COMPARATIVE STUDY OF THE ACADEMIC PERFORMANCE OF STUDENTS WHO REGULARLY EAT BREAKFAST AND THOSE WHO SKIP BREAKFAST AMONG SELECTED PUPILS OF MAUBAN SOUTH CENTRAL ELEMENTARY SCHOOL II S.Y.2014-2015

A Research Paper
Presented to
Engr. Elda C. Aranilla
Sacred Heart College
Lucena, City

In Partial Fulfillment of the Requirements for the Subject
Advanced Statistics in Education
(EDUC 201-1)

MAY B. ANARETA
HAYDEE D. BELGICA
DENISE LIAN M. DEVELUZ
IRENE A. GAPASANGRA

MARY GRACE M. MADRILEJOS

KRISETTE JOY V. SARDEA

CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
This study is about probing the importance of eating breakfast. Pupils should take breakfast every morning. As defined by Webster’s New World Dictionary (2008), breakfast is the first meal of the day; the term implies to break the fast. Break the fast means to eat and break the skipping of breakfast. Breakfast is one of the most important meals of the day because it replenishes your body’s energy levels in the morning. (Amanda Wayne, BBC News). Maslow’s cited on his hierarchy of needs that it is the most basic level of need that is required to humans to satisfy physiological need is the food specifically the eating of breakfast (Encarta, 2009). Comparing two variables are done to know which one is the more favorable. The goal of this study is to determine the significant difference between students who take their breakfast regularly and of those who skip based on their academic performance, primarily their general average. According to Bayagas (2010), A good breakfast can furnish energy protein, vitamins and minerals enough for the body’s needs; help make one alert, efficient resistant to fatigue; stabilize blood level so there is less desire to overeat later in the day and increase sense of well being.
Likewise, breakfast is important because it provides all the nutrients they need at the whole period of class. As a result, proper nutrition will provide proper functioning of cognition.

