Body Mass Index(BMI) and Academic Performance of Grade 1: Basis for an Intervention Program

This study investigated the relationship between Body Mass Index (BMI) and academic performance among Grade 1 pupils in Flora District, Apayao, with the aim of informing a targeted intervention program. Guided by Maslow’s Motivation Theory, the research explored how nutritional status and key socio-demographic factors influence learning outcomes in early education. A descriptive-correlational design was employed, collecting data on socio-demographic profiles, BMI, and academic records. Descriptive statistics and Pearson’s correlation were used to analyze the data. Findings revealed that while age was significantly associated with increases in weight and height, BMI was not significantly correlated with age, sex, parents’ income, or number of siblings. Socioeconomic factors, particularly parental income, showed a positive association with academic performance in specific subjects, but most socio-demographic variables had limited influence on both nutritional and academic outcomes. The prevalence of both undernutrition and overnutrition among pupils highlighted ongoing nutritional challenges within the sample. Importantly, the statistical analysis found no significant relationship between BMI and academic performance, echoing broader research that suggests only weak or inconsistent associations between these variables in young children. However, a tendency was observed for pupils with normal BMI to achieve higher academic scores, suggesting that adequate nutrition may still play a supportive role in learning, even if not statistically conclusive. Based on these findings, the study proposes a comprehensive intervention program emphasizing improved nutrition, regular physical activity, parental engagement, and ongoing health and academic monitoring. This research underscores the need for integrated health and education strategies in rural and underserved settings, offering actionable insights for educators, health professionals, and policymakers seeking to address both malnutrition and learning gaps through holistic, community-based approaches.