1. Tutored By Teachers, Inc /University of Eastern Philippines, Philippines.
2. Tutored By Teachers, Inc /University of Eastern Philippines, Philippines.

*             Correspondence: albertmarionquiap@outlook.com

Keywords: socio-ecological factors, influencing, food behavior, academic performance, grade six pupils

1. INTRODUCTION

Body and mind go together, good food helps promote good health and good health ensures greater chances for success in life. As observed, people eating the right kinds and amount of food daily are strong, alert, and cheerful, free of illnesses, and can cope with day-to-day activities [1]. On the other hand, a malnourished child, due to lack of food, wrong choices of food, and wrong eating habits can acquire physical disabilities, retarded growth, unhappiness and poor performances, especially intellectually. Irritability, lack of interest, laziness and lack of self-confidence can also be attributed to poor nutrition. Good health should be the concern of everyone if the country wants a healthy and productive citizenry. A person who is healthy, alert, and free of diseases is able to cope with the challenges in life [2]. Many children in developing countries arrive at school after a long walk without having eaten breakfast. As a result, they begin their school day already tired and hungry. Temporary hunger has been linked to restlessness, poor concentration and decrease cognitive function in the classroom. Studies have shown that proper nutrition has a direct effect on student performance and behavior in school. Unfortunately, school breakfast and lunch programs, in many cases, inhibit the body‟s cognitive and energy potentials by not providing proper nutrition [3]. The problem has also added to the obesity rate amongst students, which also has added to the lower achievement in school. In many studies, cases of socioeconomic status seem to be an indicator of food insufficiency, which is simply the lack of available food to a household. Food insufficiency has been shown to directly affect children’s cognitive development. The schools can help improve the pupils‟ food behavior, thus taking steps to ensure pupils are given the energy needed for normal cognitive development and social skills. Our schools have the potential to play a vital role in preparing and sustaining our students‟ potential learning abilities and benefitting their social behaviors by guiding them select nutritious breakfasts and lunches during schooldays [4]. The three food-related studies conducted with Maltese primary schoolchildren had all reiterated the recommendation to increase food and nutrition education starting from an early age. In two of the studies, primary school teachers had reported a lack of training and a lack of resources for food and nutrition education. Food and nutrition education was not part of the formal primary school curriculum and the only way to include it was in a cross-curricular manner. Even in later studies conducted specifically to uncover whether and how food and nutrition education was conducted in primary schools, teachers voiced their concern over lack of personal knowledge, time and teaching resources [5]. Survey studies and actual data point to poor health status of pupils aged 6 to 12 years corresponding to the elementary school level. The 30% underweight status appears to have a strong link to the 25% dropout rate by the end of Grade Six. This was the finding of the former Undersecretary for Finance and Administration, Hon. Juan Miguel Luz in the year 2005 as cited by [6]. He also revealed 3 of every 10 Filipino school children aged 6-10 years old are underweight; about 65% of school children aged 6-12 are iodine deficient, and more than 1 in 3 school children aged 6-12 years suffers from Iron Deficiency Anemia, 38.4% for boys and 36.5% for girls. These findings can be attributed to poor food behavior by the pupils‟ food provider or the pupils themselves. Apparently in educational institutions, success is measured by academic performance, or how well a student meets standards set out by the community and the institution itself. As career competition grows ever fiercer in the working world, the importance of students doing well in school has caught the attention of parents, legislators, and government education departments alike [7]. The result of National Achievement Test (NAT) conducted by the Department of Education (DepEd) is one of the indicators of the academic performance of the pupils which is reflected through the Mean Percentage Score (MPS). Despite getting an MPS of 80.36% of the DepEd Region VIII in the Grade Six Pupils NAT S.Y. 2011-2012, and being ranked 3 of the DepEd Division of Northern Samar by getting an MPS of 78.13% in the Grade Six Pupils NAT S.Y. 20092010, still most of the schools in the Pacific Area of Northern Samar have low performing pupils due to poor food behavior. This can be attributed to survey reports indicating that as of 2007, 27.12% of children in Northern Samar were malnourished and this incidence was lowered to 17.69% as of a survey conducted in 2011 [8]. The 2011 National Nutrition Council-Eastern Visayas report also stated that 5 out of the top 10 most nutritionally depressed municipalities in Eastern Visayas are in Northern Samar: Silvino Lobos (29.72%), Las Navas (27.18%), Mondragon (23.19%), Lope de Vega (21.38%), and Lavesares (20.98%). In the more recent survey, Segundina Delota Dilao, of the NNCEV, said there are 72,827 malnourished children in the Region, which makes it as top 3 of having the most number of malnourished children in the country. Samar has the highest malnutrition prevalence at 17.88% followed by Northern Samar with 15.8%, Leyte at 15.2%, Eastern Samar at 10.82%, Biliran at 12.3%, and Southern Leyte at 7.82% [9]. The school is one of the avenues wherein the pupils would learn good food behavior and the teachers can do much to redirect the pupils‟ ways regarding their choice of food. The home should also become a part of the school’s initiative to provide nutritious food and proper eating habits of the children. The need to join hands in the fight against malnutrition is of dire importance. Parents should understand that nutrition is related to the intellectual ability of pupils [10]. Proper nutrition, which begins from choosing the right kind of food, is critical to maximizing brain function and enhancing learning. Helping children develop healthful habits from a young age aid them in reaching their optimal potential. Because it is easier to establish positive health attitudes than change negative ones, it is universally accepted that appropriate food and nutrition education needs to start at an early age. This study was conducted to determine whether the socio-ecological factors influencing food behavior of pupils has an impact on their academic performance.