Statement of the Problem This study is concerned on the significant difference in the academic performance of students who regularly eat breakfast and of those who skip breakfast among selected pupils of Mauban South Central Elementary School II S.Y. 2014-2015.
Specifically, it sought to the answer to the following questions. 1. What is the demographic profile of the respondents in terms of: a. grade level b. sex c. breakfast eating habit 2. What are the breakfast food intakes of the selected pupils? 3. Is there a significant difference on the food intake of the selected pupils when they are grouped according to demographic profile? 4. What is the mean academic performance of the first and second grading period of those students who regularly eat breakfast? 5. What is the mean academic performance of the first and second grading period of those students who skip breakfast? 6. Is there a significant difference in the academic performance of the students who eat breakfast regularly and of those who skip breakfast? 7. Is there a significant relationship between the academic performance and the food intake of selected pupils during breakfast? 8. What performance assessment tool vis-a-vis healthy breakfast guide can be developed from the findings of the study to instill to students the importance of a regular breakfast eating habit for a better performance in school?
Hypothesis
There is no significant difference on the food intake of selected pupils when they are grouped according to grade level, sex, and breakfast eating habit.
There is no significant difference between the academic performance of students who regularly eat breakfast and of those who skip breakfast.
There is no significant relationship between the academic performance and the food intake of selected pupils during breakfast.
Significance of the Study This study was significant to the parents, teachers, students and future researchers. This study will help the students to know that breakfast is important especially when doing academic work at school. This research will help the parents to know that breakfast is important in their child especially when going to school.
This will help the teachers to implement an information campaign at school to appreciate breakfast eating habit. To the future researchers, this study will be a great reference on other research study.
Scope and Limitation The focus of the study was on the significant difference in the academic performance of students who regularly eat breakfast and of those who skip breakfast among selected pupils of Mauban South Central Elementary School II S.Y. 2014-2015. The study was limited to the selected grade 3, 4, 5 and 6 pupils of Mauban South Central Elementary School II. The scope of the questionnaires was based on how often the students eat their breakfast, their demographic profile and a short description of their breakfast eating habits and the foods that they commonly eat.
Definition of Terms For better understanding of this study the following terms used were defined operationally and conceptually as follows: Academic Performance refers to the numerical grades of the pupils with their studies and how they cope with or accomplish different tasks given to them by their teachers. Breakfast the first meal of the day. Regularly Eat Breakfast eating of breakfast without skipping. Skip Breakfast Foregoing of breakfast once, twice or more.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES As a support to the research, the researcher gathered information related to the topic. This review of related literature talks about the statements of different persons which are closely related to the present study on hand.
Related Literature According to Food and Nutrition Service, breakfast is often described as the most important meal of the day, and rightfully so—it not only provides important daily nutrients such as protein, fiber, calcium, and carbohydrates, but it also improves school performance, allowing students to do better on tests (as cited in Paula, E. n.d.). Serve a breakfast that includes a good source of protein such as cheese, egg, milk or peanut butter. Serve two other food groups to fill in the rest of meal such as whole grain toast or cereal with fruit. Children who eat breakfast learn better – eating breakfast gets rid of hunger symptoms such as being tired or sleepy, getting headaches or becoming cranky. Children tend to copy eating habits of other family members, so setting an example of healthy food choices is important (Dairy Council of California 2007). According to Bonnie (2008), the ideal breakfast is supposed to meet one- quarter of children’s nutritional needs. It should have fruits, grains and dairy products but reduced fats. American breakfast includes two eggs (fried or poached), sliced bacon or sausage, sliced bread or toast with jam/jelly/butter, pancakes with syrup, cornflakes or other cereals offered with coffee, tea, orange/grapefruit juice (BusinessDictionary.com) In the Philippines, rice forms the basis of a traditional breakfast. This is accompanied by fried or scrambled eggs or fruits, pandesal (bun), or bread and margarine. Coffee is a predominant beverage taken with sugar (Howden, J. et al., 2008). Howden, J. et al (2008), also stated that in most countries in South-east Asia, although regional differences are apparent, breakfast tends to take the form of a traditional meal in most countries. Rice, wheat, and rice noodles, soup and egg, appear to be dietary staple throughout the region. Coffee, tea, and hot chocolate drinks are also popular. On the other hand, fruits and fruit juices are not generally taken in any of the Asian countries studied, even in those groups favouring a breakfast of Western origin. Traditionally, fruit is consumed at other time of the day and their practice seems to persist even when other breakfast habits alter (Howden, J. et al. 2008). Kakanin, or Filipino native delicacies, are snacks usually made with or containing any or combination of coconut milk, rice flour, glutinous rice, cassava and sugar. Kakanin are usually prepared whenever there is a special occasion like fiesta, birthday, Christmas, anniversary or just enjoying a few afternoon kakanin snack (Estrella, S. 2012). Initial findings of Wendy Oddy of the Teleton Institute of Child Health Research at the University of Australia (2005), estimated that as many as 20,000 children were leaving hungry. Dr. Oddy’s estimates were based on an institute survey on a 2000 WA teenagers, which showed that nearly 10 percent were not fed breakfast before school. Of those who were proportion, admitted eating junk foods such as lollies, chips, pizzas and pies for breakfast (Oddy, 2005). A National Child Hunger Survey estimated that 42% of Canadian children do not are regularly consume breakfast (Basrur, 2008) but the author does not suggest reasons for such a high proportion of children skipping breakfast. In one of the two Australian studies (Shaw, 2007) the reasons given for skipping breakfast were almost exclusively lack of time, and not being hungry in the morning. Moreover, breakfast skipping is related to gender, not income, with females skipping more than 3 times as often as males Similar to the above findings, Howden, J. et al (2008) reported in his study that high percentage of highschool students (18%) also miss breakfast with the figure falling to just 4 % in elementary school children. Another findings of Howden, J., et. al. (2008), in the Philippines, it is often a matter of there being no food available to consume. In the more developed countries such as Singapore and Malaysia, lack of time is usually given as the main reason for failure to eat breakfast.
According to Georgia E. Hodgkin (2009) in an article entitled “Nutrition and Academic Achievement: Are they related?” students who paid attentions to their daily nutrients need to perform academically better in school; Low levels of protein and iron indicated with low achievement scores. Those with poor nutrition scored lower on test of vocabulary, reading comprehension, arithmetic, general knowledge; protein, in particular tryptophan, improved alertness. Those slightly malnourished showed that their intelligence and performance were affected. Improved nutrition corrected these impairments. Temporary hunger adversely affected attention, interest and learning. A review of some 30 studies indicated that skipping breakfast interferes with cognition and learning. In an article by Bridget Coila (2011) entitled “Does eating breakfast help your performance in school?” stated that, kids who fuel up in the morning with a breakfast high in carbohydrate and protein before heading off to school gain many benefits both mental and physical. These benefits not only last throughout the school day, but also can contribute to overall health and school performance over the long term. According to the Healthy Children website, about 8 to 12 percent of school - age children skips breakfast entirely, and among adolescents, this rate is even higher, reaching up to 30 percent. Nutrition has a great impact to students or pupils because according to (Shaw, 2007) eating breakfast was one of the seven healthy habits linked to long term health. It is a central component of nutritional well – being, contributing to total daily energy and nutrition. According to Quigley (2007), he stated that breakfast cereal directly marketed to children represented poor nutrition choices and were more like candy than cereal because of their high sugar, fat and salt content. Also, nutrition experts such as Dr. Christina Economos (2009), associate professor at the Friedman School of Nutrition Science and Policy, warn that skipping breakfast can have negative consequences on weight and academic performance. It is part of the large problems’ questionable nutritional habits. It is also associated by an article entitled “Nutrition Affects Academic Achievement” by Robert Okemwa Osanre (2010); he stated that, research confirms that one’s academic performance can be affected by nutritional intake. The Journal of the American Dietetic Association says that students who pay attention to their daily nutrient need perform academically better in school. Theargue that low intake of protein and iron reveal poor performance in school going children. Children, who eat breakfast, perform better in school because of an increase in problem – solving ability, better memory and verbal fluency and more creativity. They are also less likely to absent (Kines, 2007). It is also supported by several researchers: they said that, breakfast consumption has also been laid down to an improvement in memory leading to improved academic performance (Trokell et al, 2005), those individuals who skip breakfast are more likely to eat high fat snacks and to have a higher cholesterol levels than to breakfast consumers (Shaw, 2005). According to an article by Georgia E. Hodgkin (2009) entitled “Nutrition and Academic Achievement: Are they related?” students who paid attention to their daily nutrient needs performed academically better in school. Also, in an article “Does the eating breakfast help students in school?” by Cindy Hill (2011), educators , nutritionists and public health departments have all concluded that students’ entire school experience, from attendance to test scores, improves when they eat breakfast . Horishita and Sweeney (2005) report the findings of a research study which examined the breakfast eating habits of 846 inner city high school students; as children move into adolescence breakfast skipping increases particularly among females. It is not just the food provided at school but nutritional education programs that also shape a child’s diet in the short and long term (Bayer and Stang, 2006). “Age appropriate nutrition education throughout childhood is critical for the development of lifelong healthy eating habits” (Melanson, 2008). According to Malone (2005) there are certain distinct ages where children may be particularly responsive to healthier food selection. Nine and ten years old should be targeted with a more intensive nutritional program for this season. Currently most school nutrition programs fall short of the time needed to result in affecting health practices and many do not involve parental engagement (Malone, 2005). The results of research, studied by Mahony et. Al (2004), performance on most measures is enhanced by breakfast consumption and that the consumption of breakfast can also influence children’s cognitive performance on some measures, particularly spatial memory, short term memory and auditory attention. Collectively, these results expand previous research suggesting that breakfast consumption influences some aspects of cognitive performance, such as immediate recall, delayed recall and recognition In study of Powell, et. al. published on 2005 found out that children who received breakfast had significantly better attendance. As expected, children whose attendance was better before the intervention continued to have better attendance for the rest of the school year, although overall attendance decreased as the year progressed. The only other variable that predicted attendance was quality of housing: children from better homes attended school more regularly than did those from poorer homes. According to them, nutrition has a great impact performance which is also Based on the supports above, breakfast is a meal not to skip by many individuals. They should monitor their breakfast into a nutritional value meal, because according to them, nutrition has a great impact in academic performance which is also supported by many researchers. Eating breakfast helps individual perform better in school because of an increase in problem solving ability, better memory and verbal fluency and more creativity. Skipping breakfast can lead to weight gain eat high fat snacks and to have higher cholesterol levels.
Related Studies Long term studies examine the effects of repeated episodes of breakfast omission to the cognitive ability over a period of weeks or months. As such these studies are relevant for assessing the value of school meals program (Papamandjaris, 2006). Indicators of nutritional risk for children and adolescents include meal skipping 3 or more times weekly, frequent breakfast skipping, fast food consumption 3 or more times weekly, eating from only 1 food group, poor appetite and frequently eating without family supervision” (Melanson, 2008). Children who do not have enough quality food to eat can suffer physically. A (2006) study published in the “American Journal of Public Health” found that children who did not eat enough food suffered “stomachaches and headaches” more frequently than children who ate the proper amount of food. Katherine Alaimo, author of the study, found that preschool children also caught colds more frequently. If a child is hungry at school, and experiences the physical symptoms of hunger, he will have a harder time concentrating on his studies. Participation in a school breakfast program enhanced daily nutrient intake and improvements in nutrient intake were associated with significant improvements in student academic performance and psychological functioning and decreases in hunger (Karger, 2002). Children who eat breakfast might have better memories, grades and higher school attendance, found Gail C. Ramperseud and colleagues. Rampersaud’s 2005 longitudinal study, published in the “Journal of the American Dietetic Association, “researched 47 academic studies on breakfast consumption, body weight and academic performance. The findings confirmed that stronger “nutritional profiles” in children related directly to academic performance. Children who eat nutritionally sound diets are more likely to be a healthy weight and size. Several researchers (Cantore, 2005; Given, 2007; Kleinman, 2006; and Politt, 2005) further suggest that breakfast can have a significant impact upon the grade obtained in a standardized test. Staub (2005) pointed out that this type of research has played an important role in providing evidence that supports the need for school lunch and breakfast programs. Quite a few studies have been done to determine whether breakfast prior to school actually improves academic performance or cognitive ability is unclear (Taras, 2005). The various ways that breakfast and breakfast consumption frequency are defined pose a challenge for the consistency of studies. Studies have yet to identify effective methods to promote breakfast composition on Elementary School children by Mahoney et. al (2005), found out that there were no significant differences in performance between either breakfast condition and the no breakfast condition. The study on college students (Politt, 2005) also looked at the relationship between eating breakfast and performance in school. The students were placed into either the fasting group or the breakfast group. The students were then given tests in spatial and memory and immediate recall. Politt, who reviewed the study, stated that those who ate breakfast displayed higher performance. In contrast to the following studies above, several researchers did not found an effect, relationship or significant difference to their studies.

