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GULAYAN SA PAARALAN AND ITS IMPLICATION TO LEARNERS’

NUTRITIONAL STATUS AND ACADEMIC PERFORMANCE

Article in PUPIL International Journal of Teaching Education and Learning · April 2022
DOI: 10.20319/pijtel.2022.61.202215

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PUPIL: International Journal of Teaching, Education and Learning
ISSN 2457-0648

Lacuarin et. al., 2022

Volume 6 Issue 1, pp. 202-215
Received: 1st September 2021
Revised: 09th February 2022, 11th March 2022, 5th April 2022
Accepted: 06th April 2022
Date of Publication: 08th April 2022
DOI-https://doi.org/10.20319/pijtel.2022.61.202215
This paper can be cited as: Lacuarin, N. M., Dapilos, L. A., Alvara, M. T., Tamban, V. E., Tabuac, E.
C. & Alforja, N. S. (2022). Gulayan Sa Paaralan And Its Implication to Learners’ Nutritional Status
and Academic Performance. PUPIL: International Journal of Teaching, Education and Learning, 6(1),
202-215.
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International
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GULAYAN SA PAARALAN AND ITS IMPLICATION TO

LEARNERS’ NUTRITIONAL STATUS AND ACADEMIC
PERFORMANCE
Nenette M. Lacuarin
Principal, Malaban Elementary School, Department of Education-Biñan City, Laguna
Philippines
[email protected]

Leopoldo A. Dapilos
Teacher I, Malaban Elementary School, Department of Education-Biñan City, Laguna
Philippines
[email protected]

Michelle T. Alvara
Teacher III, Malaban Elementary School, Department of Education-Biñan City, Laguna
Philippines
[email protected]

Victoria E. Tamban
Assistant Professor II, College of Teacher Education, Laguna State Polytechnic University,
Los Baños Campus, Laguna Philippines
[email protected]

Erica C. Tabuac
Associate Professor III, College of Food Nutrition and Dietetics, Laguna State Polytechnic
University, Los Baños Campus, Laguna Philippines

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[email protected]
Nilda S. Alforja
Part-time Professor, Graduate Studies and Applied Research, Laguna State Polytechnic
University, Los Baños Campus, Laguna Philippines
[email protected]

Abstract
This study aimed to determine the implications of the utilization of yield from Malaban
Elementary School Gulayan sa Paaralan Project (GPP) through the School-based Feeding
Program (SBFP) on the learners’ nutritional status and academic performance. A descriptive
research design was employed in this study. The respondents of the study were the 123 severely
wasted and 400 wasted learners from Kinder to Grade VI of Malaban Elementary School,
School Year 2018-2019. Based on the results of the study after the GPP utilization through
SBFP, the nutritional status of the learners in terms of BMI showed improvement from severely
wasted to wasted, and from waste to normal, some were from severely wasted to normal,
together with their height and weight. Likewise, an improvement was also observed in the
academic performance of the learners. Consequently, the GPP utilization through SBFP has
positive implications on the nutritional status as indicated in the BMI, height, weight and
academic performance of the learners. Hence, the researcher recommended that GPP needs
to continue for it helps the schools in achieving the goals of the government in promoting and
maintaining health and wellness among Filipino learners, for malnutrition is one of the biggest
problems encountered by our country that affects the academic performance of the learners.
Keywords
Gulayan Sa Paaralan, Nutritional, Status, Academic, Performance

1. Introduction
One of the priorities of the government under the Department of Education (DepEd) is
the improvement of nutritional status among school children. Hence, they will continue to
administer the vegetable-growing program in all public schools around the country.
In DepEd Memorandum No. 95 series of 2018, Education Secretary Briones stated that
the Department of Education (DepEd) – through the Learner Support Services-School Health
Division (BLSS-SHD) – continues to implement the "Gulayan sa Paaralan Project" (GPP) in
public elementary and secondary schools nationwide "to address malnutrition and promote
vegetable production and consumption among school children."

