International Journal of Farm Sciences 5(3) : 259-267, 2015

Relationship between nutrition status, intelligence and

academic performance of Lambani school children of
Bellary district, Karnataka
SR NAIK, SK ITAGI and M PATIL

Department of Human Development and Family Studies

College of Rural Home Science, University of Agricultural Sciences
Dharwad 580005 Karnataka, India
Email for correspondence: [email protected]

ABSTRACT

The study was conducted on the nutritional status and academic achievement of 135 students and
randomly selected 75 students for assessment of intelligence on Lambani school children at
Hoovinahadagali Taluk, Bellary district during 2012-13. In nutritional status the mean height of
younger and older children was almost similar. In both the groups mean height was found lower than
NCHS standard value by 6.87-11.78 per cent. Similarly weight in both age groups was found lower
than NCHS standard by 8.08 per cent in 9 years and 9.76 per cent in older age group. More than 50
per cent of Lambani children were suffering from malnutrition. In verbal and performance tests in
younger group majority (22.66%) fell in average IQ. Among the malnourished children 37.33 per cent
average IQ students had stunted and 14.66 per cent had wasted and stunted malnutrition. Maximum
students (17.03%) had stunted malnutrition and secured B followed by 8.88 per cent B+ grade.
Maximum B grade achievers (37.33%) followed by A grade achievers (17.33%) had average IQ in the
range of 90-109. There was significant association between nutrition status and intelligence quotient
and nutrition status and academic achievement of children. No significant correlation was observed
between academic achievement and intelligence quotient. Significant association was found between
academic achievement and intelligence quotient.

Keywords: Nutritional status; intelligence; academic achievement; school children

INTRODUCTION exposure of younger generation and school

children to urban areas and in turn
Lambani is one of the largest undergoing considerable transformation.
scheduled tribes which is called by the An increasing number of school children
different names in different parts of the in tribal and total population brings
country as Banjara, Banjari, Lambada and demographic transitions that are affecting
Lambani. Today they are experiencing many developing countries such as India.
changes in their traditional culture due to Increase in population affects Human
 Naik et al

Development Index (HDI) which includes (Grantham-McGregor and Ani 2001).

life expectancy, education, income and Good health and nutrition are needed to
nutrition indices (Rathod 2007). achieve one’s full educational potential
because nutrition affects intellectual
UNICEF report highlighted that development and learning ability (Anon
nutrition was an important factor affecting 1990). Multiple studies report significant
growth, health and all round development findings between the nutritional status and
of individuals mostly children. It also cognitive test scores of school performance.
depicted that malnutrition caused Studies have shown that children with more
approximately 50 per cent of child death adequate diets score higher on tests of
worldwide making the UN’s millennium factual knowledge than those with less
development goal to eradicate extreme adequate nutrition (Levinger 1996, Pollitt
poverty and hunger by 2015 in developing 1990). Also nutritional anaemia particularly
countries (Jukes et al 2000). Nutrition is a deficiencies of iron, iodine and vitamin A
fundamental pillar of human life, health and are major problems for school going
development across the entire life span. children in low income countries. Such
According to Anon (2000) proper food and deficiencies can negatively impact growth,
good nutrition are essential for survival, increase susceptibility to infection and also
physical growth, mental development, impair the mental development and learning
performance, productivity, health and well- ability of school children (Pollitt 1990).
being from the earliest stages of foetal
development, at birth, through infancy, In the light of above present study
childhood, adolescence and into adulthood was conducted on nutritional status,
and old age. intelligence and academic achievement of
Lambani school children to assess nutritional
Evidences have shown that physical status and intelligence to know the academic
growth and cognitive development in achievement of younger and older Lambani
children are faster during early years of life school children and to know the
and that by the age of four years 50 per interrelation between nutritional status,
cent of the adult intellectual and before intelligence and academic achievement.
thirteen years 92 per cent of adult intellectual
capacity is attained (Toga et al 2006). METHODOLOGY