CHAPTER III
METHODOLOGY
This chapter presents and explains the methods that the researchers followed in conducting the study. The discussion of the research design, research locale, population and sampling, instrumentation, data gathering procedure and the statistical treatment were presented in this chapter.
Research Design The descriptive-comparative method of research was used in the study. The aforementioned design describes and measures the existing phenomenon as it exists in the current time with respect to variables and condition in the situation.
Research Locale This study was conducted in Mauban South Central Elementary School II. It is located at Brgy. Rizaliana Mauban, Quezon. There were a total of 525 students from grade 3 to grade 6 enrolled in the institution for the S. Y. 2014-2015. The stratified sampling method was used to determine the sample size of 227 pupils.
Research Population and Sample This study was conducted among the selected pupils of Mauban South Central Elementary School II. The respondents were composed of thirty (33) males and twenty three (23) females for grade 3, thirty one (31) males and thirty four (34) females for grade 4, thirty (30) males and twenty seven (27) males and twenty four (24) females for grade 6. The total respondents were composed of 121 males and 106 females with a total number of 227. The respondents were chosen through stratified random sampling.
Slovins Formula: N = 525 1+525 (.05)2

= 525 1+525(.0025)

=525 1+1.3125

=525 2.3125

=227
Research Instrument The researchers used questionnaire in gathering the data of the respondents. The questionnaire was composed of two parts. The first part was the demographic profile. This part included the respondents’ information regarding his/her grade level, sex, academic performance and the eating habits. The second part was focused on the respondents’ breakfast food intake.
Prior to finalizing the instrument, it was first submitted to their adviser for suggestion and comments. Then the questionnaire was reviewed and validated by the panel of experts. Revisions were made for the signing and recommendation made by the panel of experts and it was reviewed again by the research adviser prior on the submission to the board of panels for approval. After that, a one day pilot test was conducted to five grade four students who did not participate in the actual study. Comments and suggestions were derived from the participants of the pilot testing on the extent of utilization. After finalization a letter of intent to conduct the study was given to the Schools’ District Supervisor of Mauban South Central Elementary School II.
. Data Gathering Procedure The researcher asked a permission to conduct a research on significant difference in the academic performance of students who regularly eat breakfast and of those who skip breakfast among selected pupils of Mauban South Central Elementary School II was formally addressed to the principal and District Supervisor of the school. The researchers got the corresponding gen. average for the first and second grading of the selected pupils in their respective teachers. The result of the survey became the reference of the researchers to determine the significant difference between the students who regularly eat breakfast and of those who skip breakfast in their academic performance.
Statistical Treatment The researchers arranged the results of the survey by tallying and grouping the answers from the questionnaires. The following statistical treatment utilized by the researchers to answer the sub-problems in the study. a. The demographic profile was determined and analyzed by using simple frequency percentage using the following formula:
P= f x 100 n where: P= Percentage f= frequency n= total number of responses

b. The breakfast food intake of the selected pupils was determined and analyzed using the formula of Weighted Arithmetic Mean.
WAm= ∑fw n where: n= total number of responses ∑fw= summation of the products of the frequency and weights

To evaluate well, the researcher assigned equivalent descriptive ratings for the WAm. The following were used on the breakfast food intake of selected pupils. Weighted Mean | Verbal Description | 3.26- 4.00 | Always | 2.51-3.25 | Almost Always | 1.76-2.50 | Seldom | 1.00- 1.75 | Never |

c. In finding if there was a significant difference in the breakfast food intake when the respondents are grouped according to demographic profile; ANOVA was used for the grade level while t-test was used for the sex and breakfast eating habits. T-test was also used finding out the significant difference on the academic performance of students who regularly eat breakfast and of those who skip breakfast.

ANOVA
SSb = sum of square between SSw= sum of squares within
N= total population SSt = sum of squares total n = total number of observation MSb = mean square between

Independent t-test (comparing two sample means)

_
Where : x – mean of the first sample _ Y – mean of the second sample n 1- number of items of the first sample n 2- number of items of the second sample

d. Measures of Central Tendency (Mean) was used to determine the mean academic performance of the students who regularly eat breakfast and of those who skip breakfast
_
X = ∑ x n
Where:
∑x= sum of all entries n = total number of entries e. In finding the significant relationship between the academic performance and the food intake of selected pupils during breakfast, Pearson Moment Correlation was used.

To facilitate the computation, Simplified Statistics for Beginners (SSB) was used.

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
The data gathered are examined and analyzed in this chapter. The bases in analyzing the research data are the specific problems, hypotheses, the measuring instruments and the statistical tools.
On the demographic profile
The following figures present the demographic profile of the elementary school students from grade three to grade six of Mauban South Central Elementary School II. Specifically, the figures show the grade level, sex, eating habits and academic performance of the selected pupils.

Fig. 1 Frequency Percentage Distribution of the Respondents according to Grade Level

Figure 1 shows the demographic profile of the respondents in terms of grade level. The grade three respondents are composed of 56 or 25% of the respondents, grade four are composed of 65 or 29% of the respondents, grade five are composed of 55 or the 24% of the respondents and the grade six are composed of 51 or the 22% of the respondents. The total respondents of the study are composed of 227.

Figure 2 Frequency Percentage Distribution of the Respondents According to Sex Figure 2 shows the demographic profile of the respondents in terms of sex. Based on the figure above, it only shows that male respondents, 55% are higher than the female respondents which are only 45%. These figures are similar to the sex ratio of the population in the Philippines which was 1.006 (1006 males per 1000 females), lower than the global sex ratio. The global sex ratio in the world was approximately 1016 males to 1000 females as of 2014 (http://countrymeters.info/en/Philippines)
Fig.3. Demographic Profile of the Respondents According to Breakfast Eating Habits

Figure 3 shows demographic profile of the respondents in terms of breakfast eating habits. Based on the figure above, it shows that the total respondents who regularly eat their breakfast are composed of 198 or 87% and 29 or 13% of the respondents skip breakfast. Therefore, based on the result the respondents who eat breakfast regularly resulted higher than the respondents who are skipping their breakfast.

