas May 2, 2019