The studies of the effect of There are totally 33 Tandas (tribes)

malnutrition on cognitive ability indicated that around Huvinahadagali Taluk, Bellary
chronic under nutrition is associated with district out of which 5 Tandas were selected
lower achievement levels in school children representing four geographical locations viz

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Sovenhallitanda, Kalvitanda, Mudlapur child required extra half to one hour time.
Haletanda, Mudlapur Hosatanda and The participation in extracurricular activities
Mudlapursannatanda. The list of tribal structured questionnaire was noted by
government primary schools of surrounding interviewing the respective class teacher.
areas of Huvinahadagali Taluk was The collected data were analyzed for
obtained from the BEO office. All the calculating percentages, t-test, correlation
children belonging to 9-11 years of age and association between the variables.
and studying in 4th and 5th standard were
selected for the study. General instructions RESULTS and DISCUSSION
were given to the children before
administering research tool. Initially The demographic profile of
anthropometric measurements were Lambani children covered under the study
taken for selected 135 students and is presented in the Table 1 depicting
personal information was gathered by different variables viz, gender, standard,
interviewing the child. Previous years socio-economic status and academic
academic grades and attendance of the achievement. Out of 135 school children
respondents were also collected. 14.81 per cent boys belonged to younger
while 36.29 per cent belonged to older
Based on the anthropometric age group. Similarly among girls 12.59
measurements and Waterlow (1972) per cent belonged to younger while 36.29
classification the children were classified into per cent to older age group. In case of
four categories of nutritional status viz standard-wise categorization 53.3 per
normal, wasted (short duration cent children belonged to 4th standard and
malnutrition), stunted (long duration 46.7 per cent to 5th standard. Among 4th
malnutrition) and wasted and stunted standard students 22.2 per cent fell in 9
(current and long duration malnutrition). years while 31.2 per cent to 10 years age
Further 75 children representing four group. Among 5th standard children 5.1 per
categories of nutritional status were selected cent belonged to 9 years and 41.5 per cent
for assessing intelligence test. Normal and to 10 years age group. The academic
stunted children were randomly selected out achievement was noted by grading system
of total sample in whcih all wasted and viz A+, A, B+, B and C grades achieved
wasted and stunted children were included. by the children; 37.03 per cent children
Therefore WISC-III was administrated for had secured B grade followed by A
75 children representing normal (30), (28.14%), B+ (16.29%), C (11.85%) and
stunted (30), wasted (4) and wasted and A+ (6.7%) grades. In both 9 years and 10
stunted (11) groups. Each normal child years age groups maximum number of
required one and a half hours to complete students secured B grade (8.88 and 28.14%
the intelligence test whereas malnourished respectively).

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 Naik et al

In nutritional status the mean height NCHS standard by 8.08 per cent in 9 years
of younger and older children was almost and 9.76 per cent in older age group. The
similar. In both the groups mean height was height of boys and girls was found lower
found lower than NCHS standard value by by 5.3 and 5 per cent while weight by 1.77
6.87-11.78 per cent. Similarly weight in and 3.6 per cent respectively (Table 2).
both age groups was found lower than Highly significant differences were found in

Table 1. Demographic profile of Lambani children (n= 135)

Category Particulars Age (years)

9 -10 (n= 37) 10-11 (n= 98) Total

Gender Boys 20 (14.81) 49 (36.29) 69 (51.20)

Girls 17 (12.59) 49 (36.29) 66 (48.80)
Class 4 th 30 (22.2) 42 (31.2) 72 (53.30)
5 th 7 (5.1) 56 (41.5) 63 (46.70)
Academic A+ grade 3 (2.22) 6 (4.44) 9 (6.70)
achievement A grade 9 (6.66) 29 (21.4) 38 (28.14)
B+ grade 7 (5.18) 15 (11.11) 22 (16.29)
B grade 12 (8.88) 38 (28.14) 50 (37.03)
C grade 6 (4.44) 10 (7.40) 16 (11.85)