On Breakfast Food Intake The following table presents the breakfast food intake of selected pupils in Mauban South Central II.
Table 1
Breakfast Food Intake of Selected Pupils

Indicators | Selected Pupils | | Frequency | WAm | VD | | 4 | 3 | 2 | 1 | | | Breakfast Food Intake | | | | | | | Do you eat the following foods for Breakfast | | | | | | | I. Carbohydrates | | | | | | | Bread (pandesal, monay, etc.) | 98 | 58 | 46 | 25 | 3.01 | AA | Crackers ( Skyflakes ) | 46 | 72 | 56 | 53 | 2.49 | S | Cereals with milk or hot chocolate | 41 | 46 | 65 | 75 | 2.23 | S | Fried or boiled bananas | 58 | 38 | 77 | 54 | 2.44 | S | Sweet potatoes | 69 | 46 | 50 | 62 | 2.54 | AA | Porridge (lugaw) | 66 | 59 | 66 | 36 | 2.68 | AA | Macaroni soup (sopas) | 46 | 52 | 83 | 46 | 2.43 | S | Chocolate rice porridge (champorado) | 48 | 60 | 71 | 48 | 2.48 | S | Pansit (miki, bihon, habhab) | 73 | 52 | 55 | 47 | 2.67 | AA | Spaghetti | 63 | 62 | 57 | 45 | 2.63 | AA | Instant noodles (magi, pansit canton) | 80 | 68 | 51 | 28 | 2.88 | AA | Rice/fried rice | 100 | 47 | 48 | 32 | 2.95 | AA | Subtotal | 2.62 | AA | II. Proteins | | | | | | | Hotdog | 70 | 64 | 57 | 36 | 2.74 | AA | Longganisa | 50 | 64 | 65 | 48 | 2.51 | AA | Ham | 48 | 48 | 79 | 52 | 2.41 | S | Sausage | 46 | 44 | 65 | 72 | 2.28 | S | Bacon | 48 | 42 | 64 | 73 | 2.29 | S | Dried fish(tuyo) | 64 | 59 | 66 | 38 | 2.66 | AA | Smoked fish(tapa) | 45 | 72 | 65 | 45 | 2.52 | AA | Eggs | 87 | 71 | 47 | 22 | 2.98 | AA | Chicken(fried/stewed) | 69 | 67 | 52 | 39 | 2.73 | AA | Fish | 83 | 60 | 54 | 30 | 2.86 | AA | Pork | 53 | 57 | 56 | 61 | 2.45 | S | Subtotal | 2.58 | AA | III. Kakanin | | | | | | | Kutsinta | 44 | 59 | 63 | 61 | 2.38 | S | Puto | 44 | 55 | 77 | 51 | 2.41 | S | Sinukmani/biko | 49 | 47 | 76 | 55 | 2.4 | S | Suman | 48 | 57 | 70 | 52 | 2.44 | S | Subtotal | 2.41 | S | IV. Fruits | | | | | | | Liturdan | 52 | 50 | 66 | 59 | 2.42 | S | Apple | 53 | 54 | 70 | 50 | 2.48 | S | Oranges | 49 | 62 | 51 | 65 | 2.42 | S | Grapes | 48 | 38 | 54 | 87 | 2.21 | S | Subtotal | 2.38 | S | Total | 2.50 | S |

Legend:3.26-4.00 - Always (the situation happens all the time)2.51-3.25 - Almost Always (the situation happens most of the time)1.76-2.50 - Seldom (the situation occasionally occur)1.00-1.75 - Never (the situation does not occur at all) |

The data on Table 1 present the food intake during breakfast of selected pupils. The food intake is categorized into four food groups such as carbohydrates, proteins, kakanin and fruits. Generally, the respondents always eat food under the category carbohydrates with an average WAm of 2.62 wherein bread obtained the highest Wam of 3.01 followed by rice with A WAm of 2. 95 and instant noodles with a WAm of 2.88.. The food group that the students consumed the least during breakfast was kakanin with an average WAm of 2.41. The respondents also consume protein food (WAm of 2.58) and fruits (WAm of 2.50) almost always.
According to Howden, J. et al. (2008), shifts in eating habits are becoming apparent in some countries. The introduction of bread and pastries on a regular basis to the breakfast menu in urban Singapore, Malaysia, the Philippines, Thailand and Indonesia suggests that the first meal of the day is altering consistent with the lifestyle changes accompanying urbanization and industrialization.
On the other hand, grains and cereal products such as rice and wheat and rice noodles, all appear to be dietary staples at breakfast. Also in the Philippines, rice form the basis of a traditional breakfast accompanied by fried or scrambled egg or fish, pandesal (bun), or bread and margarine (Howden, J. et al.,2008) .
Ham, Bacon Sausage under the food category protein got a low WAm of 2.41, 2.28 and 2.29 respectively. American breakfast includes two eggs (fried or poached), sliced bacon or sausage, sliced bread or toast with jam/jelly/butter, pancakes with syrup, cornflakes or other cereals offered with coffee, tea, orange/grapefruit juice (BusinessDictionary.com) Kakanin got the least WAm among the four food categories since it is considered only as snacks or afternoon snacks that are usuallyprepared on special occasions (Estrella, S., 2012).
On the other hand, fruits and fruit juices are not generally taken in any of the Asian countries studied, even in those groups favouring a breakfast of Western origin. Traditionally, fruit is consumed at other time of the day and their practice seems to persist even when other breakfast habits alter (Howden, J. et al. 2008).

Table 2 ANOVA results on significant difference on the food intake of the selected pupils when they are grouped according to grade level Groups Compared | Df | Mean | Computed f value | Critical f value | Decision | Impression at 0.05 level | Significant difference on the food intake of the selected pupils when they are grouped according to grade level:Grade 3 (x1)Grade 4 (x2)Grade 5 (x3)Grade 6 (x4) | df b= 3df w=120df t=127 | (x1)-2.7(x2)-2.58(x3)-2.34(x4)-2.51 | 9.675 | 2.68 | Reject the null hypothesis | Significant | Table 3 shows the ANOVA results on significant difference on the food intake of the selected pupils when they are grouped according to grade level. The respondents came from the grades 3, 4, 5 & 6 levels respectively. The computed F-value of 9.675 is greater than the tabulated f-critical value of 2.68 which rejects the null hypothesis that there is no significant difference on the food intake of the selected pupils when they are grouped according to grade level. There is a finding of significant difference on the food intake of the selected pupils per each grade level.
Since there is a significant difference on the findings using the ANOVA, Scheff’es Test was done. The results revealed significant difference between the food intake of selected pupils between grade 3 (x1)-2.7 and grade 5 (x3)-2.34, in between grade 3 and grade 6 (x4)-2.51 and in between grade 4(x4)-2.51 and grade 5 pupils. The group that contributed to the significant difference was the grade three level having the highest WAm of 2.7. It has a significant difference with the food intake of other grade levels with low Average weighted mean such as the grade 4, 5 and 6 levels. The grade three students consume more food listed on the four food categories as compared to the other grade levels. Table 3 Scheff’es test | Groups being Compared | Mean | Scheff’es | [ F@a][k-1] 2.68 (4-1) | Decision | Food intake of the Selected pupils when they are grouped acc to grade level | (x1)-2.7 (x2)-2.58 (x3)-2.34 (x4)-2.51 | | | | Grade 3 (x1) vs Grade 4 (x2) | | 4.45 | 8.04 | NOT SIGNIFICANT | Grade 3 (x1) vs Grade 5 (x3) | | 28.38 | 8.04 | *SIGNIFICANT | Grade 3 (x1) vs Grade 6 (x4) | | 9.5 | 8.04 | * SIGNIFICANT | Grade 4 (x2) vs Grade 5 (x3) | | 10.25 | 8.04 | * SIGNIFICANT | Grade 4 (x2) vs Grade 6 (x4) | | 0.94 | 8.04 | NOT SIGNIFICANT | Grade 5 (x3) vs Grade 6 (x4) | | 4.98 | 8.04 | NOT SIGNIFICANT |

Groups being compared | df | Mean | t-test value | Decision | Impression at 0.05Level of significance | | | | Computed | Critical | | | Male ( x )Female ( y ) | 60 | 2.532.58 | 0.84 | 2.000 | Accept the null hypothesis | There is no significant difference | Table 4 t-test on the significant difference on the food intake of selected pupils when they are grouped according to sex The t-test results revealed the computed t-value of 0.84 which is lower than the critical value of 2.000. Therefore the null hypothesis of that there is no significant difference on the food intake of selected pupils when they are grouped according to sex is accepted. The food intake of male and female respondents during breakfast has no significant difference.
Female respondents have a higher over all WAm of 2.58 while the male respondents have an average WAm of 2.53. Female respondents consume more food during breakfast than males.

