Impact of School Feeding Programs on Student Retention in Public Secondary Schools: A Case Study of Nyamagana District, Mwanza, Tanzania

Abstract

The aim of this paper was to evaluate the impact of school feeding programs on students’ retention in public secondary schools in Nayamagan district, Mwanza-Tanzania. The study was guided by the Self-Determination Theory developed by Edward L. Deci and Richard M. Ryan. A mixed research approach and an explanatory sequential design were employed. This study was guided by self-determination theory. The Self-Determination Theory (SDT), was developed by Deci and Ryan in the 1980s. The target population included 53,643 people in which the sample size of 208 respondents was determined. Data collection tools included questionnaires and interview guides. Validity was ensured through face and content validation, while reliability coefficients were 0.85 for the teachers’ questionnaire and 0.66 for the students’ questionnaire. Quantitative data were analysed using SPSS version 26 and descriptive statistics, while qualitative data were thematically analysed and presented narratively. The study found that school feeding programs in public secondary schools significantly enhance student retention by improving attendance, reducing dropouts, and boosting classroom participation, particularly among students from low-income families. It concluded that school meals are vital not just for nutrition but also for academic success and long-term school engagement. The study recommended institutionalizing these programs through sustainable government funding, infrastructure development, stakeholder involvement, and complementary initiatives like school gardens, especially in food-insecure areas.