Figures in parentheses indicate the percentages

Table 2. Height and weight of Lambani children by age and gender (n= 135)

Parameter Age Gender

9 (n= 37) 10 (n= 98) Boys Girls

Height (cm) 121.75±3.7 121.08±5.7 136+4.5 136+4.4

NCHS value 130 138 141.3 141.0
Difference 6.87 11.78 5.3 5.0
t-value 13.82** 27.96** 18.32** 18.32**
Weight (kg) 20.21±2.10 21.64±2.39 31.23+2.5 31.1+2.4
NCHS value 28.10 31.40 33 34.7
Difference 8.08 9.76 1.77 3.66
t-value 22.72** 35.44** 22.33** 24.73**

**Significant at 1% level

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 Nutritional status, intelligence, academic performance of children

mean height and weight of children with Among 75 children 40 per cent
respect to their NCHS norms value in both were in normal nutritional category and
groups by age (22.72 and 35.44 rest exhibited some category of
respectively) and (22.33 boys and 24.73 malnutrition (wasted, stunted, wasted and
girls) gender. It shows that they were unable stunted) (Table 4). These results are
to reach the optimum level of height and supported by the work of Medhi et al
weight of NCHS standard norms. These (2006) who revealed that mean height
results are supported by the study of Bharati and weight were lower in tea garden
et al (2005) which indicated that nutritional children when compared to NCHS
status of the school children from rural and standard. Gangadhar and Prabhakar
urban areas was lower than NCHS (2009) indicated thigh prevalence of mild
standards; girls showing lower (41.5%) and severe (6.7%) stunting
measurements than boys. Similar results among 135 Jenukuruba tribal children of
were reported by Oninla et al (2006) who 6-10 years age group.
indicated that mean nutritional indices weight
for height and weight for age were In verbal and performance tests in
significantly lower in rural and urban younger group majority (22.66%) fell in
children. average, 12 per cent in superior, 1.48 per
Studies have shown that cent in low average and only 1.3 per cent
malnutrition including weight, wasting and in high average IQ. In older group 60 per
stunting constituted major health problems cent fell in average IQ (Table 5).
among school children. In present study
48.2 per cent fell in normal nutritional Among the malnourished children
category (Table 3). This indicates that more 37.33 per cent average IQ students had
than 50 per cent of Lambani children were stunted and 14.66 per cent had wasted
suffering from malnutrition. and stunted malnutrition. The positive and

Table 3. Nutritional status of school children by age (n=135)

Nutritional status Age (years)

9 -10 (n=37) 10 -11 (n=98) Total

Normal 30 (22.22) 35 (25.92) 65 (48.20)

Wasted (short duration malnutrition ) 2 (1.48) 2 (1.48) 4 (2.96)
Stunted (long duration malnutrition ) 5 (3.70) 50 (37.03) 55 (40.74)
Wasted and stunted - 11 (8.14) 11 (8.20)
(chronic and long duration malnutrition )

Figures in parentheses indicate percentages

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 Naik et al

Table 4. Nutritional status of selected children by age (n= 75)

Nutritional status Age (years)

9-10 (n=29) 10-11 (n=46) Total

Normal 23 (30.06) 7 (9.33) 30 (40.0)

Wasted (short duration malnutrition ) 2 (2.66) 2 (2.66) 4 (5.3)
Stunted (long duration malnutrition ) 4 (5.33) 26 (34.76) 30 (40.0)
Wasted and stunted - 11 (14.66) 11 (14.7)
(chronic and long duration malnutrition )

Figures in parentheses indicate percentages

Table 5. Association between intelligence quotient and age (n= 75)

IQ range Age (years)