Table 5
Significant difference on the Food Intake of the selected pupils when they are grouped according to breakfast eating habits

Groups being compared | df | Mean | computed | critical | Decision | Impression at 0.05 level of significance | Significance difference on the food intake of the selected pupils when they are grouped according to breakfast eating habits:Regularly Eat Breakfast (x)Skip Breakfast (y) | 32 | 2.472.42 | 0.64 | 2.037 | Accept the Null Hypothesis | Not Significant |

The respondents who regularly eat breakfast got the higher mean 2.47 (AA) than the respondents who skip breakfast which mean is 2.42 (AA). The decision is to accept the null hypothesis which means there is no significant difference on the food intake when they are grouped according to regularly eat breakfast and to those who skip breakfast. It is also not significant because the critical value is greater than the computed value. Both groups whether they regularly eat or skip breakfast consume the same food under the four food categories.

Table 6 t-test result for the finding of the significant difference in the academic performance of the students who eat breakfast regularly and of those who skip breakfast Variables Compared | df | Mean | Computed t value | Critical t value | Decision | Impression at 0.05 level | academic performance of the students who:eat breakfast regularly (x) skip breakfast (y) | 225 | x=80.4 y=80.41 | 0.02 | 1.968 | Accept the null hypothesis | Not Significant |

The t-test result for the finding of the significant difference on the academic performance of the students who eat breakfast regularly and of those who skip breakfast revealed a computed t-value of 0.02 which is less than the tabulated t-value of of 1.960. This leads to the decision of accepting the null hypothesis. There is no significant difference on the academic performance of the students who eat breakfast regularly and of those who skip breakfast. There were 198 respondents who regularly eat breakfast and their mean academic performance of the first and second grading periods is 80.40. There were 29 respondents who skip breakfast and their mean academic performance of the first and second grading periods is 80.41. The mean academic performance of those students who skip breakfast is higher than those students who regularly eat breakfast. Contradictory to the above findings, performance on most measures is enhanced by breakfast consumption and that the consumption of breakfast can also influence children’s cognitive performance on some measures, particularly spatial memory, short term memory and auditory attention (Mahony et. al. 2004). Accordingly, studies have yet to identify effective methods to promote breakfast composition on Elementary School children. Mahoney et. al (2005), found out that there were no significant differences in performance between either breakfast condition and the no breakfast condition. Table 7
Pearson R Correlation Result on the significant relationship between academic performance on the food intake of selected pupils during breakfast

Groupings Correlated | df | rxy Value | T-Value | Decision | Impression at 0.05 level of significance | | | | Computed | Critical | | | The significant relationship bet the food intake of the selected pupils (y) vs. Academic performance(x) | 1 | 0.79 | 1.29 | 12.76 | Accept Ho | Not Significant |

The table shows the relationship of the value of rxy in the Cor table. Based on the data given, the Rxy resulted 0.79 so there is a strong positive relationship between the academic performance and the food intake of selected pupils during breakfast. The breakfast food intake of pupils during breakfast improves the academic performance of pupils. Moreover, the finding is also not significant because the critical value is higher than the computed value.
In relation to the result, children, who eat breakfast, perform better in school because of an increase in problem – solving ability, better memory and verbal fluency and more creativity. They are also less likely to absent (Kines, 2007). It is also supported by several researchers: they said that, breakfast consumption has also been laid down to an improvement in memory leading to improved academic performance (Trokell et al, 2005), those individuals who skip breakfast are more likely to eat high fat snacks and to have a higher cholesterol levels than to breakfast consumers (Shaw, 2005).

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This chapter summarized the data that covers the findings, conclusions and recommendations.
Findings
1. Demographic Profile of the respondents in terms of:
a. Grade level. The grade three respondents are composed of 56 or 25% of the respondents, grade four are composed of 65 or 29% of the respondents, grade five are composed of 55 or the 24% of the respondents and the grade six are composed of 51 or the 22% of the respondents. The total respondents of the study are composed of 227.
b. Sex. The male respondents, 55% are higher than the female respondents which are only 45%.
c. Breakfast Eating Habit. The total respondents who regularly eat their breakfast are composed of 198 or 87% and 29 or 13% of the respondents skip breakfast. Therefore, based on the result the respondents who eat breakfast regularly resulted higher than the respondents who are skipping their breakfast.
2. The food intake is categorized into four food groups such as carbohydrates, proteins, kakanin and fruits. Generally, the respondents always eat food under the category carbohydrates with an average WAm of 2.62 wherein rice or fried rice obtained the highest Wam of 2.95. The food group that the students consumed the least during breakfast was kakanin with an average WAm of 2.41. The respondents also consume protein food (WAm of 2.58) and fruits (WAm of 2.50) almost always.
3. Significant difference on the food intake of the selected pupils when they are grouped according to: a. Grade level. The respondents came from the grades 3, 4, 5 & 6 levels respectively. The computed F-value of 9.675 is greater than the tabulated f-critical value of 2.68 which rejects the null hypothesis that there is no significant difference on the food intake of the selected pupils when they are grouped according to grade level. There is a significant difference on the food intake of the selected pupils per each grade level. Grade 3 pupils got the highest WAm of 2. 7 (Almost Always), followed by the grade 4 pupils with WAm of 2.58 (AA), the the third group was the grade six pupils with a WAm of 2.34 (Seldom) and lastly, the grade 5 pupils got the lowest WAm of 2.34 (Seldom).
Since there is a significant difference on the findings using the ANOVA, Scheff’es Test was done. The results revealed significant difference between the food intake of selected pupils between grade 3 (x1)-2.7 and grade 5 (x3)-2.34, in between grade 3 and grade 6 (x4)-2.51 and in between grade 4(x4)-2.51 and grade 5 pupils. b. Sex. Female respondents have a higher over all WAm of 2.58 while the male respondents have an average WAm of 2.53. Femle respondents consume more food during breakfast than males.The female respondents eat food under carbohydrates almost always with an average WAm of 2.66. However, they seldom eat fruits during breakfast with a Wam of 2.40. The male respondents have similar patterns to the food preference during breakfast. They consume food under carbohydrates with a WAm of 2.60 while they rarely eat fruits during breakfast with a WAm of 2.35. The t-test results revealed the computed t-value of 0.84 which is lower than the critical value of 2.000. Therefore the null hypothesis of that there is no significant difference on the food intake of selected pupils when they are grouped according to sex is accepted. The food intake of male and female respondents during breakfast has no significant difference.
c. Breakfast food intake. The respondents who regularly eat breakfast got the higher mean 2.47 (AA) than the respondents who skip breakfast which mean is 2.42 (AA). The decision is to accept the null hypothesis which means there is no significant difference on the food intake when they are grouped according to regularly eat breakfast and to those who skip breakfast. It is also not significant because the critical value is greater than the computed value. 4. There were 198 respondents who regularly eat breakfast and their mean academic performance of the first and second grading periods is 80.40. 5. There were 29 respondents who skip breakfast and their mean academic performance of the first and second grading periods is 80.41. 6. The t-test result for the finding of the significant difference on the academic performance of the students who eat breakfast regularly and of those who skip breakfast revealed a computed t-value of 0.02 which is less than the tabulated t-value of of 1.960. This leads to the decision of accepting the null hypothesis. There is no significant difference on the academic performance of the students who eat breakfast regularly and of those who skip breakfast.
7. The table shows the relationship of the value of rxy in the Cor table. Based on the data given, the Rxy resulted 0.79 so there is a strong positive relationship between the academic performance and the food intake of selected pupils during breakfast. The breakfast food intake of pupils during breakfast improves the academic performance of pupils. Moreover, the finding is also not significant because the critical value is higher than the computed value.
Conclusions
From the findings of the study, the following conclusions were drawn: 1. The students who regularly eat breakfast have lesser academic performance than those to the students who skip. 2. The breakfast eating habits does not reflect on academic performance, rather it is based on the breakfast food intake of the pupils. 3. There is a strong positive relationship between the academic performance and the food intake of selected pupils during breakfast. 4. The grade of the students who regularly eat and skip breakfast has no relevance on the food intake of the students. 5. Eating breakfast of students can enhance students’ performance and can promote a healthy body and mind to participate in classroom interaction. 6. Skipping breakfast can have negative effects on the weight and nutrition and the academic performance of students.

