Correlational Analysis of Food and Nutrition Literacy and Academic Performance among Intermediate-Level Students

This study aimed to determine the significant relationship between food and nutrition literacy and academic performance among intermediate-level students. Total population sampling was used which included fifty-three respondents. Through non-experimental quantitative descriptive-correlational research technique, validated questionnaire, Mean, and Pearson-Product Moment Correlation Coefficient (Pearson-r); results showed that the level of food and nutrition literacy was high or evident. It was also found out that the level of students’ academic performance was satisfactory. There was a no significant relationship between food and nutrition literacy and students’ academic performance. This means that the level of knowledge and skills about food and nutrition does not have a significant association to the academic performance of the students. In other words, whether a student knows a lot or a little about food and nutrition does not significantly correlate with their grades or academic success. The researchers recommended that teachers continue educating students about food and nutritional concepts, as well as developing academic performance. In addition to that, future researchers may conduct longitudinal studies to track the impact of food and nutrition literacy over time.