Evaluation of School-Based Feeding Program in Cangcahipos Elementary School Using CIPP Model: Basis for Enhanced Program Implementation

Abstract

Good nutrition is essential for the improvement of academic performance of learners. This study evaluated the implementation of the school-based feeding program in Cangcahipos Elementary School using the Context, Input, Process, Product (CIPP) Model of evaluation by Stufflebeam. The respondents involved 8 teachers, 12 pupils, and 12 parents. Checklists, unstructured interview, on-site observation and documents were employed in collecting data. The gathered data were interpreted and analyzed using Content Analysis, and Descriptive Statistics run through SPSS 16.0. Context evaluation revealed that policies and guidelines were aligned to the program’s objectives which corresponded to its mission rooted from the societal need to resolve malnutrition among public schoolchildren. Input evaluation showed that although teachers and parents have enough background on the proper care and nutrition of children, most SBFP beneficiaries’ family were economically handicapped in providing nutritious food for them; school facilities, equipment, and funding were delayed, insufficient and inadequate; complementary programs were implemented and well-observed; while recipes were standardized and created to address calorie deficiency among recipients. The process evaluation showed that there was a very low parents’ participation; pupils’ attendance and nutritional status improved, yet there was no significant difference between the body mass index of the pupils before and after program implementation. Product evaluation revealed that SBFP beneficiaries were all promoted to the next grade level, but few of them were found to belong to the wasted nutritional status category. An action plan was created to further enhance the implementation of the program.