The Effect of Dietary Pattern and Body Mass index on the Academic Performance of In-school Adolescents

Abstract

The main objective of this study was to determine the effects of dietary pattern and body mass index on the academic performance of in-school adolescents in Ekiti State. One hundred and twenty eight students (10-19 years) selected from three senior secondary schools in Ekiti State Nigeria, formed the participants for this study. Questionnaire was the instrument for data collection and the data were subjected to descriptive and inferential statistics (bivariate Pearson correlation analysis and linear regression) using Spss version 12 at 0.05 level of significance. Findings of this study showed that of all the adolescents, only 16.4%, 14.1%, 7.0%, 16.4% and 10.2% followed a healthy dietary pattern of regular intake of breakfast, three square meals, milk, fruits and vegetables respectively. 50%, 38.3% and 45.3% followed an unhealthy dietary pattern of regular intake of sweets, chewing gum and soft drinks. With regards to body mass index and academic performance, less than 40% of the respondents were of normal weight and only half of the respondents had good academic performance. Body mass index, breakfast consumption, eating three square meals and regular intake of fruits and vegetables all had significant effects (P <0.05) on the academic performance of adolescents. Also, there was a significant joint effect of body mass index and healthy dietary pattern on the academic performance of these adolescents. Parents and school authorities should make all efforts to ensure healthy dietary pattern among adolescents so as to enhance their academic performance.

Is there an association between dietary intake and academic achievement: a systematic review

“…A total of six studies reported significant associations for fruit and vegetables with academic achievement. For those studies that reported a correlation, a consistent positive relationship was demonstrated between fruit and vegetable consumption and academic achievement, with values ranging from r = 0.195 to 0.23 (53) [odds ratio = 1.61 (1.11-2.32)] (34) (r = 0.23) (25,32,33,40,47) for adequate amounts of fruit and vegetables (40,53) . Two studies reported on fruit only with increases in academic achievement (32,47) .…”

“…For those studies that reported a correlation, a consistent positive relationship was demonstrated between fruit and vegetable consumption and academic achievement, with values ranging from r = 0.195 to 0.23 (53) [odds ratio = 1.61 (1.11-2.32)] (34) (r = 0.23) (25,32,33,40,47) for adequate amounts of fruit and vegetables (40,53) . For those studies that reported a correlation, a consistent positive relationship was demonstrated between fruit and vegetable consumption and academic achievement, with values ranging from r = 0.195 to 0.23 (53) [odds ratio = 1.61 (1.11-2.32)] (34) (r = 0.23) (25,32,33,40,47) for adequate amounts of fruit and vegetables (40,53) .…”

“…The most common association between an aspect of dietary behaviour/intake and academic achievement was breakfast consumption, which was reported to be significantly associated in 12 studies (Table 3). Three studies reported associations as a correlation value, which varied between r = 0.12 and 0.278 (36,(46)(47)(48)(49) . Other studies reported the associations between breakfast and academic achievement as an odds ratio.…”

Diet, Nutritional Status and School Performance of Schoolchildren in the District of Abidjan: Case of Yopougon and Bingerville

“…Adolescence is a period of rapid development that requires the ingestion of essential nutrients from foods to cover the harmonious developmental needs of the body. Failure to achieve this demand often results in varying degrees of malnutrition that has an impact on the health and academic performance of adolescents [1]. The association between nutritional status and knowledge of certain sociodemographic and economic characteristics has been the focus of several relevant studies [4].…”

“…For these teenagers, their intellectual capacity needs to be enhanced to better respond and perform well [1]. Indeed, school performance expressed by school performance is a multifactorial process conditioned by multiple factors that depend on the child, such as his / her state of health, nutritional and neurocognitive development, and sociodemographic and socio-economic characteristics of the household, the quality and experience of the school [2,3].…”