EFFECT OF SCHOOL FEEDING PROGRAMME PRACTICES ON STUDENTS ACADEMIC PERFORMANCE IN MATHEMATICS SUBJECT IN PUBLIC PRIMARY SCHOOLS IN RWANDA

The purpose of this study is to evaluate how school feeding programs impact academic performance in mathematics among students in public primary schools within Nyanza District. Its objectives were twofold: firstly, to assess the effectiveness of these feeding programs secondly, to determine the relationship between the feeding program and students academic achievements. The research employed a descriptive research design, utilizing both questionnaires and interviews to gather data. A sample size of 173 participants was determined using the Yamane formula, consisting of 155 teachers and 18 head teachers selected via simple random sampling and purposeful selection methods. Data collection involved administering teacher surveys and conducting interviews with head teachers. The gathered quantitative data were analyzed using IBM/SPSS, focusing on percentages and correlation coefficients. Key findings indicated mixed perceptions among respondents regarding the adequacy of food and cleanliness of water provided by the feeding programs. Approximately half of the respondents believed their students performed well in national mathematics exams and learned effectively after lunch, while a majority felt that learners were motivated during teaching activities. The study found a moderate positive correlation (coefficient of determination = 0.809) between aspects of the school feeding program and students academic performance in mathematics. Limitations of the study included potential biases in self-reported data and the narrow geographical focus on Nyanza District, limiting generalizability to other regions. Implications suggest that improving the quality and consistency of school feeding programs could positively influence academic outcomes in mathematics.