i
The Effect of School-Based Feeding Program to the Nutritional Status and Academic Performance of the Learners-Beneficiaries in
Habitat Community Elementary School
An Action Research presented to the
Department of Education Regional Office XII
Funded Through Basic Education Research Fund (BERF) 2017
ELIZABETH LIEZL VICTORIA C. PANIS
March 2018
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ABSTRACT
This study aimed to assess the effect of School-Based Feeding Program to the
Nutritional Status and Academic Performance of the Learners-Beneficiaries in Habitat
Community Elementary School for school year 2017-2018. The subject of the study were
the 34 severely wasted and 106 wasted learners of Habitat Community Elementary
School for school year 2017-2018.
This study used quantitative and qualitative research designs. This study is
descriptive-correlational in nature. It described the profile of the learners-beneficiaries
based on age and grade level. It correlates also the school-based feeding program to the
nutritional status and academic performance of the learners-beneficiaries by the program
holders. Qualitative design was employed to determine the problems encountered by the
program holders in the implementation of the School Based feeding program.
The study found out that majority of the learners- beneficiaries' age were
ranging from 6.5-8.4. Popularity of the pupils was Grade 2; the nutritional status of the
learners- beneficiaries improved during the program; the academic performance of the
learners- beneficiaries during the program become well and the academic performance
of the learners- beneficiaries enhanced when the students participate in school- based
feeding program and become healthy.
The study recommends parents of the learner- beneficiaries should be involved in
the feeding program especially in preparing the food; healthy foods should be prepared
and explain to the students the importance of eating it and School-based feeding program
fund should always be available.
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ACKNOWLEDGMENT
This is to acknowledge the help of the following personalities in the pursuit of this
research until its completion.
God Almighty, for granting them wonderful achievement, for bestowing them
wisdom and understanding of the entire endeavor. It is He who enabled them to withstand
all the struggles and challenges of the research.
Basic Education Research Fund, for funding the research and for giving the
opportunity as one of the grantees and to develop her research prowess.
Dr. Cornelio R. Rollo, Principal I, for his academic guidance and motivation to
finish the job;
Mr. John G. Mahusay, MT II for providing the standardized research instrument;
Ms. Heide C. Lamata, for her encouragement to pursue this study;
The School Based Feeding Program Recipients, parents and teachers, for
their wholesome cooperation and support to conduct the study;
Rozzelle James and Princess Jazz Elsbeth, for their understanding and favor
extended to do this research and finish the study.
With sincere acknowledgment, the researcher shares blessings and favor to all of
them.
THE RESEARCHER
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I.CONTEXT AND RATIONALE
The government has developed feeding programs to reduce hunger, to aid in the
development of learners, to improve nutritional status and to promote good health, as well
as to reduce inequities by encouraging families to send their learners to school given the
incentive of being provided school feeding. The DepEd SBFP, lasting for 100 to 120 days
for beneficiary schools, aims to restore at least 70% of beneficiaries (from severely
wasted) to normal nutritional status. The DepEd also works with LGUs, NGOs and
partners in the private sector, for other feeding programs outside of the SBFP. Proceeds
of incomes from operations of school canteens are also allowed for school feeding (Albert,
2015).
The first Food for Education (FFE) program launched by the DepEd in 1997 was
a breakfast feeding program intended to address short-term hunger among public school
children. Short-term hunger is a period of hunger experienced by children who have
inadequate breakfast and/or walk long distances to school. Through the years DepEd’s
feeding program underwent changes in target beneficiaries, coverage, and service
delivery mode and eventually shifted focus from merely addressing short-term hunger to
that of addressing under nutrition among children enrolled in public elementary schools.
Food for education (FFE) programs had received renewed interest in developing
countries in Asia, Africa and Latin America as a means for achieving Millennium
Development Goals (MDG) and reducing hunger. School-feeding programs, in particular,
emerged in many countries as a social safety net response to the 2008 global food and
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fuel crises (Bundy et. al. 2009). In developing countries, these programs provide
undernourished children or children from the poorer or poorest families with nutritious
food in exchange for school participation. Many of the programs are implemented with a
view to improving both education outcomes (e.g., school participation, school retention,
learning achievement or cognitive development) and nutrition outcomes (e.g., food,
energy consumption, anthropometry or micronutrient status).
