Impact of School Feeding Programme on Primary School Pupils' Academic Achievements in Plateau Central Zone

This study investigates the impact of school feeding programmes on the academic achievements of primary school pupils in Plateau Central Zone, Nigeria. The study was guided by three objectives, three research questions, and three hypotheses. The theoretical framework employed was Maslow's Hierarchy of Needs Theory. A descriptive survey research design was used, with a population consisting of 9,600 primary school teachers and a sample size of 300 respondents selected through stratified random sampling. Data were collected using a validated questionnaire with a reliability index of 0.87. Analysis was conducted using mean scores and chi- square tests to assess the hypotheses. Findings reveal that school feeding programmes positively influence attendance rates, enhance pupils’ concentration levels, and improve literacy and numeracy performance. These outcomes are consistent with Maslow's theory, emphasizing the importance of addressing physiological needs to achieve higher cognitive outcomes. The study concludes that sustained investment in school feeding initiatives is crucial for improving educational outcomes. It recommends expanding programme coverage, enhancing quality control, and integrating feeding initiatives with broader education policies.