Asian Journal of Education and Social Studies

Breakfast is essential part of our meal. However, breakfast skipping is prevalent among students. This study explores the perception of breakfast skipping among Senior High School students in Digos City, focusing on the beliefs about breakfast and the perceived benefits of breakfast consumption. Anchored in Nutrition Theory, which links regular breakfast consumption to enhance cognitive performance and academic success, the study aims to assess students’ understanding of the importance of breakfast and explore potential demographic influence, including sex, academic strand, grade level, and age. A descriptive quantitative research design was employed, utilizing an adapted survey questionnaire distributed to 204 Senior High School students across different academic strands. The survey measured two dimensions: beliefs about breakfast and perceptions of its benefits, using a Likert scale. Statistical analyses, including the Mann-Whitney U and Kruskal-Willis tests, were conducted to identify significant differences in perceptions based on the respondents’ demographic profiles. Results revealed that the overall perception of breakfast skipping was high, indicating that students generally recognize the importance of breakfast. However, there were no significant differences in perceptions when analyzed by sex, academic strand, grade level, or age. These findings suggest that while breakfast is valued, interventions to promote regular breakfast consumption should focus on individual preferences rather that targeting specific demographic groups. The study underscores the need for comprehensive strategies and programs to encourage students to have healthy breakfast habits, which could positively impact their cognitive performance and academic achievements. This research contributes to broader understanding of breakfast habits among Senior High School students, providing valuable insights for educators, policymakers, and parents in developing effective nutritional interventions that support students’ academic and cognitive development.