2. MATERIALS AND METHODS

This study utilized the descriptive-correlational type of research. It was designed to help describe the profile of the pupils in terms of sex, religion, income of parents, occupation of parents, and educational attainment of parents; the level of nutritional knowledge, the food behavior of grade six pupils, and their academic performance. It found out the relationship between grade six pupils‟ profile and their food behavior. It determined the relationship of the grade six pupils‟ profile and their academic performance. Also, it identified the relationship between the level of nutritional knowledge of the pupils and their food behavior. Lastly, it found out the relationship between the pupils‟ food behavior and their academic performance. This study consists of independent and dependent variables. The independent variables include the pupil’s profile in terms of sex, religion, income of parents, occupation of parents, educational attainment of parents; and the level of nutritional knowledge. The dependent variables include the food behavior and academic performance of the Grade VI pupils. The study used the multistage sampling to identify the number of respondents which are grouped according to their municipalities (Gamay, Lapinig, Mapanas, Palapag) due to a large number of Grade VI pupils enrolled in the Pacific Area of Northern Samar. The total population of the grade six pupils in the Pacific Area is 2,518 (Gamay 757, Lapinig 383, Mapanas 395, Palapag 983). Using the formula to get the sample size with 95% accuracy (.05 margin of error), the researcher came up with three hundred forty-five (345). Ratio and proportion were used to get the representative samples per municipality. To mention are Gamay 103, Lapinig 52, Mapanas 55, Palapag 135. Six schools per municipality were selected, with a total of twenty-four schools in the Pacific Area. The number of respondents per school was obtained through ratio and proportion based on their annual enrolment of grade six pupils for the school year 2013-2014. To mention are: Gamay; Anito ES 14, Cadacan ES 4, Cagamutan Central ES 22, Gamay Central ES 51, Gamay East ES 6, Gamay West ES 6: Lapinig; Alang-alang ES 4, Cahagwayan ES 4, Imelda ES 5, Lapinig Central ES 21, Look ES 6, Potong ES 12: Mapanas; Burgos ES 3, Jubasan ES 4, Magtaon ES 12, Manaybanay ES 5, Mapanas Central ES 22, Sta. Potenciana ES 9: Palapag; B. Quibal Memorial ES 10,  Cabatuan ES 22, Mapno ES 11, Palapag Central ES 65, Pangpang Central ES 17, Tinampo ES 10. The respondents per school were selected through lottery or fishbowl technique so that each member will have an equal chance of being included in the samples. The respondents of the study were the Grade VI pupils who were enrolled in six (6) school-districts of the four (4) municipalities in the Pacific Area of Northern Samar (Gamay I & II, Lapinig, Mapanas, Palapag I & II) during the School Year 2013-2014. A total of three hundred forty-five (345) pupils were selected as respondents of this study. To gather the essential data needed in this study, the study used a questionnaire containing three parts.  Part I gathered data on the profile of the respondents in terms of sex, religion, income of parents, occupation of parents, and educational attainment of parents. Part II looked into the level of nutritional knowledge of the grade six pupils containing thirty (30) items, Part III dealt on the food behavior of the respondents which contains twenty (20) items Pupils‟ academic performance was the general weighted average which was a computed average from the 1st to 3rd grading period.  This was obtained through the grade six advisers‟ grading sheet. The profile of the respondents was interpreted based on the most common response. In terms of academic performance, the following scoring interpretation based on the DepEd Order No. 72, s.2012 Guidelines on the Assessment and Rating of Learning Outcomes under the K to 12 Basic Education Curriculum was employed.  The second part of the research instrument was patterned from Conte‟s “Nutrition Awareness of Students” checklist in her study titled “Food Intake of Senior Students in Tarlac State University Laboratory High School: Its Implication to the Nutrition Education Program”.  However, part one and three were drafted and underwent revisions and editing by the adviser and the panel of examiners.  Items were made simpler so that the respondents would understand easily. It was validated for pre-testing in Macagtas Elementary School. The researcher distributed 30 sample questionnaires for pre-testing. The researcher personally administered the questionnaires to ensure simultaneous validation of data gathering. All suggestions made by the adviser were highly recognized and incorporated and made part of the final draft. I formally asked permission from the Schools Division Superintendent of DepEd Division of Northern Samar and the District Supervisors of Gamay I & II, Lapinig, Mapanas, and Palapag I & II through a letter which were signed by the research adviser and the director of the Graduate Studies. After the approval, the questionnaires were distributed to the respondents. The gathered data were carefully analyzed and interpreted based on the stated scale of rating to answer the objectives of the study. The data gathered were tabulated and treated statistically using frequency counts, percentages, weighted mean and F-test (ANOVA).

