Data Analysis
The Likert scale is a valuable tool for researchers evaluating school feeding programs. It goes
beyond simple yes or no answers by presenting statements or questions followed by a range of
ordered response options. These options, typically phrased from "strongly disagree" to "strongly
agree," allow participants to indicate the intensity of their feelings on a particular aspect of the
program. This format provides researchers with richer data, allowing them to assess not just
overall opinions but also the strength of those opinions regarding the school feeding program.
A recent study by South et al. (2022) highlights a potential shortcoming in how visualization
research utilizes Likert scales [1]. Their systematic review of 134 visualization evaluations
revealed inconsistencies in data collection, analysis, and visualization practices related to Likert
scales. This underlines the need for a more standardized approach to ensure the effectiveness
and rigor of Likert scale usage in visualization evaluations.
South, L., Saffo, D., Vitek, O., Dunne, C., & Borkin, M. A. (2022, June). Effective use of Likert
scales in visualization evaluations: A systematic review. In Computer Graphics Forum (Vol. 41,
No. 3, pp. 43-55). [1]
This approach is frequently employed in visualization evaluations to produce
quantitative estimates of subjective attributes, such as ease of use or aesthetic
appeal.
to draw conclusions about the outcome of a hypothesis or to establish a general parameter
for a larger sample. This approach is frequently employed to compare two groups of individuals
to draw more extensive conclusions about a broader community as a whole (Corbo, 2022).
Inferential statistics can be used to look at data from the school feeding program. This lets
researchers find out if there is a problem or issue with the program or if participating in the
program makes a statistically significant difference in students' health progress compared to a
control group.
This study by Chakrabartty and Chakrabartty (2014) proposes new scoring methods for
Likert scales [1]. These methods go beyond simple assigning numbers to response options (e.g.,
1 for "strongly disagree" and 5 for "strongly agree"). Instead, they utilize weighted sums based
on empirical probabilities. This allows researchers to derive cardinal scores (numerical values)
for both individual responses and the Likert scale items themselves. These scores satisfy specific
mathematical properties like additivity and linearity, potentially enabling more powerful
statistical analyses. The effectiveness of the proposed methods was tested using real-world data,
demonstrating their potential for Likert scale data analysis [1].
This allows researchers to derive cardinal scores (numerical values) for both individual
responses and the Likert scale items themselves.
To ensure a systematic study of data, the researchers will employ Likert scale, This
allows researchers to derive cardinal scores (numerical values) for both individual responses and
the Likert scale items themselves Chakrabartty and Chakrabartty (2014).
This method can be effectively applied to evaluate school-based feeding programs. Likert
scales offer a valuable tool to capture teachers', parents', or staff's subjective perspectives on the
program. By presenting statements followed by ordered response choices (e.g., "strongly agree"
to "strongly disagree"), the scale allows respondents to express their aspects on food variety,
mealtime environment, or perceived impact on focus. This approach goes beyond simple yes/no
answers and provides richer data for researchers to understand the program's effectiveness and
areas for improvement.
de Dieu, H. J., Theogene, H., Emmanuel, N., Faustin, M., Abdou, M., Emmanuel, N., & Ke, Z.
(2023). School Feeding Programme Implementation and its Challenges in Basic Education
Schools in Rwanda. African Educational Research Journal, 11(3), 338-350.
de Dieu, H. J., Theogene, H., Emmanuel, N., Faustin, M., Abdou, M., Emmanuel, N., & Ke, Z.
(2023). School Feeding Programme Implementation and its Challenges in Basic Education
Schools in Rwanda. African Educational Research Journal, 11(3), 338-350.
De Jesus, R. (2019). Effect of school-based feeding program on the school performance of
the recipients of Rizal Elementary School Atimonan II District, Atimonan, Quezon SY: 2018-
2019. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2).
De Jesus, R. (2019). Effect of school-based feeding program on the school performance of
the recipients of Rizal Elementary School Atimonan II District, Atimonan, Quezon SY: 2018-
2019. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2).
[Link]
[Link]
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Munuhe, B. W. (2014). Challenges Facing School Feeding Programme In Isinya Division, Kajiado County
(Doctoral dissertation, University of Nairobi).
Octawijaya, I. H., Kondo, M., Hori, A., & Ichikawa, M. (2023). Parent Willingness to Pay for
School Feeding Programs in Junior High Schools in Malang Regency, Indonesia. Nutrients,
15(14), 3212.
study on DepED's School-Based Feeding Program (No. 2016-05). PIDS Discussion Paper
Series.
Tabunda, A. M. L., Albert, J. R. G., & Angeles-Agdeppa, I. (2016). Results of an impact
evaluation
Yamaguchi, M., & Takagi, A. (2018). School-based feeding program for undernourished children in the
Philippines. The Japanese Journal of Nutrition and Dietetics, 76(Supplement), S98-S104.