In the Philippines, the feeding program of the DepEd was first launched in 1997 to
address short-term hunger among public school children. Through the years, the program
underwent changes in target beneficiaries, coverage, delivery mode, and focus (i.e., from
addressing short-term hunger to that of addressing undernutrition). In 2006 the program,
then called the Malusog na Simula, Yaman ng Bansa program and also known as the
Food for School (FSP) program, had families as beneficiaries; it was addressing severe
hunger among families in selected geographic areas. Each beneficiary family received a
kilo of rice for each day that the family’s pre-school or Grade 1 child attended class or
attended the Day Care Center (DCC); the rice was given to the pupil after class to ensure
school attendance. DepEd implemented the FSP for the beneficiaries enrolled in pre-
school or Grade1 in public elementary schools, while the Department of Social Welfare
and development (DSWD) took charge of rice distribution in the DCCs. goo.gl/Aa1Kx3
In developing countries, school-learners encounter a number of challenges,
including failure to complete school, poor health and nutrition, and poor academic
performance. (Nkhoma et. al,) (2013). More so, countries worldwide have attempted to
implement feeding programs, but very few programs are evaluated. Monitoring and
evaluating are often neglected due to financial challenges when the scope of a feeding
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program is expanded (Mennillo and El Rayess (2013). Procurement and liquidation were
difficult for SBFP implementers to follow, and that SBFP forms were complicated. Delays
in submission and acceptance of liquidation reports caused disruptions in feeding in some
schools, and even in the discontinuation of the program in one case (Albert, 2015).
School-Based Feeding Program (SBFP) was implemented in coordination with the
Department of Social Welfare and Development (DSWD), and other partner stakeholders
intended to cover 562, 262 severely wasted (SW) for School Year 2014-2015. For School
Year 2015-2016, DepEd will continue to implement the DepEd SBFP in accordance with
Republic Act (RA) 10651, the General Appropriations Act (GAA) of 2015 which will cover
532, 752 wasted (SW) and 627, 403 wasted (W) school children from Kinder to Grade
6 based on July 2015 Baseline Nutritional Assessment. The priority should be given from
Kinder to Grade 3 wasted pupils due to high level of dropout rate, vulnerability to illnesses,
and undernutrition. More so, they are considered at their critical stage of mental and
physical development. On the other hand, at least 80% of the beneficiaries are targeted
to be rehabilitated to normal nutritional status at the end of 120 feeding days. Also, it aims
to increase classroom attendance from 85% to 100% and to improve the pupil’s health
and nutrition values and behaviour (DepEd Order No. 33, s. 2015).
This study evaluates early successes and challenges of the implementation of
School-Based Feeding Program, the nutritional status and academic performances of
learners in Habitat Community Elementary School.
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V. INNOVATION, INTERVENTION AND STRATEGY
Good nutrition is fundamental for children’s current and future health, as well as
their development and learning. Nutrition education is an important element aimed at
improving malnutrition. In order to build a comprehensive and sustainable school feeding
program that addresses all forms of nutrition programme, the school should consolidate
and strengthen ongoing school based feeding program and create an appropriate
learning environment through nutrition program, school gardening, clean water and
sanitation as well as physical activity education.
Promote the active involvement of parents, communites and local government in
the development and implementation of school nutrition programmes.The teacher is the
most fundamental to sustain the innovation. It means without the teachers, innovation
cannot occur government has developed feeding programs to reduce hunger, to aid in
the development of learners, to improve nutritional status and to promote good health, as
well as to reduce inequities by encouraging families to send their learners to school given
the incentive of being provided school feeding. The DepEd SBFP, lasting for 100 to 120
days for beneficiary schools, aims to restore at least 70% of beneficiaries (from severely
wasted) to normal nutritional status. The DepEd also works with LGUs, NGOs and
partners in the private sector, for other feeding programs outside of the SBFP. Proceeds
of incomes from operations of school canteens are also allowed for school feeding (Albert,
2015).
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VI. Action Research Questions
This study aimed to assess the effect of School-Based Feeding Program to the
Nutritional Status and Academic Performance of the Learners-Beneficiaries in Habitat
Community Elementary School for school year 2017-2018.
