Examining the Relationship Between Learners’ Health Behaviors and Academic Performance in Public Elementary Schools of Maramag II District

This study investigated the relationship between health practices and academic performance among Grade 6 learners in the Maramag II District, Division of Bukidnon, for the School Year 2024–2025. The primary objective was to determine the extent to which learners practice healthy behaviors in terms of meal timing and frequency, food diversity, calorie intake, cognitive functioning, and behavioral observations, and how these relate to their academic outcomes. A descriptive-correlational research design was utilized, involving 260 randomly selected Grade 6 pupils across several public elementary schools. Data were gathered through a validated and pilot-tested researcher-made questionnaire. Mean and standard deviation were used to assess the level of health practices and academic performance, while Pearson’s r was employed to determine the relationship between the two variables. Findings revealed that learners “always” practiced healthy behaviors, particularly in areas such as balanced diet, regular meals, and cognitive engagement. Academic performance was also rated highly, with most learners showing consistent scholastic achievement. A significant positive relationship was found between health practices and academic performance, underscoring the critical role of nutrition, cognition, and behavioral habits in learners’ academic success. The study highlights the importance of promoting health-conscious programs in schools and communities. It suggests that fostering consistent health behaviors among learners not only supports physical well-being but also significantly enhances academic achievement. These findings advocate for integrated health and nutrition education within the basic education curriculum and call for collaborative efforts among parents, educators, and policymakers.