World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.359-365
Aldren C. Libot, Ptrp, LPT
SDO Masbate Province
ABSTRACT
This study examined the influence of nutritional status and selected intervening variables on the academic performance of junior high school students at Uson National High School during School Year 2018–2019. Specifically, it investigated the respondents’ socio-economic status, parental educational attainment, and access to education and determined their relationship with academic performance. A quantitative descriptive-correlational research design was employed involving forty-nine (49) wasted and severely wasted junior high school students identified through school nutritional assessment records. Data were gathered through a researcher-developed questionnaire and documentary analysis of attendance records and general weighted averages. Frequency count, percentage, weighted mean, and Spearman Rank-Order Correlation were utilized in the analysis of data. Findings revealed that the respondents generally came from low-income households, had parents with limited educational attainment, and traveled considerable distances to school. Most respondents obtained satisfactory to fairly satisfactory academic performance. Statistical analysis revealed no significant relationship between academic performance and monthly family income, parental educational attainment, and distance from school. The findings suggest that while socio-economic and environmental conditions shape learners’ educational experiences, academic achievement is influenced by a broader combination of personal, family, school, and contextual factors. The study concludes that malnutrition remains a significant educational concern requiring sustained interventions. Strengthening school nutrition programs, parental involvement initiatives, and learner support services is recommended to promote improved educational outcomes.
Keywords: nutritional status, malnutrition, academic performance, socio-economic status, parental educational attainment, educational access
https://doi.org/10.65494/pinagpalapublishing.378
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