Specifically, the study sought to answer the following questions:
1. What is the profile of the learners -beneficiaries of the School Based-
Feeding Program based on the following:
1.1 age; and
1.2 grade level?
2. Is there a significant difference on the nutritional status of learners-
beneficiaries before and during the program?
3. Is there a significant difference on the academic performance of the
learners- beneficiaries before and during the program?
4. Is there a significant relationship on the school-based feeding program to the
nutritional status and academic performance of the learners - beneficiaries by the
program holder?
5. What are the problems encountered by the programs holders in the
implementation of SBFP?
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VI. Action Research Method
This study used mixed-method particularly quantitative and qualitative design. This
study is also descriptive-correlational in nature. It described the profile of the learners-
beneficiaries based on age and grade level. It correlates also the school-based feeding
program to the nutritional status and academic performance of the learners-beneficiaries
by the program holders. Qualitative design was employed to determine the problems
encountered by the program holders in the implementation of the School Based feeding
program.
A. Participants & Other Sources of Data and Information
The research utilized purposive sampling. The respondents were the 34 severely
wasted and 106 wasted elementary learners, 10 teachers, feeding coordinator, principal
and 7 parents of Habitat Community Elementary School for school year 2017-2018.
B. Data Gathering Methods
The data collection of this action research used the result of the nutritional status
of the learners before and after the feeding program and the survey questionnaire. The
following instrument utilized is: Focus Group Discussion was used to gather substantial
information from the teachers, learners, and parents on the implementation of the School-
Based Feeding Program. The persons involved in the discussion were the teachers,
parents, and learners who were the beneficiaries of the SBFP. The result of FGD was
supported by individualized interview and was conducted by the researcher to the
teachers, pupils, parents, feeding coordinator, and school principal. After the interviews
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conducted, a questionnaire was given to the randomly selected participants. The
researcher assisted the participants in answering the questionnaire to get factual
information.
c. Ethical Issues
The researcher asked permission from the school principal to conduct the
research. Responses were treated with utmost confidentiality.
d. Plan for Data Analysis
Focus Group Discussion was used to gather substantial information from the
teachers, pupils, and parents on the implementation of the School-Based Feeding
Program. The persons involved in the discussion were six (10) primary teachers, seven
(7) parents, feeding coordinator, principal and five (5) pupils who were respondents of the
SBFP.
The respondents were the 34 severely wasted and 106 wasted elementary
learners, 10 teachers, feeding coordinator, principal and 7 parents of Habitat
Statistical Treatment:
The data gathered were treated statistically using the following tool:
In determining the profile of the learners-beneficiaries based on age and grade
level, frequency and percentage were utilized.
In determining the significant difference of the nutritional status of the learners-
beneficiaries before and during the program, t-test was applied.
In determining the significant difference on the academic performance of the
learners- beneficiaries before and during the program , t-test was applied.
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In determining the significant relationship on the school-based feeding program
to the nutritional status and academic performance of the learners – beneficiaries,
multiple linear regression analysis was used.
VXIII. Discussions of Results and Reflections
Profile of the Learners-Beneficiaries of the School-Based Feeding Program
This study determined the profile of the learners-beneficiaries of the school-based
feeding program in Habitat Community Elementary School in terms of age and grade level
of the pupils. Table 2 and 3 show the results.
Table 1
Profile of the Learners-Beneficiaries in terms of Age
Age Frequency Percentage
10.5 and above 27 19.30%
8.5 - 10.4 32 22.85%
6.5 - 8.4 63 45%
6.4 and below 18 12.85%
Total 140 100%
Table 1 shows the profile of the learners-beneficiaries in terms of age. There were
45% of age ranges from 6.5-8.4, 22.85% of age ranges from 8.5-10.4, 19.30% of age
ranges from 10.5 and above, and 12.85% of age ranges from 6.4 and below. Majority of
the learner-beneficiaries, ages ranges from 6.5-8.4, were identified as the severely
wasted before entering the School Based Feeding Program. Those learners beneficiaries
ages from 8.5 and above were fewer than above ages ranges from 6.5 to 8.4. This
indicates that these SBFP recipients of the latter stage were fewer than age ranges 10.4
and below.