3. RESULTS AND DISCUSSION

Table 01: Distribution of Respondents According to Sex

Sex	Frequency	Percent
Male	117	33.91
Female	228	66.09
Total	345	100.00

The data in Table 1.2 reveal that 311 or 90.14% were Roman Catholic, 15 or 4.35% were Born Again Christian, 9 or 2.61% were El Shaddai, 6 or 1.74 were 7^th Day Adventist, 2 or 0.58% were Bible Baptist, 2 or 0.58% were Iglesia Ni Cristo, and none were Mormon (Latter-day Saints), Muslim, Protestant, and Rizalista. It means that majority of the respondents belong to the largest religion in the country.

Table 02: Distribution of Respondents According to Religion

Religion	Frequency	Percent
7th Day Adventist	6	1.74
Bible Baptist	2	0.58
Born Again Christian	15	4.35
El Shaddai	9	2.61
Iglesia ni Cristo	2	0.58
Roman Catholic	311	90.14
Total	345	100.00

The data in Table reveal that 234 or 67.83% had an income of P 5,000 and below; 43 or 12.46% had a P 5,001 to P 10,000 income monthly; 36 or 10.43% had a P 20,001 and above income; 18 0r 5.22% had P 10,001 to P 15,000 income; and 14 or 4.06% had monthly income of P 15,001 to P 20,000. It means that majority of the respondents belong to the low-income earning family.

Table 03: Distribution of Respondents According to Income of Parents

Income of Parents	Frequency	Percent
P 5,000 and below	234	67.83
P 5,001 to P 10,000	43	12.46
P 10,001 to P 15,000	18	5.22
P 15,001 to P 20,000	14	4.06
P 20,001 and above	36	10.43
Total	345	100.00

As to the occupation of parents, particularly the father, Table 1.4.a shows that 133 or 38.55% were farmers, 61 or 17.68% were fishermen, 43 or 12.46% were government employees, 37 or 10.72% were small business owners, 26 or 7.54% were carpenters, 26 or 7.54 were laborers, 11 or 3.19% were private employees, 5 or 1.45% were private professionals, 3 or 0.87 were housekeepers, and none were corporate/enterprise owner. It can be gleaned from the data that most of the respondents belong to a family where the father works at the farm.

Table 04: Distribution of Respondents According to Occupation of Parents (Father)

Occupation of Parents (Father)	Frequency	Percent
Carpenter	26	7.54
Farmer	133	38.55
Fisherman	61	17.68
Government Employee	43	12.46
Housekeeper	3	0.87
Laborer	26	7.54
Private Employee	11	3.19
Private Professional (Doctor, Lawyer, Accountant)	5	1.45
Small Business Owner	37	10.72
Total	345	100.00

The data in Table reveal the occupation of the mother. 240 or 69.57% were housekeepers, 39 or 11.30% were government employees, 39 or 11.30% were small business owners, 10 or 2.90% were farmers, 6 or 1.74% were private employees, 4 or 1.16% were fishermen, 3 or 0.87% were private professionals, 2 or 0.58% were laborers, 3 or 0.58 were overseas Filipino workers, and none were carpenter and corporate/enterprise owner. It means that majority of the respondents belong to a family where the mother manages their homes.