Recommendations Based on the findings of the study and conclusion drawn, the following recommendations are offered: 1. Future studies should examine daily nutrient contribution of various breakfast choices. 2. Parents should find or think of an alternative and nutritious breakfast food choices to support their children’s nutrition. 3. Teachers should pay attention to the students’ daily nutrient intake and emphasize to parents and students the importance of a good breakfast eating habit. 4. The institution should monitor the food which they are selling in the canteen and make a plan regarding nutrition if they were providing a feeding program. 5. Establish an age appropriate nutrition education program for students.

APPENDIX A
Letter of Request

February 2, 2015
MR. FELIPE C. MALABAGUIO
Public Schools District Supervisor
Mauban South District

Sir:

Good day!

We, the undersigned are graduate school students of Sacred Heart College Lucena, City taking up Master of Arts in Education major in Educational Management and Master of Science in Nursing. As part of the subject requirement for the completion of the course, Advanced Statistics, our Professor requires us to gather, analyze and interpret statistical data pertaining to “Academic Performance of Students Who Regularly Eat Breakfast and Those Who Skip Breakfast among Selected Pupils of Mauban South Central Elementary School –II.

In line with this we would like to ask permission to allow the selected grade III-VI pupils of Mauban South Central Elementary School-II as our respondents.

May your approval on our request give merit on your good office.

Respectfully Yours,

(SGD) MAY B. ANARETA
(SGD) HAYDEE D. BELGICA
(SGD) DENISE LIAN M. DEVELUZ
(SGD) IRENE A. GAPASANGRA
(SGD) MARY GRACE M. MADRILEJOS
(SGD) KRISETTE JOY V. SARDEA

Noted:

ENGR. ELDA C. ARANILLA
Professor

Approved:

FELIPE C. MALABAGUIO
Public Schools District Supervisor

APPENDIX B
Research Instrument
Name of the Respondent: ______________________ First Grading Second Grading Average

Part I. Demographic Profile Please place a check (/) mark on the space provided corresponding to your answer. a. grade level Grade 3 Grade 4 Grade 5
Grade 6 b. sex
Male
Female

c. breakfast eating habits

I eat breakfast regularly.

I skip breakfast. Part II. Breakfast Food Intake.Please put a check mark (/) on the appropriate column at the right side portion of the table corresponding to your answer in each item. Please be guided by the following scale:

4 - Always (the situation happens all the time)
3 - Almost Always (the situation happens most of the time)
2 - Seldom (the situation occasionally occur)
1 - Never (the situation does not occur at all)

Breakfast Food Intake | 4 | 3 | 2 | 1 | Do you eat the following foods for breakfast? | | | | | I. Carbohydrates | | | | | bread (pandesal, monay,etc.) | | | | | Crackers | | | | | cereals with milk or hot chocolate | | | | | fried or boiled bananas | | | | | sweet potatoes | | | | | porridge (lugaw) | | | | | macaroni soup (sopas) | | | | | chocolate rice porridge (champorado) | | | | | Pansit | | | | | Spaghetti | | | | | instant noodles | | | | | rice/fried rice | | | | | | | | | | II.Proteins | | | | | Hotdog | | | | | Longganisa | | | | | Ham | | | | | Sausage | | | | | Bacon | | | | | dried fish (tuyo) | | | | | smoked fish (tapa) | | | | | Eggs | | | | | Chicken (fried/ stewed/) | | | | | Fish | | | | | Pork | | | | | | | | | | III.Kakanin | | | | | kutsinta | | | | | Puto | | | | | sinukmani/biko | | | | | Suman | | | | | | | | | | IV.Fruits | | | | | Liturdan | | | | | Apple | | | | | Oranges | | | | | Grapes | | | | |

APPENDIX C
Tables

Stratified Sampling525 Students (MSCES II -Total Population Grade 3 to 6) | | Male | Female | Grade Three | | | P-45S/S-19.46 | P- 26S/S-10.97or 11 | P-19S/S-8.02 | P-41S/S-17.72 or18 | P-26S/S-11.41 | P-15S/S-6.58/7 | P-43S/S-18.59 or 19 | P-25S/S-11.04 | P-18S/S-7.95or 8 | Grade Four | | | P-51S/S-22.05 or 23 | P-18S/S-7.76 or 8 | P- 33S/S-14.23 | P-53S/S-22.91 or 23 | P-37S/S-16.05 | P-16S/S-6.94 or 7 | P-46S/S-19.88 | P-24S/S-10.43 | P-22S/S-9.56 | Grade Five | | | P-41S/S-17.72 | P-20S/S-8.78 | P-21S/S-9.21 | P-43S/S-18 | P-24S/S-10.04 | P-19S/S-7.95 or 8 | P-43S/S-18.59 or 19 | P-26S/S-11.48 | P-17S/S-7.51 or 8 | Grade Six | | | P-40S/S-17.29 | P-28S/S-11.9 or 12 | P-12S/S-5.1 | P-39S/S-16.86 or 17 | P-21S/S-9.15 | P-18S/S-7.84 or 8 | P-40S/S-17.29 | P-15S/S-6.37 | P-25S/S-10.62 or 11 | Demographic Profile of the respondents

In terms of Grade Level Grade Level | Male | Three | 56 | Four | 65 | Five | 55 | Six | 51 | Total | 227 |

In terms of Sex Grade Level | Male | Female | Three | 33 | 23 | Four | 31 | 34 | Five | 30 | 25 | Six | 27 | 24 | Total | 121 | 106 |

Demographic Profile of the respondents in terms of breakfast eating habits Grade Level | Regular | Skip | Three | 44 | 12 | Four | 55 | 10 | Five | 55 | 0 | Six | 44 | 7 | Total | 198 | 29 | WAm on the Food Intake of the selected pupils when they are grouped according to grade level