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Table 2 Profile of the Learners-Beneficiaries in terms of Grade Level
Grade Level Frequency Percentage
Grade 6 14 10%
Grade 5 26 18.57%
Grade 4 10 7.14%
Grade 3 23 16.43%
Grade 2 34 24.29%
Grade 1 16 11.43%
KD 17 12.14%
Total 140% 100%
Table 2 shows the profile of the learners-beneficiaries in terms of grade level. There
are 24.29% of grade 2, 18.57% of grade 5, 16.43% of grade 3, 12.14% of kindergarten,
11.43% of grade 1, 10% of grade 6, 7.14% of grade 4.
Difference of the Nutritional Status of the Learners- Beneficiaries This study also determined whether before and during the feeding program differ on
their nutritional status. Table 3 shows the result.
Table 3 Difference of the Nutritional Status of Learners- Beneficiaries
Before and During the Program
Group
Mean of Body Mass
Index
Description t-value p-value Remarks
Before 16.5 Wasted
-23.21 .000
There is significant difference
During 19.2 Normal
Mean Difference: 2.7
Based on t-test for independent samples, the learners- beneficiaries before the
program obtained 16.5 mean of body mass index, while 19.2 mean of body mass index
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during the program. This yields a mean difference of 2.7 between the mean of the body
mass index before and during program.
Using t-test, the t-value is -23.21 and p-value is .000. Since p <.05, then there is
significant difference between the two groups. This means that the nutritional status of
learners- beneficiaries before and during the program differ significantly. The body mass
index of learners- beneficiaries before and after the program is significantly different.
This result leads to the rejection of the null hypothesis that there is significant
difference in the nutritional status of learners-beneficiaries before and during the program.
The implication is that the nutritional status of the learners- beneficiaries improved
during the program. Specifically, the mean body mass index of the learners- beneficiaries
is 19.2 which are described as Normal.
Difference of the Academic Performance of the Learners- Beneficiaries This study also determined whether before and during the feeding program differ on
their academic performance. Table 4 shows the result.
Table 4 Difference of the Academic Performance of the Learners- Beneficiaries Before
and During the Program
Group
Mean of Academic
Performance
Description t-value p-value Remarks
Before 81.3 Satisfactory
1.66 .000
There is significant difference.
During 82.1 Satisfactory
Mean Difference: 0.8
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Based on t-test for independent samples, the learners- beneficiaries before the
program obtained 81.3 mean of academic performance, while 82.1 mean of academic
performance during the program. This yields a mean difference of 0.8 between the mean
of the academic performance before and during program
Using t-test, the t-value is 1.66 and p-value is .000. Since p <.05, then there is
significant difference between the two groups. This means that the academic
performance of learners- beneficiaries before and during the program differ significantly.
Both groups’ levels of academic performance are described Satisfactory.
This result leads to the rejection of the null hypothesis that there is significant
difference in the academic performance of learners-beneficiaries before and during the
program.
The implication is that the academic performance of learners- beneficiaries
improves when the students were healthy. Specifically, feeding program eliminate the
hunger of the students which is a great way to encourage them to attend in school and to
develop their academic performance.
Relationship School-based Feeding Program to the Nutritional Status and Academic Performance of the Learners - Beneficiaries by the Program Holder To determine whether nutritional status is significantly related to their academic
performance in school-based program, multiple linear regression analysis was used.
Table 5 shows the results.
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Table 5 Relationship School-based Feeding Program to the Nutritional Status and
Academic Performance of the Learners - Beneficiaries
Nutritional Status (based on Body Mass
Index)
Academic Performance
Beta t-value p-value Remarks
Normal .172
.403
.000
Significant
Wasted .766 1.799 .146 Not
Significant
Multiple R: .891 R-square: .778 F-value: 1.828 Sig F: .000
Multiple linear regression analysis shows that there is a significant relationship
between nutritional status and their academic performance. This is shown by the F-value
of 1.828 whose sig F=.000, since sig F<.05, the relationship is significant.
