Isiko, Mohammed (2022) The Effect of School Feeding on the Academic Performance of Pupils in Primary Schools in Namutumba Sub-County, Namutumba District. Direct Research Journal of Management and Strategic Studies, 3 (2): DRJMSS6323. pp. 24-36. ISSN 2787-009X
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Abstract
The study's main goal was to evaluate the impact
of school feeding on the academic performance of students in
selected primary schools in Namutumba Sub- County,
Namutumba District. The sample size was 606 people, with
students having the largest number (569), and the sampling
approaches were both purposeful and simple random. The
tools included an Interview Guide, a Questionnaire, and a
Focus Group Discussion Guide. The information was examined
both qualitatively and quantitatively. The study found out
that pupils in selected schools can hardly read and write, can
hardly interpret text. However, many can read, write, speak
English, count and understand. Many teachers reported that
they see progress in pupils’ literacy and numeracy skills, as
well as a general low state of performance. But on a positive
note, many primary teachers identified that a pupil can find a
main point in a mess of disorganized writing. The study also
demonstrated that school-feeding is intended to keep
students awake and focused in class. It was also clear that
absenteeism was prevalent. It was also reported that in most
cases where feeding occurs, they typically feed on oatmeal
with few escorts, with the exception of students who bring
food from home. The study revealed that most primary
schools in Namutumba Sub-Academic County's performance is
far from satisfactory, and that both teacher competency and
attention may be lacking. Furthermore, while establishing a
strict link between school eating and academic achievement
may be difficult, it is clear that not feeding reduces focus,
makes courses uninteresting, and causes absence and dislike
for studying, among other things. Furthermore, despite
poverty, there is widespread and harmful misinformation
among parents about the subject of school meals.
Furthermore, there is a failure on the part of school
administrators to make parents recognize the obvious
regarding school-feeding. According to the study, teachers
should be taught that teaching requires the ability to adapt
radically, develop, and build processes and learning
environments. Furthermore, the government, schools,
teachers, and students all play a role in ensuring that schools
are free of violence and prejudice and that they deliver a
gender-sensitive, high-quality education. Finally, the
government must fund the development of classrooms at
various schools while also continuing to promote school
feeding.
| Item Type: | Article |
|---|---|
| Subjects: | L Education > L Education (General) |
| Depositing User: | Mr Daniel AKPOLOME |
| Date Deposited: | 26 Apr 2022 10:39 |
| Last Modified: | 26 Apr 2022 10:39 |
| URI: | https://tudr.org/id/eprint/412 |
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