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UCU GS Research Journal
INTEGRATION OF SCHOOL HEALTH AND NUTRITION PROGRAM
IN PUBLIC ELEMENTARY SCHOOLS
DORIS RICHELLE A. CABANG

This study focused on the extent of integration of school health and nutrition program
in the public elementary schools in the Division of Urdaneta City, S.Y. 2015 – 2016. Specifically,
it determined the following: profile of the public elementary school teachers in terms of age,
sex, civil status, highest educational attainment, number of years of teaching experience and the
number of relevant trainings attended; the extents of integration of school health and nutrition
program in the public elementary schools; the significant differences between the extents of
integration of school health and nutrition in the public elementary schools across the profile
variables and; the significant relationships between the extent of integration of SHNP in the
public elementary schools and the profile variables.
The researcher arrived the following findings: Majority of the respondents belong to the
age bracket of 31-40 years old, female, married, have earned their masteral units, have more
than 10 years of teaching experience, and have attended 3 or less trainings in SHNP. The extent
of integration of SHNP in teaching denoted a transmuted rating of “Integrated”. There are no
significant differences between the extents of integration of SHNP in teaching by the respondent-
teachers across their profile variables. There are no significant relationships between the extents
of integration of SHNP in teaching by the respondent teachers and their profile variables except
the variable sex.
In the light of the findings of the study the following conclusions were drawn: the public
elementary school teachers have sufficient educational qualifications thereby making them
proficient in integrating SHNP in teaching the different learning areas. The public elementary
school teachers are good in integrating SHNP concepts in teaching the different learning areas.
Regardless of the profile attribute of the respondent public elementary school teachers, their
extent of integration of SHNP in their teaching the different learning areas are comparable.
The extents of integration of SHNP in teaching the different learning areas by the respondent-
teachers are not associated with the profile variables, except with the variable sex, in which the
correlation is negative.
Based on the findings and conclusions derived from the study the following
recommendations are hereby presented: the public elementary school teachers should continue
improving themselves professionally by completing their masteral degree in a reputable graduate
schools. The good practices of integrating SHNP in teaching the different learning should be
improved to level up to “highly integrated”. More intensified training programs should be designed,
formulated and implemented to upgrade the skills and competence of the respondents-public
elementary school teachers.
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