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She explained that the Department of Education's Memorandum No. 293 series of 2007
was issued to "encourage both public elementary and secondary schools to establish school
gardens to ensure a continuous supply of vegetables for school feeding, specifically through
the school-Based Feeding Program (SBFP)" (Llego, 2019).
According to her, the instructions for implementing the GPP are outlined in DepEd
Memo No. 223 series of 2016, which mandates the GPP's strengthening. The goal, according
to the Department of Education, is to "sustain school gardens, not just to achieve the current
63 percent sustainable garden rate, but also to establish gardens in all schools countrywide,"
(Llego, 2019).
Malaban Elementary School (MES) located at Barangay Malaban, Biñan City is one of
the elementary schools with a large population. There are 3,725 pupils from Kinder to Grade
VI enrolled during S.Y. 2018-2019, and there are 523 pupils out of the said population who are
severely wasted and wasted.
The DepEd, through the School Health Division-Bureau of Learner Support Services
(SHD-BLSS), will implement the school-Based Feeding Program (SBFP) for School Year
(SY) 2016-2017 to address undernutrition and short-term hunger among public school children,
as stated in DepEd Order (DO) #51 series of 2016 or the Implementation of School-Based
Feeding Program for School Year (SY) 2016-2017. The SBFP Operational Guidelines for SY
2016-2017 specify that: 1) SBFP will cover an estimated 533,425 severely wasted (SW) and
1,385,039 wasted (W) kids from kindergarten to Grade 6. The program's main goal is to
improve the nutritional status of the participants by at least 70% after 120 days of feeding.
Second, by raising classroom attendance by 85 percent, it hopes to improve children's health,
nutritional values, and behavior. 2) School heads (SHs) are expected to supervise feeding
activities and program execution on a daily basis. 3) The Schools Division Technical Working
Group (SDTWG) is in charge of ensuring that schools follow the guidelines in terms of
procurement, health and nutritional assessments, and the implementation of complementary
activities such as deworming, food production, waste segregation and composting, and the
integration of good grooming and personal hygiene. The Regional Technical Working Group
(RTWG) will be responsible for monitoring the actions of the school division offices, such as
timely delivery of money to SHs, implementation progress, fund liquidation, and report filing;
4) All schools are required to establish and maintain the Gulayan sa Paaralan Program (GPP)
as a source of ingredients for the SBFP, and to encourage the families of the SBFP participants,
(Llego, 2019).

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2. Research Issues and Objectives

Malnutrition remains one of the biggest problems in schools in the country. The lack of
proper nutrition among pupils negatively affects their physical and mental development. If the
children are undernourished or over-nourished, they might find it difficult to focus on the
lessons and understand what their teachers are saying. They have poor concentration in class
(Femke Neervoort, et.al., 2012).
There are 523 severely wasted and wasted pupils from Kinder to Grade VI enrolled
during S.Y. 2018-2019, and this is a big issue and concern on the part of the school head this
gives her an initiative in establishing and maintaining the MES- GPP, and it served as a source
of healthy ingredients for their SBFP program. This also gave them the initiative to conduct
research on the implications of their GPP utilization on their SBFP beneficiary nutritional status
and their academic performance.

Independent Variables
3. Dependent Variables

Before and After Implications of the

Utilization of Gulayan sa Utilization of Gulayan
Paaralan on SBFP for sa Paaralan on SBFP
Grade Level
• Kinder o Nutritional Status
• Grade 1 BMI
• Grade 2 o Academic
• Grade 3 Performance
• Grade 4
• Grade 5
• Grade 6

Theoretical/Conceptual Framework

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Figure 1: Research Paradigm

(Source: Self)
This research is based on Maslow's hierarchy, which is commonly depicted as a
pyramid. The most fundamental needs are found at the bottom of the pyramid, while the most
complicated needs are found at the top. Basic bodily requirements, such as the need for food,
drink, sleep, and warmth, lie at the bottom of the pyramid. People can go on to the next level
of requirements, which are for safety and security, once these lower-level demands have been
addressed (Smith RA, & Feigenbaum KD, 2012).
The possible impact goal of targeting children through a feeding program is to improve
their educational success so that they can be more productive in the future. SBFP assists
students in improving their physical fitness. This reduces short-term hunger, which enhances
children's cognitive functioning and attention span, allowing them to devote more time to
studying. (http://ww1.irhsr.org) It improves students' performance in a class by making them
more involved and cooperative during class discussions.
It was shown in Figure 1, the research paradigm of this study wherein the independent
variables consist of the Grade Level of the learners before and after the utilization of Gulayan
sa Paaralan Project through SBFP, while the dependent variables consist of its implication on
the learners’ nutritional status and academic performance.

