International Journal of Educational Administration and Policy Studies Impact of teenage motherhood on the academic performance in public primary schools in Bungoma County, Kenya (original) (raw)
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International Journal of Educational Administration and Policy Studies, 2015
Teenage pregnancy and motherhood is a concern in both developed and developing countries and is a complex reality of contemporary society however the re-entry of teenage mothers into the school system continues to demand attention as society's negative attitude towards pregnant girls and teenage mothers persists. Those who do return to school suffer from stigmatisation, ridicule, and abuse from both teachers and other learners. This study sought to investigate the impact of teenage motherhood on the academic performance in public primary schools in Bungoma County. The study was guided by social integration model on student retention in schools whose primary purpose was to explain how the interactions among different individuals within the academic, social systems and the communities which comprised them lead individuals of different characteristics to withdraw from that institution prior to completion. Descriptive survey was adopted for the study and employed both quantitative and qualitative technique where quantitative relies on the principle of verifiability and the researcher wants to obtain a large body of data or to perform statistical analysis in order to produce results that can be generalized to the target population while qualitative involves systematic collection, analysis and interpretation of data in order to provide description on selected issues hence the researcher used both techniques in order to maximize the strengths and minimize the limitation of each. The study employed stratified sampling, simple random and purposive sampling. A sample of 35 respondents (teenage mothers) and 3 head teachers from public schools in Kopsiro division were sampled for the study. The research instruments used were questionnaire and interview schedule and document analysis. The semi structured questionnaire were administered to the teenage mothers while closed ended interview schedule were administered to head teachers. Data was analyzed using descriptive statistics. The descriptive analyses was summarized using frequencies, percentages and cross-tabulations. The study found out that education prepares girls for jobs, livelihoods, and raises their self-esteem and that teenage motherhood leads to low educational attainment. The study recommended that by supporting teenage mothers would help them achieve their goals in education.
2018
The purpose of this research was to assess school factors which support the education of teen mothers. The objectives of the study were to find out the school factors which enhance the schooling of teen mothers in secondary schools and to evaluate the status of these factors in promoting the schooling of teen mothers. The research was based on the Liberal Feminism Theory. This was a descriptive research yielding both quantitative and qualitative data. The research was carried out in sub-county secondary schools in Trans-Nzoia West Sub-county. Ten out of the thirty sub-county schools were involved in the study. A sample size of twenty six (26) respondents was obtained using purposive sampling techniques. The participants included teen mothers and their class teachers. The data instruments used included questionnaires and semi structured interviews. The quantitative data was analyzed and presented in frequency tables and percentages while the qualitative data was organized, coded and ...
SSRN Electronic Journal, 2015
Much has been done towards attainment of gender equity in education as envisaged in the Millennium Development Goals (MDGs), yet gender disparities persist in many parts of the country. Studies indicate that most of girls who drop out of school do not return to class after childbirth despite provisions for it. The purpose of this study was to examine factors that influence re-entry of school girl mothers in primary schools in Muhoroni District, Kisumu County in western Kenya. Cross-sectional descriptive research design combining both qualitative and quantitative approaches was used in this study. The data was collected from teachers, pupils, parents/guardians and teenage mothers using questionnaires, key informant interviews and Focused Group Discussions (FGDs). It emerged that a range of socio-cultural factors constrained school re-entry of young mothers after pregnancy. The study recommended policy review to comprehensively address the exclusion of teenage mothers from school in order to enhance gender equity in education.
IJASS JOURNAL, 2024
In Kenya, the Re- Entry Policy recommends guidance and counselling as the means to retain and successfully integrate girls into the school system after giving birth. However, over 13,000 teenage girls have been reported to drop out of school every year mostly due to teenage pregnancy and early marriages. This is an alarming dropout rate that deserves attention considering that it is not clear the number of teenage girls who resume schooling after birth. The purpose of this study was to find out the influence of guidance and counselling interventions in enhancing the retention of teenage mothers in public secondary schools in Samburu and Nairobi Counties, Kenya. This study was guided by Erikson’s theory of Psychosocial development. The study employed ex post facto survey design. The target population was 32597 girls, 79 teacher counsellors, 79 principals from Nairobi County and 7396 girls, 16 teacher counsellors and 16 principals from Samburu County. According to Krecjie and Morgan (1970), sampling tables; a population of 39,993 should have a sample of 380 respondents, therefore, 380 girls constituted the sample. The sample for teacher counselors and principals was obtained according to Gay (2001), who observed that a sample of 10-40 percent is adequate representation. Thus, the researcher took the upper limit of 40% of 95 hence a sample of 38 teacher counselors and 38 principals were selected. Data was collected using questionnaires and interview schedules. A pilot study was conducted in four schools and Cronbach’s alpha coefficient with a threshold of 0.7 was used to test the reliability. The instruments yielded 0.801, hence were considered reliable. Qualitative data was analysed thematically and presented in form of quotations and narrations while quantitative data was analysed using descriptive and inferential statistics with the aid of SPSS version 21.0. The study revealed that guidance and counseling interventions have a positive and significant relationship in enhancing the retention of teenage mothers in secondary schools. However, the retention rate of teenage mothers was low in both counties. The study recommended that there is need to strengthen the guidance and counselling departmentsin secondary schools, conduct public awareness and closely monitor the implementation of the re-entry policy to enhance retention of pregnant and teenage mothers in secondary schools in Kenya.