9-10 (n=29) 10-11 (n=46) Overall

Very superior (>130) - - -

Superior (120-129) 9 (12) - 9 (12)
High average (110-119) 1 (1.3) - 1 (1.3)
Average (90-109) 17 (22.66) 45 (60.0) 62 (82.7)
Low average (80-89) 2 (1.48) 1 (2.2) 3 (4.0)
Border line (69-79) - - -
Intellectually deficient (<69) - - -

r value= 0.402**, Modified c² value= 20.16**

**Significant 1% level, Figures in parentheses indicate percentages

significance correlation and association were significantly associated with children’s

were observed between nutrition status and intelligence.
intelligence quotient indicating that
enhancement in nutritional status increases Table 7 exhibits that maximum
intelligence quotient of children (Table 6). students (17.03%) had stunted malnutrition
Similar findings were reported by Ghazi et and secured B followed by 8.88 per cent
al (2012) who revealed that nutritional B+ grade. There was significant relationship
status, nutritional habits and breakfast intake and association between nutritional status

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Table 6. Relationship between intelligence quotient and nutritional status (n= 75)

IQ range Nutritional status

Normal Wasted Stunted Wasted and

(n=30) (n=4) (n=30) stunted (n= 11)

Very superior (>130) - - - -

Superior (120-129) 9 (12) - - -
High average (110-119) 1 (1.3) - 1 (1.3) -
Average (90-109) 20 (26.66) 3 (4.0) 28 (37.33) 11 (14.66)
Low average (80-89) 2 (1.48) 1 (2.2) 3 (4.0)
Border line (70-79) - - - -
Intellectually deficient (<69) - - - -

r value= 0.430**, Modified c² value= 23.3**

**Significant 1% level, Figures in parentheses indicate percentages

Table 7. Relationship between nutritional status and academic achievement (n=135)

Grade Nutritional status

Normal Wasted Stunted Wasted and

(n= 65) (n= 4) (n= 55) stunted (n= 11)

A+ 9 (6.66) - - -
A 28 (20.74) - 10 (7.40) -
B+ 9 (6.66) - 12 (8.88) 1 (0.74)
B 19 (14.07) 2 (1.48) 23 (17.03) 6 (4.44)
C - 2 (1.48) 10 (7.40) 4 (2.96)

r value= 0.49**, Modified c² value= 45.82**

**Significant 1% level, Figures in parentheses indicate percentages

and academic achievement. As compared significant role in determining a child’s

to this maximum (20.74%) normal educational outcomes. The study
category students got A grade followed demonstrated that a child’s health and
by B grade (14.07%). Similar results nutritional status were the potential factors
were reported by Acham (2010) who that influence educational achievement.
revealed that a number of factors play a Ross (2010) reported that there existed an

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important link between nutrition and A grade achievers (17.33%) had average
learning potential. Healthy eating is essential IQ in the range of 90-109. There was no
for students to achieve their full academic significant relationship found between
potential, mental growth and lifelong health intelligent quotient and academic
and well being. achievement but it was significant between
academic achievement and intelligence
Table 8 shows the relationship quotient. Naderi et al (2010) observed no
between intelligence quotient and academic significant relationship between intelligence
achievement of the respondents. Maximum and academic achievement between males
B grade achievers (37.33%) followed by and females.

Table 8. Relationship between intelligence quotient and academic achievement (n= 75)

IQ range Grade

A+ A B+ B C

Very superior (>130) - - - - -

Superior (120-129) 1 (1.33) 2 (2.66) - 6 (8.0) -
High average (110-119) - - 1 (1.3) - -
Average (90-109) 4 (5.33) 13 (17.33) 7 (9.3) 28 (37.33) 10 (13.33)
Low average (80-89) - - - 2 (2.66) 1 (1.3)
Border line (70-79) - - - - -
Intellectually deficient (<69) - - - - -

r value= 0.103**, Modified c² value= 13.26**

**Significant 1% level, Figures in parentheses indicate percentages

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Received: 24.2.2015 Accepted: 24.5.2015

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