Gender Differences in Feeding Patterns and Their Association with Physical Health and Cognitive Performance of Public Secondary School Students in Anambra State Nigeria

Abstract

Adolescence is a period of rapid physical and cognitive development during which feeding patterns may be associated with health and learning-related outcomes. This study examined gender differences in feeding patterns and their effects on the physical health and cognitive performance of public secondary school students in Anambra State, Nigeria. Three specific research objectives and research questions were formulated for this study. Adopting a descriptive cross-sectional research design, the study drew a sample of 1,873 Senior Secondary II (SS2) students from 36 randomly selected public secondary schools spread across the six education zones of Anambra State (Awka, Ogidi, Aguata, Nnewi, Onitsha, and Otuocha), using simple random and proportionate stratified sampling techniques. Data were collected with a structured, validated instrument, the Feeding Pattern on Physical Health and Cognitive Development Test, comprising sections on demographic information, common feeding patterns (food frequency questionnaire), physical health status (combined with basic anthropometric indicators), and cognitive development. Reliability estimates ranged from 0.66 to 0.73 (Cronbach’s alpha) and 0.70 (Kuder-Richardson) across the sections. Data were analysed using frequencies, percentages, and simple linear regression, disaggregated by gender, with hypotheses tested at the 0.05 level of significance. Findings showed that the overall feeding pattern of students was predominantly poor (61.6%), with only 38.4% exhibiting good feeding patterns. Feeding patterns had a moderate positive impact on the physical health of male students (β = 0.322, R² = 0.104) but only a modest positive impact on female students’ physical health (β = 0.268, R² = 0.072). For cognitive development, feeding patterns had a modest positive impact on both male students (β = 0.291, R² = 0.084) and female students (β = 0.239, R² = 0.057), suggesting little or no gender difference for this outcome. Hypothesis testing confirmed that feeding patterns had a statistically significant positive impact on both physical health and cognitive development for male and female students alike (p < 0.05 in all cases), even though the strength of the relationship varied by gender and outcome. The study concludes that feeding patterns are a significant, gender-sensitive determinant of adolescent physical health and, to a lesser extent, of cognitive performance, with male students appearing to derive a somewhat stronger physical health benefit from favourable feeding patterns than their female counterparts. Gender-responsive school feeding and nutrition education interventions are recommended.