 Table 05: Distribution of Respondents According to Occupation of Parents (Mother) 

Occupation of Parents (Mother)	Frequency	Percent
Farmer	10	2.90
Fisherman	4	1.16
Government Employee	39	11.30
Housekeeper	240	69.57
Laborer	2	0.58
Private Employee	6	1.74
Private Professional (Doctor, Lawyer, Accountant)	3	0.87
Small Business Owner	39	11.30
Others: OFW (Overseas Filipino Worker)	2	0.58
Total	345	100.00

Table exhibits the educational attainment of the respondents’ father. Statistical data show that 153 or 44.35% finished elementary education, 104 or 30.14% finished secondary education, 71 or 20.58% finished their bachelor’s degree, 14 or 4.06 were technical/vocational certificate holder, 3 or 0.87% were master’s degree holder, and none were doctor’s degree holder and post-doctor. It can be gleaned that majority of the respondents’ father were elementary graduates.

Table 06: Distribution of Respondents According to Educational Attainment of Parents (Father)

Educational Attainment of Parents (Father)	Frequency	Percent
Elementary Education	153	44.35
Secondary Education	104	30.14
Bachelor’s Degree	71	20.58
Master’s Degree	3	0.87
Technical/Vocational Certificate	14	4.06
Total	345	100.00

Table exhibits the educational attainment of the respondents’ mother. Statistical data show that 141 or 40.87% finished their secondary education, 122 or 35.36% finished elementary education, 63 or 18.26% finished their bachelor’s degree, 12 or 3.48% were technical/vocational certificate holder, 6 or 1.74% were master’s degree holder, 1 or 0.29% finished their doctor’s degree, and none were posting doctor. It means that majority of the respondents’ mother were secondary graduates.

Table 07: Distribution of Respondents According to Educational Attainment of Parents (Mother)

Educational Attainment of Parents (Mother)	Frequency	Percent
Elementary Education	122	35.36
Secondary Education	141	40.87
Bachelor’s Degree	63	18.26
Master’s Degree	6	1.74
Doctor’s Degree	1	0.29
Technical/Vocational Certificate	12	3.48
Total	345	100.00

These also go with the article of [11] citing the study made by [12] of the Gerontological Unit of the University of London that the best tip to live longer and to enjoy one’s life is by eating plenty of fruits and vegetables for the cure different kinds of sicknesses. Fruits and vegetables have the necessary nutrients needed by the body young, healthy and with natural beauty. This was true to the people of Ecuador, who are one of the longest living groups of persons in the world where Dr. Davies spent two years of his lifetime on the lifestyle of the people of Ecuador. However, these runs counter with that [9] that most pupils were below average in nutrition knowledge. She added that there is a significant variation in the pupils‟ level of nutrition knowledge when grouped according to grade level. All the three groups were statistically different from each other as to nutrition knowledge. The grade six pupils obtained the highest mean score in nutrition knowledge. This is to be expected since the grade six pupils are more advanced in terms of educational exposure than the other groups.

Table 08: Level of Nutritional Knowledge

A. Energy-Giving Foods (Go)           Total		Mean	Interpretation
1. These foods are the main sources of energy for body activities and body heat.	1539	4.46	Very High
2. Sweets should not be eaten before meal as it deadens the appetite.	1355	3.93	Moderately High
3. Peanut is good for the brain.	1357	3.93	Moderately High
4. The foods in this group are: rice, corn, rootcrops, and bread, these are the major sources of calories.	1341	3.89	Moderately High
5. Sugars are cheap sources of energy; they are naturally present in fruits especially ripe ones.	1229	3.56	Moderately High
6. Nuts are hard to digest.	1216	3.52	Moderately High
7. Too much rice intake can cause diabetes.	1141	3.31	Average
8. Cooking oil, butter, margarine and other fats are concentrated sources of energy.	1124	3.26	Average
9. Unpolished rice contains more nutritive value than polished ones.	1083	3.14	Average
10. Oat meal should be fed to babies only.	1003	2.91	Average
Selection Mean		3.59	Moderately High

Table 09: Body-Building Foods (Grow)

