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NUTRITIONAL
INTAKE OF PRIMARY SCHOOL PUPILS AND ITS IMPACT ON THEIR ACADEMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Nutrition is
a fundamental pillar of human life, health and development across the entire
life span. From the earliest stages of fetal development, at birth, through
infancy, childhood, adolescence, and into adulthood and old age, proper food
and good nutrition are essential for survival, physical growth, mental development,
performance and productivity, health and well-being (FAO/WHO, 1992; WHO, 2000).
Evidence has shown that physical growth and cognitive development in children
are faster during early years of life, and that by the age of four years, 50%
of the adult intellectual capacity has been attained and before thirteen years,
92% of adult intellectual capacity is attained (Vernon, 1976).
Evidence has
shown that 4% of the total children born in developing countries die of
malnutrition before they are five years old (Toriola, 1990); and that the most
affected are usually the children of illiterate parents in low socio-economic
brackets that have low purchasing power in the economy (Adekunle, 2005). Quite
a number of studies have shown that poor feeding and or recurrent infections as
a result of poverty leads to stunted growth, substantial brain impairment, low
intellectual competence and capacity to learn of children (Kerr & Black,
2000; Ivanovic et al., 2002; Chang et al., 2002; Braveman & Gruskin, 2003;
Liu et al., 2003).
Strong
evidence exists that poor feeding practices is associated with stunted growth
and delayed mental development (Mendez & Adair, 1999); and that there is a
relationship between impaired growth status and both poor school performance
and intelligence quotient (PAHO, 1998). The relationship between timely and
quality dietary intake, brain size and intelligence has been documented (Strupp
& Levitsky, 1995; Florey et al., 1995), and that a significant correlation
exists between head circumference and intelligence quotient (1Q). This suggest
that difference in human brain size could be relevant in explaining the
differences in intelligence and academic performance, although genetic and
environmental factors like socio-economic, socio-cultural and psychological
factors could be direct or indirect co-determinants of both intelligence and
school performance (Vernon et al., 2000; Wickett et al., 2000). The head
circumference is a physical index of both past nutrition and brain development
and a good predictor of later intelligence of a child (Botting et al., 1998),
and it is used as the most sensitive anthropometric index of prolonged under
nutrition during the infancy, associated with intellectual impairment
(Ivanovic, 1996).
Recent
studies have demonstrated that nutrition affects students’ thinking skills,
behavior, and health, all factors that impact academic performance. Research
suggests that diets high in trans and saturated fats can negatively impact
learning and memory, nutritional deficiencies early in life can affect the
cognitive development of school-aged children, and access to nutrition improves
students’ cognition, concentration, and energy levels.
For example,
one study found that 5th grade students with less nutritious diets performed
worse on a standardized literary assessment (Florence, Asbridge, &
Veugelers, 2008). Another study discovered that 5th grade students who ate more
fast food fared worse on math and reading scores (Li & O’Connell, 2012).
Similarly, a study that analyzed a healthy eating campaign that banned junk
food from schools and introduced healthier, freshly prepared school meals found
that participating students scored higher on English and science tests than
students who did not take part in the campaign (Belot & James, 2009).
Nutrition
also indirectly impacts school performance. Poor nutrition can leave students’
susceptible to illness or lead to headaches and stomachaches, resulting in
school absences (Brown, Beardslee, & Prothrow-Stith, 2008). Access to
nutrition that incorporates protein, carbohydrates, and glucose has been shown
to improve students’ cognition, concentration, and energy levels (Bellisle,
2004; Sorhaindo & Feinstein, 2006).
In contrast,
nutritional deficiencies (particularly zinc, B vitamins, Omega-3 fatty acids,
and protein) early in life can affect the cognitive development of school-aged
children (Sorhaindo & Feinstein, 2006). Studies also suggest that diets
high in trans and saturated fats can negatively impact the brain, influencing
learning and memory (Gómez-Pinilla, 2008).
Finally,
research has also established a link between nutrition and behavior. Studies
have found that access to nutrition, particularly breakfast, can enhance a
student’s psychosocial well-being, reduce aggression and school suspensions,
and decrease discipline problems (Brown et al., 2008).
1.2 STATEMENT OF THE PROBLEM
Nutrition is
the science that deals with the study of food in relation to their effects on
the human body. It is also the study of various nutrients in relation to their
effects upon the human body.
From the day
of birth, nutrition plays an important role in the development and growth of
every individual. There is also a saying that “you are what you”. That is, your output (performance) is
determines a lot about you. Hence, this research is tailored to access the
nutritional intake among primary school pupils and its impact on their academic
performance.
1.3 OBJECTIVES OF THE STUDY
The broad
objective of this study is to examine the nutritional intake of primary school
pupils and its impact on their academic performance. Therefore, it will be
sub-divided into the following:
i. To determine whether nutrition
affect pupils.
ii. To find out if nutrition intake
promotes pupils academic performance.
iii. To investigate how nutrition intake
affects pupils academic performance.
1.4 RESEARCH QUESTIONS
In order to
carry out this study, a number of questions are formulated to guide the
researcher.
i. How does nutrition affect pupils?
ii. Does nutrition intake promote
pupils academic performance?
iii. How does nutrition intake affect
pupil’s academic performance?
1.5 RESEARCH HYPOTHESIS
Hypotheses
are tentative or conceptual statements that show the relationship between two
variables. For the purpose of this study, the following hypotheses are to guide
the research work.
H01 - Nutrition intake has no significant effect
on pupils.
H02 –
Nutrition intake has no significant effect on pupils academic performance.
H03 –
Scholastic achievement is a function of nutritional intake.
1.6 SIGNIFICANCE OF THE STUDY
One aspect
in which this study is significant is that it used Nigerian background with a
view to provide first hand information on the effect of nutrition intake on
pupils’ academic performance in some selected primary schools in Ijebu-Ode,
Ogun State.
Parents,
teacher and government have a concerted effort to provide good nutrition that
will enhance the academic performance of pupils.
1.7 SCOPE OF THE STUDY
This
research is limited in scope to selected public primary schools in Ijebu-Ode.
Schools in other local government will not be considered.
1.8 DEFINITION OF TERMS
Nutrition:
Nutrition has several components: energy (calories), macronutrients (eg,
protein, carbohydrate, fat) and micronutrients (vitamins and minerals). The
optimum levels of each are required for good nutrition.
Malnutrition:
Malnutrition occurs when there is a major imbalance or insufficiency of
nutrients. Note that obesity is a form of malnutrition.
Nutritional
intake: Nutritional intake refers to the energy, macronutrients and
micronutrients consumed in food and drink. The methodology for measuring
nutritional intake is complex, and usually involves 24 hour diet recall.
Nutritional
status: Nutritional status refers to the adequacy of energy, macronutrients and
micronutrients in the body. Because people have different nutritional needs,
people with the same nutritional intake may vary in nutritional status.
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