4. Materials and Methods

The study used a descriptive-evaluative research design and a questionnaire checklist
as the primary method for gathering data. The purpose of this design is to carefully evaluate
the current study's worthiness. The descriptive approach, according to Padua (2006), is the
finest way for describing the current state of events, persons, or subjects. Furthermore, he stated
that this is beneficial in obtaining the current status and conditions of the difficulties, which is
necessary in order to comprehend current and future conditions.
The participants of the study were the 123 severely wasted and 400 wasted Kinder to
Grade VI learners during S.Y. 2018-2019 of Malaban Elementary School, Biñan City.
Table 1 shows the frequency distribution of the learners.
Table 1: Distribution of Learners’ Sample Size
(Nutritional Status Before Utilization of Gulayan sa Paaralan through SBFP)

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No. of Severely No. of Wasted Grand Total

Wasted Beneficiaries

1. Kinder 9 86 95
2. Grade I 18 79 97
3. Grade II 14 42 56
4. Grade III 13 48 61
5. Grade IV 47 49 96
6. Grade V 4 45 49
7. Grade VI 18 51 69
Total 123 400 523
(Source: Author's Own Illustration)
It was shown that there are 123 earners from Kinder to Grade VI severely wasted and
400 were wasted.
The instrument of this study is the records of the learners’ Body Mass Index, height,
and weight as indicators of their nutritional status and their general weighted average for S.Y.
2018-2019 before and after the GPP utilization through SBFP.
Frequency distribution and Percentage were used in describing the learners’ weight,
height, BMI, and academic performance.
T-test was used in determining the difference between the learners’ nutritional status
through their BMI with their academic performance.

5. Results and Discussion

The results in Table 2 show the learners’ height, frequency and percentage distribution
before and after the GPP utilization through SBFP.
Table 2: Frequency and Percentage Distribution of Learners’ Height Before and
After the Utilization of Gulayan sa Paaralan through SBFP
Height (cm) Frequency Frequency Percentage (%)
Before After Before After
146-150 18 45 3.44 8.60
141-145 24 95 4.59 18.16
136-140 65 125 12.43 23.90
131-135 120 115 22.94 21.99
126-130 106 72 20.27 13.77
121-125 93 48 17.78 9.18
116-120 97 23 18.55 4.40
Total 523 523 100.0 100.0
(Source: Author's Own Illustration)
It was shown that the majority of the learner’s height positively increased before and
after the GPP utilization through SBFP. For the 146-150cm before it was 18, and after the GPP

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utilization, it became 45 with an increase of 27, while a decrease was observed in the lowest
level of their height for those in the 116-120cm from 97 it goes down to 23. These results show
a good implication of the program to the height of the learners.
Table 3 shows the learners’ weight frequency and percentage distribution before and after the
GPP utilization through SBFP.
Table 3: Frequency and Percentage Distribution of Learners’ Weight
Before and after the GPP Utilization through SBFP
Weight Frequency Percentage (%)
(kgs) Before After Before After
26-30 65 97 12.43 18.55
21-25 140 154 26.77 29.45
16-20 153 149 29.25 28.49
11-15 165 123 31.55 23.51
Total 523 523 100.0 100.0
(Source: Author's Own Illustration)
Similarly, the majority of the learners’ weight has increased positively. For those who
belong to 26-30kgs. Before it was 65, then after the GPP utilization it became 97 with an
increase of 32, while it decreased in terms of the lowest level of their weight for 11-15kgs from
165 it goes down to 123. The implication of the program to the weight of the learners was
evidently manifested.
The GPP utilization really shows good implications for it helps to increase the height
and weight of the learners which is evidence that the vegetable yielded from their Gulayan sa
Paaralan Project (GPP) indeed helps in the improvement of the height and weight of the
learners.
Table 4 shows the distribution of the learners’ BMI.
Table 4: Frequency and Percentage Distribution of Boy-Learners’ BMI
Before GPP Utilization through SBFP
Age
Years & Months BMI F %
13.02-13.04 13.9-15.0 W 7 2.19
<13.8 SW 2 0.63
12.11-13.01 13.8-14.9 W 4 1.25
<13.7 SW 2 0.63
12.08-12.10 13.7-14.7 W 7 2.19
<13.6 SW 2 0.63
12.05-12.07 13.6-14.6 W 9 2.81
<13.5 SW 5 1.56
12.02-12.07 13.5 -14.5 W 7 2.19
<13.4 SW 9 2.81