Indicators | G.3 | G.4 | G. 5 | G.6 | Breakfast Food Intake | | | | | Do you eat the following foods for Breakfast | | | | | I. Carbohydrates | | | | | Bread (pandesal, monay, etc.) | 3.09 | 3.28 | 2.87 | 2.73 | Crackers ( Skyflakes ) | 2.59 | 2.24 | 2.29 | 2.69 | Cereals with milk or hot chocolate | 2.45 | 2.37 | 2.04 | 2.04 | Fried or boiled bananas | 2.71 | 2.54 | 2.24 | 2.24 | Sweet potatoes | 3 | 2.45 | 2.56 | 2.06 | Porridge (lugaw) | 2.75 | 2.68 | 2.71 | 2.59 | Macaroni soup (sopas) | 2.36 | 2.51 | 2.38 | 2.47 | Chocolate rice porridge (champorado) | 2.48 | 2.35 | 2.56 | 2.53 | Pansit (miki, bihon, habhab) | 2.79 | 2.86 | 2.36 | 2.61 | Spaghetti | 3.11 | 2.75 | 2.16 | 2.55 | Instant noodles (magi, pansit canton) | 2.89 | 2.78 | 2.85 | 3.02 | Rice/fried rice | 3 | 2.92 | 3.16 | 2.9 | II. Proteins | | | | | Hotdog | 2.7 | 2.77 | 2.47 | 3.04 | Longganisa | 2.66 | 2.68 | 2.09 | 2.59 | Ham | 2.68 | 2.49 | 2.05 | 2.37 | Sausage | 2.98 | 2.26 | 1.64 | 2.24 | Bacon | 2.75 | 2.42 | 1.76 | 2.18 | Dried fish(tuyo) | 2.98 | 2.54 | 2.71 | 2.39 | Smoked fish(tapa) | 2.64 | 2.52 | 2.33 | 2.57 | Eggs | 2.96 | 2.89 | 2.86 | 3.2 | Chicken(fried/stewed) | 2.89 | 2.94 | 2.2 | 2.86 | Fish | 2.59 | 2.77 | 2.18 | 3.16 | Pork | 2.71 | 2.2 | 2.71 | 2.76 | III. Kakanin | | | | | Kutsinta | 2.52 | 2.55 | 1.87 | 2.55 | Puto | 2.5 | 2.52 | 2.13 | 2.45 | Sinukmani/biko | 2.77 | 2.46 | 2.09 | 2.24 | Suman | 2.73 | 2.42 | 2.24 | 2.39 | V. Fruits | | | | | Liturdan | 2.77 | 2.32 | 2.44 | 2.14 | Apple | 2.82 | 2.68 | 1.93 | 2.47 | Oranges | 2.5 | 2.48 | 1.89 | 2.02 | Grapes | 2.68 | 2.48 | 2.87 | 1.8 | WAM on the Significant difference on the Food Intake of the selected pupils when they are grouped according to sex (Female) Indicators | Female | | Frequency | WAm | VD | | 4 | 3 | 2 | 1 | | | Breakfast Food Intake | | | | | | | Do you eat the following foods for Breakfast | | | | | | | I. Carbohydrates | | | | | | | Bread (pandesal, monay, etc.) | 55 | 23 | 17 | 8 | 3.21 | AA | Crackers ( Skyflakes ) | 26 | 28 | 21 | 28 | 2.5 | S | Cereals with milk or hot chocolate | 19 | 20 | 26 | 38 | 2.19 | S | Fried or boiled bananas | 29 | 14 | 32 | 28 | 2.43 | S | Sweet potatoes | 33 | 18 | 22 | 30 | 2.52 | AA | Porridge (lugaw) | 30 | 23 | 35 | 15 | 2.66 | AA | Macaroni soup (sopas) | 25 | 29 | 25 | 24 | 2.53 | AA | Chocolate rice porridge (champorado) | 23 | 27 | 31 | 22 | 2.5 | S | Pansit (miki, bihon, habhab) | 34 | 18 | 30 | 21 | 2.63 | AA | Spaghetti | 36 | 25 | 19 | 23 | 2.72 | AA | Instant noodles (magi, pansit canton) | 32 | 35 | 27 | 9 | 2.87 | AA | Rice/fried rice | 59 | 15 | 19 | 10 | 3.19 | AA | Subtotal | 2.66 | AA | II. Proteins | | | | | | | Hotdog | 36 | 20 | 29 | 18 | 2.72 | AA | Longganisa | 26 | 20 | 33 | 24 | 2.47 | S | Ham | 24 | 23 | 30 | 26 | 2.44 | S | Sausage | 19 | 15 | 32 | 37 | 2.16 | S | Bacon | 23 | 19 | 26 | 35 | 2.29 | S | Dried fish(tuyo) | 32 | 30 | 28 | 13 | 2.79 | AA | Smoked fish(tapa) | 23 | 27 | 34 | 19 | 2.52 | AA | Eggs | 38 | 34 | 24 | 7 | 3 | AA | Chicken(fried/stewed) | 29 | 27 | 27 | 20 | 2.63 | AA | Fish | 44 | 25 | 23 | 11 | 2.99 | AA | Pork | 25 | 22 | 21 | 35 | 2.36 | S | Subtotal | 2.58 | AA | III. Kakanin | | | | | | | Kutsinta | 25 | 32 | 22 | 24 | 2.56 | AA | Puto | 22 | 25 | 29 | 27 | 2.41 | S | Sinukmani/biko | 24 | 27 | 26 | 26 | 2.48 | S | Suman | 24 | 30 | 25 | 24 | 2.52 | AA | Subtotal | 2.49 | S | IV. Fruits | | | | | | | Liturdan | 26 | 23 | 27 | 27 | 2.47 | S | Apple | 25 | 24 | 33 | 21 | 2.51 | AA | Oranges | 20 | 33 | 18 | 32 | 2.4 | S | Grapes | 25 | 17 | 17 | 44 | 2.22 | S | Subtotal | 2.4 | S | Total | 2.58 | AA | WAm on the Significant difference on the Food Intake of the selected pupils when they are grouped according to sex (Male) Indicators | Male | | Frequency | WAm | VD | | 4 | 3 | 2 | 1 | | | Breakfast Food Intake | | | | | | | Do you eat the following foods for Breakfast | | | | | | | I. Carbohydrates | | | | | | | Bread (pandesal, monay, etc.) | 49 | 35 | 27 | 13 | 2.97 | AA | Crackers ( Skyflakes ) | 22 | 45 | 32 | 25 | 2.52 | AA | Cereals with milk or hot chocolate | 23 | 26 | 38 | 37 | 2.28 | S | Fried or boiled bananas | 28 | 27 | 44 | 25 | 2.47 | S | Sweet potatoes | 36 | 28 | 30 | 37 | 2.56 | AA | Porridge (lugaw) | 36 | 36 | 31 | 25 | 2.7 | AA | Macaroni soup (sopas) | 20 | 26 | 45 | 30 | 2.27 | S | Chocolate rice porridge (champorado) | 25 | 33 | 40 | 21 | 2.46 | S | Pansit (miki, bihon, habhab) | 39 | 29 | 33 | 33 | 2.68 | AA | Spaghetti | 42 | 28 | 32 | 26 | 2.73 | AA | Instant noodles (magi, pansit canton) | 37 | 39 | 29 | 23 | 2.76 | AA | Rice/fried rice | 46 | 27 | 29 | 22 | 2.78 | AA | Subtotal | 2.60 | AA | II. Proteins | | | | | | | Hotdog | 35 | 40 | 29 | 20 | 2.73 | AA | Longganisa | 23 | 43 | 32 | 26 | 2.51 | AA | Ham | 24 | 27 | 45 | 28 | 2.38 | S | Sausage | 28 | 26 | 32 | 38 | 2.35 | S | Bacon | 26 | 25 | 33 | 40 | 2.30 | S | Dried fish(tuyo) | 35 | 31 | 35 | 23 | 2.63 | AA | Smoked fish(tapa) | 23 | 44 | 30 | 27 | 2.51 | AA | Eggs | 44 | 38 | 25 | 17 | 2.88 | AA | Chicken(fried/stewed) | 37 | 40 | 25 | 22 | 2.74 | AA | Fish | 38 | 34 | 33 | 19 | 2.73 | AA | Pork | 29 | 37 | 31 | 27 | 2.55 | AA | Subtotal | 2.57 | AA | III. Kakanin | | | | | | | Kutsinta | 20 | 27 | 42 | 35 | 2.26 | S | Puto | 24 | 29 | 46 | 25 | 2.42 | S | Sinukmani/biko | 26 | 21 | 48 | 29 | 2.35 | S | Suman | 24 | 31 | 43 | 26 | 2.43 | S | Subtotal | 2.36 | S | IV. Fruits | | | | | | | Liturdan | 27 | 24 | 38 | 35 | 2.35 | S | Apple | 28 | 30 | 35 | 31 | 2.44 | S | Oranges | 28 | 31 | 28 | 37 | 2.4 | S | Grapes | 26 | 20 | 32 | 46 | 2.21 | S | Subtotal | 2.35 | S | Total | 2.53 | AA | WAm on the Significant difference on the Food Intake of the selected pupils when they are grouped according to sex (Female) Indicators | Female | | Frequency | WAm | VD | | 4 | 3 | 2 | 1 | | | Breakfast Food Intake | | | | | | | Do you eat the following foods for Breakfast | | | | | | | I. Carbohydrates | | | | | | | Bread (pandesal, monay, etc.) | 55 | 23 | 17 | 8 | 3.21 | AA | Crackers ( Skyflakes ) | 26 | 28 | 21 | 28 | 2.5 | S | Cereals with milk or hot chocolate | 19 | 20 | 26 | 38 | 2.19 | S | Fried or boiled bananas | 29 | 14 | 32 | 28 | 2.43 | S | Sweet potatoes | 33 | 18 | 22 | 30 | 2.52 | AA | Porridge (lugaw) | 30 | 23 | 35 | 15 | 2.66 | AA | Macaroni soup (sopas) | 25 | 29 | 25 | 24 | 2.53 | AA | Chocolate rice porridge (champorado) | 23 | 27 | 31 | 22 | 2.5 | S | Pansit (miki, bihon, habhab) | 34 | 18 | 30 | 21 | 2.63 | AA | Spaghetti | 36 | 25 | 19 | 23 | 2.72 | AA | Instant noodles (magi, pansit canton) | 32 | 35 | 27 | 9 | 2.87 | AA | Rice/fried rice | 59 | 15 | 19 | 10 | 3.19 | AA | Subtotal | 2.66 | AA | II. Proteins | | | | | | | Hotdog | 36 | 20 | 29 | 18 | 2.72 | AA | Longganisa | 26 | 20 | 33 | 24 | 2.47 | S | Ham | 24 | 23 | 30 | 26 | 2.44 | S | Sausage | 19 | 15 | 32 | 37 | 2.16 | S | Bacon | 23 | 19 | 26 | 35 | 2.29 | S | Dried fish(tuyo) | 32 | 30 | 28 | 13 | 2.79 | AA | Smoked fish(tapa) | 23 | 27 | 34 | 19 | 2.52 | AA | Eggs | 38 | 34 | 24 | 7 | 3 | AA | Chicken(fried/stewed) | 29 | 27 | 27 | 20 | 2.63 | AA | Fish | 44 | 25 | 23 | 11 | 2.99 | AA | Pork | 25 | 22 | 21 | 35 | 2.36 | S | Subtotal | 2.58 | AA | III. Kakanin | | | | | | | Kutsinta | 25 | 32 | 22 | 24 | 2.56 | AA | Puto | 22 | 25 | 29 | 27 | 2.41 | S | Sinukmani/biko | 24 | 27 | 26 | 26 | 2.48 | S | Suman | 24 | 30 | 25 | 24 | 2.52 | AA | Subtotal | 2.49 | S | IV. Fruits | | | | | | | Liturdan | 26 | 23 | 27 | 27 | 2.47 | S | Apple | 25 | 24 | 33 | 21 | 2.51 | AA | Oranges | 20 | 33 | 18 | 32 | 2.4 | S | Grapes | 25 | 17 | 17 | 44 | 2.22 | S | Subtotal | 2.4 | S | Total | 2.58 | AA |