Body-Building Foods (Grow)                                                                                  Total		Mean	Interpretation
1. When buying fish, make sure the grills are red, eyes must be bright, clear and bulging.	1491	4.32	Very High
2. These foods are high in protein and minerals needed for growth and repair of bod tissues.	1486	4.31	Very High
3. The foods in this group are: meat, fish, poultry and eggs; these are the major sources of protein.	1481	4.29	Very High
4. When buying canned milk, inspect the label to know its nutrient content.	1481	4.29	Very High
5.  The foods in this group are also good sources of the Bcomplex vitamins, which improve appetite and prevent beri-beri and other diseases.	1385	4.01	Moderately High
6. Frequent meat-pork in the diet is hazardous to health of the aged.	1362	3.95	Moderately High
7. Eggs are fresh when the shells are chalky and rough.	1301	3.77	Moderately High
8. Fish and legumes can substitute pork and poultry as source of protein.	1285	3.72	Moderately High
9. The recommended intake of eggs is at least twice a week.	1232	3.57	Moderately High
10. The proper serving of meat is one match box size.	1084	3.14	Average
Selection Mean		3.93	Moderately High

Table 10: Body-Regulating Foods (Glow)

Body-Regulating Foods (Glow)                                                               Total		Mean	Interpretation
1. These foods protect the eyes and maintain the body’s resistance to infections and diseases keep the blood red, the nerves health and the bones strong.	1541	4.47	Very High
2.  Fresh fruits like guava, papaya, mango, kamatsile, rambutan, orange and siniguelas contain Vitamin C.	1506	4.37	Very High
3. The foods in this group are: green leafy and yellow vegetables which contain beta- carotene and which are converted to Vitamin A in the body.	1504	4.36	Very High
4. Vitamin A is important for growth and healthy eyes and skin.	1504	4.36	Very High
5. Yellow fruits and vegetables are good sources of Vitamin A.	1432	4.15	Moderately High
6. Iron is needed for healthy blood, without it causes anemia.	1416	4.10	Moderately High
7. Green leafy vegetables are good sources of iron.	1409	4.10	Moderately High
8. Vitamin C-rich foods are needed for healthy gums and teeth.	1378	3.99	Moderately High
9. Over cooking of vegetables should be avoided to retain the food nutrients.	1355	3.93	Moderately High
10. Vegetables should not be washed first before peeling and slicing so as not to lose food nutrients.	1141	3.31	Average
Selection Mean		4.11	Moderately High
Grand Mean		3.87	Moderately High

However, these run counter to the literature of [13] that with the proliferation of fast-food meals and the snacks in the market, fewer young people today acquire a taste for fresh fruits, thereby missing out on very important nutrients. An author [14], in her study, concluded that majority of the respondents clustered within the average and above average category as to food habits. This implies that most pupils eat the right kind of food in right amounts and have good eating habits. Moreover, the present study confirms such findings considering that majority of the identified food behavior were average in food behavior and the overall mean of the respondents were average in terms of food behavior.  In like manner, it also supports the study of Barra which revealed that the participants generally had healthy food preferences and eating habits. Most children believed that children should not be choosy with their foods and said that they, themselves, were not choosy with their food. According to them, they avoided eating chocolates every day; and they eat vegetables and fruits. On the other hand, it contradicts with the study of Batch [15]as cited by Jatana stated that pupils consume greater number of foods likely to promote unhealthy weight gain such as packed snacks. The types of foods and beverages that predominate in school canteens not only undermine the health and nutrition curriculum but also create the impression that foods and drinks that are high in fat, sugar and salt belong on the “everyday foods”. These findings go with the findings of [16] that the respondents have healthy food preferences and food habits based on their answer’s food choices, influences, and knowledge about food and nutrition.

