School Feeding Programme and Its Influence on Science Learning Among Primary School Pupils in Kogi State

This study examined the influence of the National School Feeding Programme on science learning outcomes among primary school pupils in Kogi State, Nigeria. Nutritional status is a well-established determinant of cognitive function, attention, and academic engagement; the National Home Grown School Feeding Programme therefore represents a potential lever for improving science learning in low-income communities. A causal-comparative research design was employed. The study compared science learning outcomes of pupils in beneficiary and non-beneficiary primary schools across Lokoja, Ankpa, and Okene Local Government Areas. A sample of 480 Primary 4 and Primary 5 pupils participated. A Basic Science Achievement Test validated by primary education specialists with a reliability of 0.76 was administered. Descriptive statistics and independent samples t-test were used in analysis. Results showed that pupils in schools benefiting from the feeding programme scored significantly higher on the Basic Science achievement test than those in non-beneficiary schools. Attendance rates and classroom attention, as rated by teachers, were also significantly higher in beneficiary schools. The study recommended sustained funding and expanded coverage of the school feeding programme, with particular focus on rural Kogi communities, and integration of nutrition awareness into the Basic Science curriculum. Keywords: school feeding programme, science learning, primary pupils, Kogi State, nutrition and education.