APPENDIX D

SSB Computations
WAm on the Breakfast Food Intakes of Selected Pupils

WAm on Breakfast food intake of selected pupils WAm on the Breakfast food intake of selected (Carbohydrates) pupils (Proteins)

WAM on Breakfast food intake of selected pupils WAM on Breakfast food intake of selected (Kakanin) pupils (Fruits)

WAm table on the food intake of the selected pupils when they are grouped according to Grade Level
Grade Three
WAm on Breakfast Food intake (Carbohydrates) WAm on Breakfast Food intake (Proteins)

WAm on Breakfast Food intake (Kakanin) WAm on Breakfast Food intake (Fruits)

Grade Four
WAm on Breakfast Food intake (Carbohydrates) WAm on Breakfast Food intake (Proteins)

WAm on Breakfast Food intake (Kakanin) WAm on Breakfast Food intake (Fruits)

Grade Five
WAm on Breakfast Food intake (Carbohydrates) WAm on Breakfast Food intake (Proteins)

WAm on Breakfast Food intake (Kakanin) WAm on Breakfast Food intake (Fruits)

Grade Six
WAm on Breakfast Food intake (Carbohydrates) WAm on Breakfast Food intake (Proteins)

WAm on Breakfast Food intake (Kakanin) WAm on Breakfast Food intake (Fruits)
Scheff’es test on the food intake of the selected pupils when they are grouped according to grade level

WAm table on the food intake of the selected pupils when they are grouped according to Sex Male WAm on Breakfast Food intake Male WAm on Breakfast Food intake (Carbohydrates) (Proteins)

Male WAm on Breakfast Food intake Male WAm on Breakfast Food intake (Kakanin) (Fruits)

Female WAm on Breakfast Food intake Female WAm on Breakfast Food intake (Carbohydrates) (Proteins)

Female WAm on Breakfast Food intake Female WAm on Breakfast Food intake (Kakanin) (Fruits)

t-test on the food intake of the selected pupils when they are grouped according to Breakfast eating habits

PearsonMoment Correlation on the significant relationship between academic performance and the food intake of selected pupils during breakfast.