Abstract:
Feeding programmes are critical for quality education to be realized in all
learning institutions starting from Pre-primary to higher levels globally. When
there is no provision of meals to children in school, they lack the energy to
concentrate in classroom and co-curricular activities. It also weakens their
intellectual ability and may hinder the development of competencies among
pre-primary school learners. In this study, it was assumed that the provision
of meals to pupils in school influences the acquisition of competencies among
the learners. The purpose of this study, therefore, was to establish the
influence of School Feeding Programmes on the acquisition of competencies
in classroom activities among the learners in pre-primary schools in Belgut
Sub-County, Kericho County. The study was guided by Abraham Maslow’s
theory of the hierarchy of needs, as it stresses the fundamental requirements
of basic needs (food), which increases the satisfaction of an individual
(learner). The study used a descriptive survey design with a population of 85
pre-primary schools. Headteachers were eighty-five (85) and pre-primary
school teachers were one hundred and seventy (170), giving a total of 255
respondents. A sample size of 189 respondents was derived comprising of 70
headteachers and 119 pre-primary school teachers. The study employed
stratified random sampling to draw respondents from the target population.
The instruments used to collect data were questionnaires and interview
schedules for teachers and headteachers respectively. The analysis of the
collected data was done using descriptive and inferential statistics. Inferential
statistics were used to show the relationship between the dependent and the
independent variables and was presented in form of correlation analysis. The
study findings revealed that children who are consistently provided with meals
East African Journal of Education Studies, Volume 2, Issue 1, 2020
Article DOI: https://doi.org/10.37284/eajes.2.1.259
212
in school concentrated well in class activities. There existed a significant
correlation (p<0.05) between competencies in classroom activities and school
feeding programmes. The school feeding programmes enabled learners to
actively participate and concentrate on school activities and enhanced
competency acquisition. Some of the recommendations were that the county
and national government need to fully implement the school feeding
programmes and that the sustainability of the programme is vital to increased
competency acquisition rate among Pre-Primary school learners.