Universal Journal of Educational Research, 2021
Secondary level of education has been reviewed as a fundamental stage for education progression where learners acquire basic skills in their future areas of specialization. At this level, students participate in educational activities that pertain to secondary school education. However, in Baringo County there is high prevalence of teenage pregnancies due to high poverty levels, high illiteracy rates among parents and retrogressive cultural beliefs that may have influenced the educational participation of student mothers. The purpose of the study was therefore to establish the influence of family factors on educational participation of student mothers in public secondary schools in Baringo County, Kenya. This study was ex-post facto in approach and utilized correlational research design. The target population for the study was 1277 student mothers. The sample size of the student mothers in this study was 296 and was selected using stratified random sampling. The study collected data...
2017
Teenage motherhood is a worldwide problem with 36.4 million girls giving birth before the age of 18 years in difference in adjustment of readmitted teenage mothers in select age. Mixed method research approach was used and within it Sequential Explanatory Design was adopted. The target population consisted of 288 respondents namely 23 principals, 23 guidance and counseling teachers and 242 county. The findings of the study indicated that the older readmitted teenage mothers had higher mean score in overall adjustment than the younger ones. For example, whereas the teenage mothe aged group of above 19 years had a mean of 2.63 (SD=.316, SE=.056), those who were age below 15 years only had a mean adjustment of 1.72 (SD=.244, SE=.031). It was clearly shown that there was a statistically significant difference in overall adj =144.5, p<.05]. It was therefore concluded that there was significant influence of age on adjustment, with older readmitted teenage mother reported indicated that...
Wamahiu, L. W; Piliyesi, Mailu, S & Isoe, J. (2020). Role of Key Stakeholders in Integrating Teenage Mothers in Secondary Schools in Samburu West Constituency, Kenya. Journal of Popular Education in Africa. 4(11), 4 – 35., 2020
This study examined the role of key stakeholders in integrating teenage mothers in secondary schools in Samburu West Constituency. The research was based on the Elaboration Likelihood Theory. Mixed methods and in particular, convergent parallel methods of data collection and analysis was used. Simple random, stratified and snow ball sampling techniques were used to select 327 respondents. Data collection instruments included; questionnaires, focus group discussion and interview guides. Quantitative data was analyzed and presented in frequencies, tables and percentages using SPSS Version 22, while the qualitative data was organized into themes according to the research questions of the study. The findings revealed that majority of the teachers and the school principals were prepared to implement the school reentry policy for teenage mothers. However, majority of the HODs guidance and counselling were not prepared in the implementation of the policy. A significant number of HODs were not trained as counsellors and did not have copies of the policy guidelines. Regarding the perception of the policy, it was found that majority of the students, class teachers and principals had a positive perception of the theory. It was established that a majority of the teenage mothers, parents and guardians negatively perceived the school reentry policy for teenage mothers. The results also revealed that the implementation of the policy face many challenges. Based on the findings, the researcher recommends that the school principals in collaboration with the MOE should ensure that all the guidance and counselling teachers are trained so that they can effectively implement the school reentry policy for teenage mothers. To ensure that all girls who get pregnant while in school are given an opportunity to complete their studies, both the national and county governments together with other stakeholders should come up more sensitization programs for this policy to create more awareness among teenage mothers, parents and guardians. This study also recommends that the MOE and all other stakeholders should work together to allocate more resources, create awareness and train personnel to ensure effective implementation of the policy.
East African Journal of Education Studies
The challenges of motherhood coupled with the coming of new roles and identities for student mothers remain pervasive and have conspired to continue constraining girls from participating in education. The consequences of becoming pregnant are many. The study explored the extent to which student-mothers receive emotional and social support both at home and at school in adjusting and coping with their dual roles as mothers and students. The study was conducted at Marani Sub-County of Kisii County. The study employed a descriptive survey design and the target population was 779, while the sample size was 234. The stratified sampling technique was used to select the school teenage mothers, while the census method was applied for both principals and teacher counsellors since they were few. Pilot testing of the research instruments was undertaken to ascertain both validity and reliability so as to guard against the threats of ambiguities and biases. This was done by subjecting the instrum...
THE IMPACT OF TEENAGE PREGNANCY ON GIRLS’ SCHOOL ATTENDANCE IN SELECT PUBLIC SECONDARY SCHOOLS IN POST- COVID 19 KIBRA SUB - COUNTY NAIROBI KENYA, 2023
Kibra is the biggest slum in Africa. It is densely populated, and the majority of its inhabitants live below the poverty line. The slum is well known for its unfavorable living conditions, which primarily have an adverse effect on young girls. This project sought to learn more about the impacts of teenage pregnancy on public secondary school girls’ school attendance in post- Covid 19 Kibra sub-county of Nairobi County by doing extensive research at the slum's select public secondary schools. This research's other goal was to establish how teenage pregnancy affects the girls’ academic performance, how poverty brings about teenage pregnancy, and what solutions can be implemented to prevent teenage pregnancy. The theory of social learning by Albert Bandura, which holds that we learn by observing and imitating models, was the foundation of the study. Girls at Kibra public secondary schools who were enrolled in school, were the target population. The study employed descriptive research design. The study used the simple random sampling technique where each girl had an equal probability of being chosen. Questionnaires were used as the study's instrument for gathering data. The study employed both quantitative and qualitative analysis. The study found out that most students do not continue with their studies after falling pregnant. This study recommends that teachers should accept girls who get pregnant back to school and treat them like the rest of the students. This study found out that teenage pregnancy had an impact on the students' academic success. This study recommends that those students who get pregnant should be given extra hours of remedial learning by teachers when they are feeling better to help improve their performance. This study found that poverty was a cause for teenage pregnancy. The study recommends that the government should come up with programs to cater for severe cases of poverty-stricken students to prevent them from getting alternative ways of attending to their needs. This study found out that many of the students have sex and that a large number of them do not use contraception. This study suggests teaching students how to use contraception and providing sex education in schools.