The Effect of School Feeding on the Academic Performance of Pupils in Primary Schools in Namutumba Sub-County, Namutumba District

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.