BREAKFAST CONSUMPTION PATTERNS AND CLASSROOM BEHAVIOR OF KEY STAGE 1 LEARNERS IN TUBURAN ELEMENTARY SCHOOL, TAGBINA DISTRICT, DIVISION OF SURIGAO DEL SUR: A CROSS-SECTIONAL CORRELATIONAL STUDY

EDUCATIONAL MANAGEMENT

This study examined the relationship between breakfast consumption patterns and the classroom behavior of Key Stage 1 learners at Tuburan Elementary School, Tagbina District, Division of Surigao del Sur during the School Year 2025–2026. Specifically, the study investigated the learners’ breakfast consumption patterns in terms of frequency, regularity, and type or quality of breakfast, and assessed classroom behavior in terms of attention and focus, participation and task engagement, compliance with classroom rules and instructions, and restlessness or irritability. The study employed a quantitative cross-sectional descriptive-correlational research design. Total enumeration sampling was utilized, involving fifty-two (52) officially enrolled Key Stage 1 learners from Kindergarten to Grade 3. Data were gathered through a Parent/Guardian Breakfast Consumption Checklist and a Teacher Classroom Behavior Rating Checklist adapted from validated educational and nutritional behavior instruments. Descriptive statistics such as frequency, percentage, mean, and standard deviation were used to summarize the data, while Pearson Product-Moment Correlation Coefficient was utilized to determine the significant relationship between breakfast consumption patterns and classroom behavior indicators. The study was anchored on Maslow’s Hierarchy of Needs, Self-Regulation and Executive Function Theory, and Bronfenbrenner’s Bioecological Model, which collectively explain the relationship between nutrition, learner behavior, and school functioning. Findings of the study are expected to reveal that learners who regularly consume nutritionally adequate breakfasts demonstrate more positive classroom behavior, including improved attention, stronger participation, better compliance with classroom rules, and lower levels of restlessness and irritability. The study highlights the importance of promoting healthy breakfast habits among young learners to support classroom engagement and academic readiness. The findings may provide valuable insights for teachers, school administrators, parents, and policymakers in strengthening school-based nutrition programs and learner support initiatives aimed at improving both health and educational outcomes among Key Stage 1 learners.

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