Table 11:  Food Behavior

Food Behavior           Total			Mean	Interpretation
1. I love eating more fatty and salty foods. It tastes good.	1304		3.78	Good
2. I like drinking sodas or soft drinks after each meal, because it makes me full.	1220		3.54	Good
3. I eat a variety of food in moderate amount than overconsume any one food or type of food.	1216		3.52	Good
4. I prefer eating in fast-food chains or restaurants because their foods are appealing and delicious.	1201		3.48	Good
5. I prefer lean poultry such as chicken than pork or carabeef.	1201		3.48	Good
6. I see to it that I will have barbeque or fried chicken as my viand whenever available for each meal.	1193		3.46	Good
7. I drink coffee in the morning and anytime of the day rather than milk or chocolate (cocoa drink).	1184		3.43	Good
8. I eat bread and coffee everyday so that I won’t get sleepy in the night.	1164		3.37	Average
9. If I feel like snacking, I try drinking a full glass of water first before eating native foods like suman, puto, bibingka, and the like.	1154		3.34	Average
10. Rootcrops such as cassava, camote, gabi, and ube is my	1128		3.27	Average
alternative when I don’t feel like eating rice for breakfast, lunch and dinner. 11. I love eating cakes, 1087 chocolates, cookies, doughnuts, ice cream, French fries, potato chips because they taste great.			3.15		Average
12. I prefer eating canned 1084 foods and instant noodles when I’m in hurry or when there’s no available food in the canteen.			3.14		Average
13. I drink water or sip a 1078 small bowl of soup before meals.			3.12		Average
14. I fill half of my plate 1074 with vegies at lunch and dinner, and add fruit to my breakfast and snack.			3.11		Average
15. I don’t skip breakfast. If 1070 I don’t feel up to a full meal, at least I drink some water and eat a piece of fruit or bread.			3.10		Average
16. I eat 1 cup (130 g) of rice for each of the three main meals.		1065	3.09		Average
17. I like eating kwek-kwek (chicken or quail egg deepfried in flour), burger, or banana-cue or camote-cue.		998	2.89		Average
18. I eat five times a day. Eating three meals (breakfast, lunch, and dinner), with two snacks in between.		985	2.86		Average
19. I eat less in the evening if I’m no longer exercising throughout the remainder of the day.		960	2.78		Average
20. I eat in a hurry because foods are delicious when it is still hot.		904	2.62		Average
Grand Mean			3.23		Average

This confirms the findings of [17] that most of the pupils obtained a satisfactory level in terms of school performance. That is, most of the pupils achieved well in academics, this implies that the teaching-learning process in the respondent school is commendable. Likewise, it supports the study of Pamatmat that found out that the level of performance of pupils was fairly satisfactory as revealed by the general average of 83.57.

Table 12: Academic Performance of Pupils

Academic Performance	Frequency	Percentage
Advanced	27	7.82
Proficient	156	45.22
Approaching Proficiency	136	39.42
Developing	26	7.54
Total	345	100.00

This finding supports the study of [18] which revealed that the people who were somehow influential in the children’s choice of food and who were the ones telling them what to and what not to eat were their parents, grandparents, older siblings, cousins, yaya, aunts, teachers, books, and God. However, this runs counter to the findings of [19] that roughly 70% of children’s diets contain more than the recommended daily allowance of fats. She also reported that most children’s food choices do not meet the recommended food group servings from the Food Guide Pyramid. Children’s food behaviors shifted away from meals towards snacks and from at-home to away-from-home consumption, with an increase in the total amount of energy consumed, largely from salty snacks, soft drinks, and pizza. In like manner, these findings go with the findings of [20] that male and female CLSU students residing in the dormitories significantly differed in the consumption of eggs and Vitamin C rich food as well as in the frequency of eating spaghetti, macaroni, bihon, other noodles, sweets/candies and crunchy chips. Some foods like meat, eggs and Vitamin C were consumed more by male students than by female students. Furthermore, it revealed that the number of the family members was negatively but significantly related to the consumption of cereals.  Moreover, this confirms the findings of [21] that the literature on the extent of similarity between parental food preferences and choice and those of young children has identified a number of contrasting points. On the one hand, some researchers have shown that the preferences of young children resemble those of the same-sex parent. Yet a meta-analysis of the relationship in food preferences between parents and children resulted in only a minor significant correlation; although the strength of the correlation was similar for mother-child and father-child pairs. It appears however, that in all the studies reporting significant incongruency in parent-child preferences, the children were quite young (2-7 years of exposure). In contrast, in studies that found congruency in family members‟ food preferences, choice or consumption, the subjects were usually parents and older offspring. These latter findings seem to indicate that any resemblances in parent and child food preferences or choices can be mostly attributed to years of experience of a fairly similar staple diet. Furthermore, it supports the findings of [22] that proponents of the theory that children’s food preferences are similar to those of both parents also suggest that this sameness may be partially explained by the high priority given to father’s food likes in family menus, even though the mother is the principal menu planner. Some researchers have tried to describe this complex role of the wife/mother in relation to food choice for the family by emphasizing the difference between responsibility and control: “Although women may have the day-to-day responsibility of food provision for their families, it is men who have the power to control”. Yet other researchers have suggested a gradual breakdown of the allegedly conservative influence of the dominance of the husband’s tastes within the setting of the family, a situation which may be the case amongst a number of younger families in the province.

