Abstract
This study determined the students’ level of eating habits, nutrition literacy, and mathematics performance and the relationship among them in a select school in Laguna, Philippines during the Academic Year 2021-2022. It also determined the difference in eating habits and nutrition literacy according to the profile. It used descriptive-correlational research design through a survey of 430 respondents selected using multi-stage random sampling. The adapted and validated instrument showed reliability analysis, internal consistency carried out using Cronbach’s Alpha, with eating habits (α=0.70) and nutrition literacy (α=0.83) reached high reliability. Frequency, percentage, mean, standard deviation, independent samples z-test, one-way ANOVA, and chi-square test for association were used. The study found that most respondents have 85 to 89 mathematics performance while the level of eating habits and nutrition literacy was high and the mathematics performance was satisfactory. There was a significant difference in eating habits (F=2.47, p=0.04) and nutrition literacy (F=5.56, p=0.00) as to age, while no difference was found as to sex (p>0.05). There was also a significant difference in nutrition literacy according to grade level, while no significance was found in eating habits according to grade level. Respondents’ eating habits were associated with nutrition literacy (x2=48.90, p=0.00), and mathematics performance (x2=18.28, p=0.03). It indicated that eating habits greatly affect the nutrition literacy and mathematics performance of the students. The study formulated recommendations for the teachers, school heads and administrators, parents and guardians, students, and future researchers.
Keywords: Eating Habits, Nutrition Literacy, Mathematics Performance, Mathematics
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