ASSESSMENT OF DIETARY INTAKE AND IMPACT ON THE ACADEMIC PERFORMANCE OF SOME SELECTED BOARDING SCHOOLS STUDENTS IN BAUCHI METROPOLIS

ABSTRACT This study examined the relationship between dietary intake and its impact on the academic performance among boarding school students in Bauchi Metropolis. The objectives were to assess the dietary intake patterns of students, evaluate their academic performance, determine the relationship between dietary habits and academic achievement, and identify socio-demographic factors influencing both variables. A descriptive cross-sectional design was employed, and data were collected from 183 students using a structured questionnaire covering socio-demographics, food frequency, meal satisfaction, and academic performance. Data were analyzed using the Statistical Package for Social Sciences (SPSS) version 25. Descriptive statistics such as frequencies and percentages were used, while chi-square tests were applied to determine associations between variables. The results showed that most students (87.4%) consumed three meals daily, and 73.8% reported that meals were served on time. However, meal adequacy and satisfaction varied, with 51.4% considering the meals adequate and 43.2% expressing satisfaction. The food frequency analysis revealed that cereals and legumes were the most frequently consumed foods, while fruit intake was relatively low. The mean academic score of respondents was 54.70 ± 14.06%, indicating average performance. Statistical analysis showed significant relationships between the number of meals eaten per day (p = 0.021) and eating outside the dining hall (p = 0.021) with academic performance, suggesting that meal regularity and dietary diversity positively influence learning outcomes. The study concludes that adequate and diverse dietary intake contributes to improved academic performance among boarding school students. It recommends that school feeding programs be enriched with nutrient-dense foods, particularly fruits, vegetables, and proteins, and that regular nutritional assessment and education be incorporated into boarding school systems to enhance students’ health and academic achievement.