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11.11-12.01 13.4-14.4 W 5 1.56

< 13.3. SW 4 1.25
11.08-11.10 13.3-14.3 W 5 1.56
< 13.2 SW 8 2.50
11.04-11.07 13.2-14.1 W 7 2.19
< 13.1 SW 6 1.88
11.00-11.03 13.1-14.0 W 8 2.50
<13.0 SW 7 2.19
10.08-10.11 13.0-13.9 W 8 2.50
<12.9 SW 7 2.19
10.04-10.07 12.9-13.8 W 11 3.44
< 12.8 SW 10 3.13
9.11-10.03 12.8-13.7 W 10 3.13
< 12.7 SW 8 2.50
9.06-9.10 12.7 -13.5 W 5 1.56
<12.6 SW 4 1.25
9.00-9.05 12.6-13.4 W 14 4.38
<12.5 SW 4 1.25
8.05-8.11 12.5- 13.4 W 17 5.31
< 12.4 SW 5 1.56
7.09-8.04 12.5-13.3W 25 7.81
< 12.3 SW 5 1.56
7.00-7.08 12.3-13.1 W 10 3.13
<12.2 SW 3 0.94
6.02-6.11 12.2-3.0W 28 8.75
<12.01 SW 4 1.25
5.00-6.01 12.1 -12.9 W 33 10.31
< 12.0 SW 5 1.56
Total 320 100.0
(Source: Author's Own Illustration)
Legend: W=Wasted; SW (Severely Wasted)
The nutritional status of the male/boy learners from 5.00 to 13.04 of age with BMI from
<12.0 to 15.0 ranges from 0.63% to 10.31% which consist of wasted and severely wasted. This
result shows that there is an existing undernutrition problem among male/boy learners in MES.
Hence, an intervention in the form of GPP through SBFP was implemented.
Table 5 reveals the male/boy learners’ BMI after the GPP utilization through SBFP.
Table 5: Frequency and Percentage Distribution of Male/Boy-Learners’ BMI
After the GPP Utilization through SBFP
Age f %
Years & Months BMI
13.02-13.04 15.0-25.0 Normal 5 1.56
13.9-15.0 W 4 1.25
12.11-13.01 14.9-24.9 Normal 3 0.94
13.8-14.9 W 3 0.94

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12.08-12.10 14.8-24.6 Normal 5 1.56

13.7-14.7 W 4 1.25
12.05-12.07 14.6-24.3 Normal 8 2.50
13.6-14.6 W 6 1.88
12.02-12.07 14.5-24.0 Normal 8 2.50
13.5 -14.5 W 8 2.50
11.11-12.01 14.4-23.7 Normal 6 1.88
13.4-14.4 W 3 0.94
11.08-11.10 14.3-23.4 Normal 9 2.81
13.3-14.3 W 4 1.25
11.04-11.07 14.2-23.1 Normal 9 2.81
13.2-14.1 W 4 1.25
11.00-11.03 14.1-22.7 Normal 9 2.81
13.1-14.0 W 6 1.88
10.08-10.11 13.9-22.4 Normal 10 3.13
13.0-13.9 W 5 1.56
10.04-10.07 13.8-22.0 Normal 12 3.75
12.9-13.8 W 9 2.81
9.11-10.03 13.7-21.7 Normal 18 5.63
9.06-9.10 13.6-21.2 Normal 6 1.88
12.7 -13.5 W 3 0.94
9.00-9.05 13.5-20.8 Normal 18 5.63
8.05-8.11 13.4-20.4 Normal 22 6.88
7.09-8.04 13.3-19.9 Normal 18 5.63
12.5-13.3W 12 3.75
7.00-7.08 13.1-19.4 Normal 13 4.06
6.02-6.11 13.1-19.0 Normal 32 10.00
5.00-6.01 13.0-18.6 Normal 24 7.50
12.1 -12.9 W 14 4.38
Total 320 100.0
(Source: School Students’ Record)
Legend: N=Normal; W=Wasted; SW (Severely Wasted)
The nutritional status of the male/boy-respondents from 5.00 to 13.04 of age with BMI
from 12.1 to 25.0 ranges from 0.94% to 10.00% which consist of wasted and normal. The result
of the study shows that there is an improvement in terms of the learners’ nutritional status after
the GPP utilization. This showed a good implication for the nutritional status among the
male/boy learners.
Table 6 reveals the female/girl –learners’ BMI before the GPP utilization on SBFP.
Table 6: Frequency and Percentage Distribution of female/Girl-Learners’ BMI
Before GPP Utilization through SBFP
Age
Years & BMI f %
Months
13.02-13.03 13.7-15.0 W 3 1.47