Table 13:  Relationship between the Profile of the Respondents and Food Behavior

Source of Variation	df	Sum of Squares	Mean Square	F- Value	Significance
Between Groups	4	274.51	68.6275	10.063	0.0351
Within Groups	340	2318.71	6.8197
Total	344	2593.21

Out of the five (5) independent variables, namely; sex, religion, income of parents, occupation of parents, and educational attainment of parents, and the dependent variable, food behavior, it was found out that only three (3) independent variables, namely; age, income of parents, and educational attainment of parents were significantly related to the food behavior of the grade six pupils. Religion and occupation of parents were found out to be not significantly related to food behavior. This supports the findings of [23] that father’s educational attainment and the consumption of beans were also negatively related, and father and mother’s educational attainment was related to the consumption of Vitamin C rich foods. Moreover, it goes with the findings of [24] that have concluded that children more closely resembled siblings in their food preferences than they resembled mothers or fathers. The reasons they forwarded were: (a) siblings are more similar than parents in terms of age, and are therefore more likely to be imitated; (b) child-sibling pairs have similar amounts of exposure to various foods (to a greater degree than child-parent pairs); and (c) there is a greater genetic similarity in sibling pairs versus parent-offspring pairs.

Table 14: Summary Result on the Relationship between the Profile of the Respondents and Food Behavior

Profile	F- Ratio	Significance	Beta Coefficient	Interpretation
Age	3.872	0.0461	0.9461	Significant
Religion	2.914	0.1207	0.7735	Not Significant
Income of Parents	4.826	0.0409	0.8123	Significant
Occupation of Parents	3.162	0.0521	0.6641	Not Significant
Educational 4.027 Attainment of Parents		0.0345	0.8371	Significant

This finding supports the study of [25] that the scholastic achievement of students is significantly related to the subjects, teachers and study techniques. The home, family, personality, teachers and school factors also contribute to the achievement of the students in school. The students showed preference for all the school subjects. They like teachers who had good qualities. However, they were not familiar with the good study techniques probably because they were not oriented on the same.  Moreover, this confirms the findings of [26] that the support and interest in sending children to school, socioeconomic status of the family which includes number of children, father’s occupation, mother’s occupation, source of income, monthly average income and assets of the family correlate significantly with the students‟ academic performance. Furthermore, this goes with the findings of [27] that the educational attainment of parents is significantly related to the students’ performance. On the other hand, the occupation of the parents is not significantly related to the performance of the students.

Table 15: Relationship between the Profile of the Respondents and Academic Performance

Source of Variation	df	Sum of Squares	Mean Square	F- Value	Significance
Between Groups	4	981.45	245.36	5.648	0.006
Within Groups	5	217.22	43.44
Total	9	448.67

This runs counter to the study of [28] as cited by Palacol that the scholastic achievement of pupils is not significantly related to the home, family and school factors such as teachers’ qualities, preference from all school subjects and study techniques because they were not oriented on the same.  A study of [29], revealed that middle – class boys have poor academic achievement if their mothers work full time and become insecurely attach to both parents. The findings of this study run counter with the study considering that the occupation of parents is not significantly related to the academic performance.

Table 16: Summary Result on the Relationship between the Profile of the Respondents and Academic Performance

Profile	F-Ratio	Significance	Beta Coefficient	Interpretation
Age	8.296	0.0381	1.779	Significant
Religion	6.413	0.1341	9.641	Not Significant
Income of Parents	10.217	0.0453	3.324	Significant
Occupation of Parents	3.452	0.2571	1.047	Not Significant
Educational 4.913 Attainment of Parents		0.0473	0.084	Significant

This finding supports the study of [30] which revealed that when the respondents were asked from whom they learned the things that they know about foods, they gave the following answers: parents, school, books, teachers, Sineskwela, CD ng computer, aunts/uncles, grandmother, and older siblings.  

Table 17: Relationship between the Level of Nutritional Knowledge and Food Behavior

Source of Variation	df	Sum of Squares	Mean Square	F- Value	Significance
Between Groups	19	2182.16	114.85	2.009	0.0142
Within Groups	30	1718.24	51.175
Total	49	3900.4

