Effects of the type of lunch meal and teaching-learning methods on CRI student engagement in afternoon classes.

<br> The post-lunch slump is a natural dip in energy caused not only by our circadian cycles but also as a result of digestive processes in our body after consuming lunch meals. It being a widely known concept, there are ample studies that focus on its effects on academic performance of students. While this dip in energy does affect student engagement to a large extent, there are also studies on how the teaching-learning methods are a factor affecting academic performance. However, there are no relevant studies that aim to look at both these factors in tandem, i.e. the effect of lunch along with the teaching-learning methods in the afternoon classrooms as factors influencing academic performance and student engagement. This paper aims to study this area of topic hypothesising that having a more balanced lunch along with engaging in more interactive classes would positively correlate with student engagement in afternoon classes. The study was conducted with bachelors and masters students at the CRI, University of Paris through surveys that were sent to students at the end of their class day. Due to lack of adequate data, the study was not able to produce significant correlations. However smaller nuances of the relationship between lunch, teaching-learning methods and student engagement were found. While engagement in classrooms did seem to be maximum when it was interactive and only 50% of students' lunch was formed of carbohydrates, no significant correlations were found to confirm the hypotheses.