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<13.7 SW 2 0.98
12.11-13.01 13.6-14.9 W 5 2.46
<13.6 SW 2 0.98
12.08-12.10 13.5-14.8W 7 3.45
<13.5 SW 2 0.98
12.06-12.07 13.4-14.6 W 4 1.97
<13.4 SW 1 0.49
12.03-12.05 13.3-14.5 W 4 1.97
<13.3 SW 1 0.49
12.00-12.02 13.2-14.4 W 4 1.97
<13.2 SW 3 1.47
11.10-11.11 13.1 -14.3W 5 2.46
<13.1 SW 4 1.97
11.08-11.09 13.0-14.2 W 5 2.46
< 13.0. SW 7 3.45
11.05-11.07 12.9-14.0 W 9 4.43
< 12.9 SW 7 3.45
11.02-11.04 12.8-13.9 W 7 3.45
< 12.8 SW 2 0.98
10.11-11.01 12.7-13.8 W 3 1.47
<12.7 SW 2 0.98
10.08-10.10 12.6-13.7 W 4 1.97
<12.6 SW 2 0.98
10.03-10.07 12.5-13.6 W 4 1.97
< 12.5 SW 1 0.49
9.11-10.02 12.4-13.5 W 7 3.45
< 12.4 SW 4 1.97
9.03-9.10 12.3 -13.4 W 8 3.94
<12.3 SW 2 0.98
8.11-9.02 12.1-13.1 W 3 1.47
<12.0 SW 2 0.98
8.05-8.10 12.0- 13.0 W 23 11.34
< 11.9 SW 5 2.46
7.09-8.04 11.9-12.9W 10 4.92
< 11.8 SW 5 2.46
7.00-7.08 11.8-12.7 W 15 7.39
<11.7 SW 1 0.49
5.05-6.11 11.7-12.6W 8 3.94
<11.6 SW 1 0.49
5.00-5.04 11.6 -12.5 W 8 3.94
< 11.5 SW 1 0.49
Total 203 100.0
(Source: Author's Own Illustration)
Legend: W=Wasted; SW (Severely Wasted)
The female/girl learners’ nutritional status with ages from 5.00 to 13.03 with BMI from
<11.5 to 15.0 ranges from 0.49% to 11.34% which consist of severely wasted and wasted. This
shows that the nutritional status of the female/girl-learners was low before the program.
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Table 7 reveals the female/girl –learners’ BMI after the GPP utilization on SBFP.
Table 7: Frequency and Percentage Distribution of Female/Girl-Learners’
BMI After GPP Utilization through SBFP
Age Years &
Months BMI f %
13.02-13.03 15.0-26.4 N 4 1.97
13.7-15.0 W 1 0.49
12.11-13.01 14.9-26.0 N 3 1.47
13.6-14.9 W 4 1.97
12.08-12.10 14.8-26.0 N 6 2.96
13.5-14.8 W 3 1.47
12.06-12.07 14.7-25.7 N 2 0.98
13.4-14.6 W 1 0.49
12.03-12.05 14.5-25.5 N 3 1.47
13.3-14.5 W 2 0.98
12.00-12.02 14.4-25.2 N 5 2.46
13.2-14.4 W 2 0.98
11.10-11.11 14.3 -24.9 N 7 3.45
13.1 -14.3W 2 0.98
11.08-11.09 14.2-24.7 N 9 4.43
13.0-14.2 W 7 3.45
11.05-11.07 13.9-24.4 N 12 5.90
11.02-11.04 13.9-24.0 N 5 2.46
12.8-13.9 W 4 1.97
10.11-11.01 13.7-23.8 N 6 2.96
12.7-13.8 W 5 2.46
10.08-10.10 13.7-23.4 N 5 2.46
12.6-13.7 W 4 1.97
10.03-10.07 13.6-23.1 N 8 3.94
9.11-10.02 13.4-22.8 N 5 2.46
12.4-13.5 W 5 2.46
9.03-9.10 13.2-22.0 N 5 2.46
8.11-9.02 13.1-21.7 N 15 7.38
12.1-13.1 W 12 5.90
8.05-8.10 13.0- 21.3 N 11 5.41
7.09-8.04 12.9-20.9 N 12 5.90
7.00-7.08 12.7-20.3 N 10 4.92
5.05-6.11 12.6-19.7N 10 4.92
5.00-5.04 12.5-18.9 N 8 3.94
Total 203 100.0
(Source: Author's Own Illustration)
Legend: W=Wasted; SW (Severely Wasted)
The female/girl-learners’ nutritional status with ages from 5.00 to 13.03 with BMI from
<11.5 to 15.0 ranges from 0.49% to 7.38% which consist of normal and wasted. The results
revealed an improvement in terms of their nutritional status therefore the GPP utilization
showed good implications for the nutritional status of the said group of learners.
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Table 8 shows the learners’ academic performance before the GPP utilization.
Table 8: Learners’ Academic Performance Before the GPP Utilization