Multiple regression analysis was used to test the hypothesis that there is no significant relationship between the food behavior of the pupils and their academic performance as shown by the F-value of 17.866 and significance value of 0.0491 which was lesser than the 0.05 error of margin level. The null hypothesis therefore is rejected which means that there is a significant relationship between the food behavior of the grade six pupils and their academic performance. This finding supports [31], reported the findings that showed food insufficient children are more susceptible to illnesses and infections such as sore throats, colds, stomachaches, and headaches. Iron deficiency anemia is also associated with hunger and food insecurity. Children from food insecure households tend to experience psychological and emotional distress with behavior problems such as hyperactivity, aggression, and withdrawn behaviors. Food insecure children have difficulties getting along with their peers, being suspended from school, and a need for special counseling and education services. Children from food insufficient households may not perform as well on academic achievement tests as children from food sufficient households. Students who experience food insufficiency are likely to repeat a grade in school and experience tardiness or absences from school which may affect their academic performance.  Moreover, this go with the findings of [32] that the performance of the pupils in school was or less similar when grouped according to level, thus, similar in terms of academic achievement level. She also came up with the result that food habits were significantly directly related to school performance. It can be inferred then that food habits are directly related with academic achievement. Thus, the better is the food habits of an individual, the better is his performance in school and consequently, his academic achievement. However, it contradicts with the study of [33] that the average computed t-value of 12.89 proved that eating habits at home and in the school had no significant effect on the pupils‟ performance; while, the average computed t-value of 13.66 with p-value of .000, connoted that the quality and quantity of food had significant effect on the performance of pupils at .05 level of significance. In the study of [34], it revealed that the effect of comprehensive breakfast feeding program on the health status and scholastic performance of the pupils signifies the computed x2 – value of 3.0908 is less than the tabular x2 value of 4.916 which, reveals the comprehensive breakfast feeding program has no significant effect on the health status of the pupils at .05 level of significance. However, the x2 – value of 6.1803 which is more than the tabular value of 4.916 indicates that comprehensive breakfast feeding program has significant effect on the scholastic performance of the pupils. The present study supports these findings. Likewise, this confirms the findings of [35], that there was a significant difference in nutritional status of Grade 1 pupils before and after the milk feeding projects in favor of heights and weights after the project. The performance of the Grade 1 pupils increased from second to third grading period but declined again during the fourth grading period. The pupils’ academic performance was related to their nutritional status.

Table 18: Relationship between Food Behavior and Academic Performance

Source of Variation	df	Sum of Squares	Mean Square	F- Value	Significance
Between Groups	10	1862.25	186.225	17.866	0.0491
Within Groups	334	3481.42	10.4236
Total	344	5343.67

 

4. CONCLUSION

A majority of the pupils were female, Roman Catholic for their religion, and belong to the low-income earning family. In terms of the occupation of the parents, majority of the fathers are farmers while housekeepers for the mothers. Fathers were elementary graduates and mothers, secondary graduates. On the level of nutritional knowledge, the findings revealed that they were moderately high. In terms of food behavior, it was found out that they have an average food behavior. On the academic performance of the respondents, majority were on the proficient level and on the approaching proficiency level. On the significant relationship between the profile of the pupils and the food behavior; sex, income of parents, and educational attainment of parents, were found out to be significantly related. Religion and occupation of parents were found out to be not significantly related to food behavior. The findings revealed that the profile of the pupils (sex, income of parents, and educational attainment of parents) were found to be significantly related to academic performance. Religion and occupation of parents were found out to be not significantly related to academic performance. On the significant relationship between the level of nutritional knowledge and the food behavior were found to be significantly related. The findings revealed that the food behavior of the pupils was found to be significantly related to their academic performance. A majority of the pupils were female, and Roman Catholic. This can be inferred that females are more interested to schooling and that they’re religious. Majority belongs to the low-income earning family, fathers were farmers and elementary graduates and mothers were housekeepers and secondary graduates. It means that pupils belong to a family with a low support for food and education since their parents were not able to pursue college education and were not able to get a good paying job that will support their family. On the level of nutritional knowledge, majority of the items were moderately high. It can be inferred that the pupils were aware of the food groups and its benefits especially on the items that are available in their area. The food behavior of the pupils was found out to be average. It means that they prefer and eat foods that are good for the body and those with less nutritive content.  On the level of academic performance, majority were on the proficient level. It can be inferred that they are doing well in the classroom. On the significant relationship of the profile of the respondents and the food behavior, it can the inferred that religious beliefs on food, the type of occupation of parents, does not affect their food behavior while age, income of parents as well as their educational attainment will determine the type of food they served on their table.  The profile of the respondents (age, income of parents, and educational attainment of parents) is significantly related to their academic performance. It means that the family’s status will have an impact on the performance of the pupils in school. On the significant relationship of the level of nutritional knowledge and food behavior, it can be implied that as the pupils become more aware of the foods and food groups, they become better on food behavior.  The food behavior is significantly related to the academic performance. It can be inferred that as the pupils are good on food behavior, then they will likely to get better grades in school.

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