The relationship between nutrition of students and their performance in UCE exams in secondary schools of Rubaga north division, Kampala district.

Abstract

This study investigates the relationship between nutrition and academic performance among secondary school students preparing for the Uganda Certificate of Education (UCE) exams in Rubaga North Division, Kampala District. Nutrition plays a vital role in cognitive function, concentration, and overall well-being, which are crucial for academic success. Despite its importance, many students face nutritional challenges, including poor dietary habits and irregular access to balanced meals. This research adopted a mixed-methods design combining quantitative surveys and qualitative interviews to comprehensively assess students' dietary patterns and their influence on UCE exam outcomes. Methods Data were collected from exactly 90 students selected through stratified random sampling across selected schools, including day and boarding institutions. Quantitative measures included surveys on dietary intake and anthropometric assessments, alongside self-reported academic performance. Qualitative data from focus group discussions and interviews explored students' perceptions of nutrition's impact on academic achievement. Statistical analysis using descriptive and inferential statistics was employed to identify correlations, while thematic analysis addressed qualitative insights. Results Results revealed that 41.1% of students regularly consumed three meals per day, with 53.3% always taking breakfast. Predominant lunch choices included carbohydrate-rich foods, with moderate daily fruit intake reported by 45.6%. Notably, 20% regularly consumed junk foods or sugary drinks, and over half (53.3%) utilized dietary supplements such as vitamins and protein powders. Academic performance showed positive associations with consistent meal patterns and balanced diets, while junk food consumption correlated with poorer outcomes. Socio-economic status and parental education emerged as significant influencers of students' nutritional habits. Conclusion The study revealed that good nutrition significantly enhances academic success in UCE exams. Recommendations include strengthening school feeding programs to ensure access to nutritious meals, implementing nutrition education campaigns, supporting low-income families, regulating unhealthy food vendors near schools, and encouraging appropriate dietary supplementation. Further longitudinal research is advised to establish causal links and evaluate intervention effectiveness. These findings inform policymakers, educators, and health professionals aiming to improve educational outcomes through enhanced student nutrition in Uganda.