The value of R-square which is 0.778 implies that 77.8 percent of the variation in
academic performance is due to their nutritional status, particularly, their body mass
index. Specifically, normal nutritional status has significant relationship to academic
performance of the students (beta=.172, p=.000) since p<.05. This means that students
who are normal nutritional status tend to obtain higher academic performance. This
means, students whose normal in nutritional status perform better in academics.
This result, therefore, leads to the rejection of the null hypothesis that there is
significant relationship between nutritional status of learners- beneficiaries and their
academic performance.
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IX. Action Plan Division of City Schools Conel District
HABITAT COMMUNITY ELEMENTARY SCHOOL
General Santos City
ACTION PLAN
School Based- Feeding Program
S.Y. 2017-2018 OBJECTIVE/TA
RGET ACTIVITIY PERSONS
RESPONSIBLE TIMELINE RESOURCE
REQUIREMENTS INDICATORS of
SUCCESS
Organize the school SBFP TWG
Creation of SBFP TWG
Principal School Feeding Coordinator Canteen Teacher Guidance Teacher
July 2017 School MOOE Organized the School SBFP TWG
Improve the nutritional status of the learners- beneficiaries
Identify the Wasted and
Severely Wasted pupils
Principal KD to Gr. VI Teachers SBFP TWG
June-July 2017
School MOOE List of wasted and severely wasted
pupils
Improve the academic performance of the learners- beneficiaries
Conduct Pretest to identify the baseline of the
learners- beneficiaries
Principal SBFP TWG Teachers
July-Aug 2017
School MOOE Pre test results
To get involved the parents of the learners- beneficiaries.
Discuss the program to the parents of the
learners-
Principal SBFP TWG Teachers PTA Officers
July-Aug 2017
School MOOE Involvement of parents during the
SBFP implementation.
Conduct orientation about SBFP and its importance .
Discuss the program to the
parents and partners.
SBFP TWG
SBFP TWG SBFP TWG
Identified parents and learner
beneficiaries and PTA Officers were oriented on SBFP
Prepared by: ELIZABETH LIEZL VICTORIA C. PANIS Teacher Approved by:
CORNELIO R. ROLLO, PH.D. Principal
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X. References
References Albert, J. (2015). How is government managing school feeding program? Retrieved
from http://www.rappler.com/thought-leaders/81799-education-school-feeding-program)
Lawson, T. (2012) Impact of school feeding programs on educational, nutritional, and
agricultural development goals: a systematic review of literature. Retrieved from
http://ageconsearch.umn.edu/bitstream/142466/2/2012LawsonPlanB.pdf
Nkhoma, O. W. W., Duffy, M. E., Cory-Slechta, D., Davidson, P. W., McSorley, E. M.,
Strain, J. J., & O'Brien, G.,M. (2013). Early-stage primary school children
attending a school in the malawian school feeding program (SFP) have better
reversal learning and lean muscle mass growth than those attending a non-SFP
School1,2. The Journal of Nutrition, 143(8), 1324-30. Retrieved from
http://search.proquest.com/docview/1443710398?accountid=141440
O'Toole, T. P., PhD, Anderson, Susan,M.S., R.D., Miller, Clare,M.S., R.D., & Guthrie,
Joanne,PhD., R.D. (2007). Nutrition services and foods and beverages available
at school: Results from the school health policies and programs study 2006. The
Journal of School Health, 77(8), 500-21. Retrieved from
http://search.proquest.com/docview/215674040?accountid=141440
Philippines : DepEd slates feeding program for underweight kids. (2015). MENA Report,
Retrieved from
http://search.proquest.com/docview/1714465147?accountid=141440
Umali, T. (2014). Deped’s school-based feeding program. Retrieved from
