Implementation of the Tuloy-Tuloy na Busog, Lusog, Talino Program Towards a Framework on Sustainable Extension Program
DOI:
https://doi.org/10.5281/zenodo.21993865Keywords:
school-based feeding program, sustainable extension program, holistic development, nutrition support, program implementation, mixed methodsAbstract
This study evaluated the implementation of the “Tuloy-Tuloy na Busog, Lusog, Talino” (BLT) Program and developed a sustainable extension program framework for continuous nutritional support, health improvement, and academic development among learners. An explanatory sequential mixed-methods design was employed at Elvira Razon Aranilla Elementary School in Lucena City, Quezon Province. The quantitative phase involved 50 MSEUF teacher volunteers and 50 parents of beneficiaries, while program coordinators also provided implementation information; the qualitative phase included four parents and four program coordinators selected purposively for key informant interviews. Researcher-made questionnaires, validated by three experts and pilot-tested with 20 non-respondents, measured implementation status, holistic learner development, and implementation challenges. Weighted mean, standard deviation, relationship analysis, and reflexive thematic analysis were used. Both teacher volunteers and parents perceived the program as highly implemented in terms of target beneficiaries, feeding commodities, mode of delivery, and feeding days. The program was viewed as strongly supporting learners’ physical fitness, emotional regulation, social interaction, and intellectual capability; teacher volunteers, however, rated behavioral regulation only at a moderate extent. The relationship tables showed significant associations between the four implementation dimensions and physical, emotional, social, and intellectual development, while behavioral regulation was significantly associated only with mode of delivery. Challenges involving beneficiary identification, absenteeism, food preferences, logistics, resources, and scheduling were generally manageable. Qualitative findings emphasized positive program experiences, coordinated implementation, stakeholder support, improved learner health and participation, and the need for sustained collaboration. These findings informed a DepEd-aligned sustainable extension framework with a specific behavioral-regulation focus.
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