Grades Frequency Percentage (%)

87-89 78 14.91
84-86 89 17.02
81-83 141 26.96
78-80 97 18.55
75-77 118 22.56
Total 523 100.0
(Source: Author's Own Illustration)
Legend: W=Wasted; SW (Severely Wasted)

It was shown that most of the learners got 81-83% grades with 141 or 26.96% of the
total respondents, while only 78 or 14.91% got 87-89% grades in terms of their academic
performance. The results revealed that the low performing learners are dominant among the
group of learners before the program.
Table 9 shows the learners’ academic performance after the program.
Table 9: Learners’ Academic Performance After the GPP Utilization
Grades Frequency Percentage (%)
93-95 26 4.97
90-92 92 17.59
87-89 133 25.43
84-86 87 16.63
81-83 95 18.16
78-80 90 17.22
Total 523 100.0
(Source: Author's Own Illustration)
It was shown that most of the learners got 87-89% grades with 133 or 25.43% of the
total respondents, while only 90 or 17.22% got 78-80% grades in terms of their academic
performances. It is evident from the results that there was an improvement in the academic
performance of the learners for there were learners who got 90-95% grades after the program.
This describes that the GPP through SBFP program has a good implication on the learners’
academic performance.
Table 11 shows the test of significant difference between the learners’ BMI/ nutritional
status, and academic performance, before and after SBFP in School A.
Table 11: Test on the Significant Difference between the Learners’ BMI/Nutritional Status,
& Academic Performance Before and After the GPP Utilization through SBFP
Indicators Before After Mean
Mean Mean Difference df t-value

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1. BMI/Nutritional Status 12.84 19.02 6.18 319 6.102**

(Boys)
2. BMI/Nutritional Status 12..22 20.25 8.03 122 14.397**
(Girls)
3. Academic 81.53 89.94 8.41 522 32.17**
Performance
p-value < 0.01; * p-value < 0.05
It was revealed that there is significant difference between the learners’ BMI/nutritional
status of boys (t-value=6.102; df=319; p-values<0.01), and for girls (t-value=14.397; df=122;
p-values<0.01), and their academic performance (t-value=32.17; df=522; p-values<0.01)
before and after the program. This determined that the GPP utilization on SBFP has good
implications to the learners’ nutritional status and academic performance.

6. Conclusion and Recommendation

The data revealed a substantial change in nutritional status and academic performance
before and after the program, according to the researchers.
Based on the findings of this study, the researcher proposed that GPP be continued
through SBFP and that beneficiaries' parents or families start their own vegetable garden at
home so that nutritional development can continue at home.

7. Acknowledgement
The authors would like to humbly thank the Hon. Mayor Arman R. Dimaguila of Biñan
City, President of Laguna State Polytechnic University, Dr. Mario R. Briones, the Vice
President of R & D, Dr. Roberto C. Agatep, the Director of R &D, Prof. Christian Paul de la
Cruz, Associate Dean Karen A. Manaig of College of Teacher Education, and the student-
participants for their support on the completion of this study.

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