http://www.businessmirror.com.ph/depeds-school-based-feeding-program/
http://www.wfp.org/school-meals
https://dirp3. gov.ph/websitecms/CDN/PUBLICATIONS/pidsdps1605.pdf
https://goo.gl/vM8xqr
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XI. Financial Report
REPORT OF DISBURSEMENTS
DEPARTMENT OF EDUCATION
Habitat Community Elementary School
DATE OR/RER
No. Payee
Nature of Payment/Particulars
Amount
6/20/2017 3578 Kristan Educational School Supplies/ Ink
1,005.00
7/10/2017 trisikad Transportation
80.00
7/20/2017 YBL Transportation 90.00
7/20/2017 YBL Transportation 85.00
7/20/2017 706389 KCC Mall of Koronadal Meals
173.00
7/20/2017 971 Mang Inasal Meals
53.00
7/20/2017 TRICYCLE Transportation
125.00
8/11/2017 1192 Catanio's
Meals
800.00
8/12/2017 6047 Kristan Educational School Supplies 980.00
8/12/2017 6436 LAGAO MAK'S BBQ STN
Meals
264.00
8/25.2017 1199 Catanio's
Meals
2,480.00
9/15/2017 7051 Kristan Educational School Supplies
1,425.00
9/29/2017 444460 YBL Transportation 85.00
9/29/2017 3977907 YBL Transportation 100.00
9/29/2017 TRICYCLE Transportation 125.00
9/29/2017 LIEZL PANIS Meals 125.00
10/1/2017 1747 SM School Supplies
414.50
11/20/17
National Book Store School Supplies
1,375.00
FARE Transportation
190.00
11/24/17 8385 GNET.PH INC Meals 440.00
11/25/17 19 TITA LASANI FOOD,INC. Meals 273.00
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11/26/17 8482
Rachel M. Hernandez Lounge Meals
2,178.00
11/29/17 8492 Rachel M. Hernandez Lounge Meals 300.00
11/30/17 169 Golden Crown Meals 245.00
12/05/17 8510 GNET.PH INC Meals 440.00
12/06/17 6000 Lagao Mak's BBQ Meals 204.00
12/09/17 227 YUMMY MIX FRIES Meals 115.00
12/14/17 5420
INASAL DE CEBU Meals
1,500.00
12/17/17 6404 Lagao Mak's BBQ Meals 360.00
12/17/17 115584 888 INKTECH Ink 260.00
12/23/17 8702 Rachel M. Hernandez Lounge Meals 876.00
10/12/2017 Kristan Educational School Supplies
1,040.00
01/05/18 588 Kiko Meals 154.00
01/12/18 8761 GNET.PH INC Meals 573.00
01/14/18 7992 Dad. Crown Bookstore School Supplies/ Ink 511.00
01/17/18 128781 Bayfront Noodle House Meals
236.00
01/20/18 8200 Dad. Crown Bookstore School Supplies/ Ink
539.00
01/28/18 58812 Freemont Foods Corporation
Meals
197.00
2/3/18 8664 Dad. Crown Bookstore ink
358.00
2/4/18 694 Kiko Meals
180.00
2/10/18 24884 Freemont Foods Corporation Meals
949.00
2/13/18 6133 Kristan Educational School Supplies/ Ink
377.50
2/16/18 58915 Freemont Foods Corporation
Meals
168.00
FARE
80.00
FARE
100.00
3/2/18 24788 Freemont Foods Corporation
Meals
975.00
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3/2/18 FARE to CCES, Home
100.00
3/5/18 7495 Kristan Educational School supplies
440.00
3/5/18 FARE to CCES, Home
100.00
3/10/18 FARE to NCES, Home
100.00
3/11/18 4084 Yolly's Special Goto Meals
260.00
3/15/18 9920 Dad. Crown Bookstore supplies
507.00
3/15/18 1082 Delibites Meals
75.00
3/17/18 4011 Mang Inasal Meals
956.00
3/17/18 5132 Lagao Mak's BBQ Meals
185.00
3/20/18 8133 Kristan Educational School supplies
377.50
3/25/18 118222 888 INKTECH ink
490.00
3/25/18 13747 Mc Donalds Meals
140.00
4/1/18 495 Jo Cuisine Meals
320.00
4/4/18 2425 LSK PRINTING PRESS Hardbound
900.00
4/5/18 3596 HUKAD Meals
1,761.06
4/7/18 4011 TITA LASANI FOOD,INC. Meals
466.00
TOTAL
30,780.56
I hereby certify that this Report of Disbursement (ROD) is a full, true and correct statement of the disbursements made by me and that this is in liquidation of the cash advance/s granted last September 29, 2017 in the amount of Twenty Four Thousand. Pesos . ELIZABETH LIEZL VICTORIA C. PANIS 3/30/2018
Signature over printed name Date Submitted
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