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Influence of the School Feeding Programme on educational outcomes of pupils in public pre-primary schools in Mombasa County, Kenya

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  • Logedi Josephine Chahilu

    (Department of Educational Psychology and Special Needs, Pwani University, Kenya)

  • Mary Jebii Chemagosi (PhD)

    (Department of Educational Psychology and Special Needs, Pwani University, Kenya)

  • Sellah Lusweti (PhD)

    (Department of Educational Psychology and Special Needs, Pwani University, Kenya)

Abstract

School feeding programmes constitute critical interventions that have been introduced in many developed and developing countries of the world to address poverty, stimulate school enrolment and enhance pupils’ performance (Adekunle & Ogbodu, 2016). Through the SFP, children are energized and their class concentration is enhanced. In Kenya, the SFP supports the achievement of educational outcomes with a view to obtain Kenyan educational goal of free and compulsory education, and 100% transition. In cognizance of the foregoing, the objective of this study was to determine the level to which the school feeding programme influences educational outcomes in public pre-primary schools in Mombasa County, Kenya. Descriptive research design informed the study. The study’s target population was all the 97 head teachers, 388 teachers and 7 Early Education supervisors in Mombasa County. A sample of 78 head teachers, 116 teachers and 7 supervisors was obtained based on stratified, purposive and simple random techniques. Questionnaire, interview schedule and observation guide were the three instruments used to collect data. Qualitative data was analysed thematically in prose and narrative forms. Quantitative data was analyzed using descriptive statistics by means of frequencies, percentages, means and standard deviations. T-tests was used to indicate differences among sub-groups that existed. The study revealed that provision of the school feeding programme positively influenced learners’ enrollment, class attendance, retention, participation in outdoor activities, progression to the next class level, health and nutrition and transition. Using t-test, it was established that schools with SFPs had higher educational outcomes than those without SFP (t = .293, p = 0.005, N = 53). The study recommended the Ministry of education, Mombasa County government, parents and schools to seek for alternative strategies of providing school feeding programmes among pre-primary children.

Suggested Citation

  • Logedi Josephine Chahilu & Mary Jebii Chemagosi (PhD) & Sellah Lusweti (PhD), 2022. "Influence of the School Feeding Programme on educational outcomes of pupils in public pre-primary schools in Mombasa County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(02), pages 247-254, February.
    • Handle: RePEc:bcp:journl:v:06:y:2022:i:02:p:247-254
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    References listed on IDEAS

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    1. Vermeersch, Christel & Kremer, Michael, 2005. "Schools meals, educational achievement and school competition: evidence from a randomized evaluation," Policy Research Working Paper Series 3523, The World Bank.
    2. Donald Bundy & Carmen Burbano & Margaret Grosh & Aulo Gelli & Matthew Jukes & Lesley Drake, 2009. "Rethinking School Feeding Social Safety Nets, Child Development, and the Education Sector," World Bank Publications - Books, The World Bank Group, number 2634, April.
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