2026 IJRSE – Volume 15 Issue 14
Available Online: 2 June 2026
Author/s:
Romina, Rosecian Jean G.
Leyte Normal University, Philippines (Rosecianjean@gmail.com)
Abstract:
This case study explores the effects of a sponsored feeding program on grade 1 learners’ motivation and school attendance in elementary school. The study focuses on the 11 grade 1 learners, their parents/guardians, and the adviser. A qualitative research design was utilized; the researcher employed semi-structured interviews with the grade 1 learners, their parents/guardians, and their grade 1 teacher, supplemented by direct observations, and a document analysis of attendance records to corroborate the participants’ accounts. Findings indicate that, while the sponsored feeding program did not significantly improve formal school attendance records, it had a remarkable positive impact on learners’ motivation and willingness to attend school, leading children to wake up earlier, arrive prepared and excited, and avoid lateness due to feeding. Learners were more active, more responsive, and less likely to feel sleepy during afternoon classes on days when they had been fed. Furthermore, this study also found the essence of intrinsic motivation, particularly in reading and writing, parental or guardian encouragement, and the prospect of playing with their friends at school, were factors that drove attendance regardless of whether a feeding session was scheduled. Based on the findings, DepEd and local government units should support and reproduce similar community-based and private partnerships in other underserved schools to address nutritional gaps and enhance learner motivation.
Keywords: sponsored feeding program, school attendance, learner motivation, willingness to attend, qualitative design
DOI: https://doi.org/10.5861/ijrse.2026.26245
Cite this article:
Romina, R. J. G. (2026). More than a meal: A case study on the effects of a sponsored feeding program on Grade 1 learners’ motivation and attendance in elementary school. International Journal of Research Studies in Education, 15(14), 21-29. https://doi.org/10.5861/ijrse.2026.26245