DEPARTMENT OF EDUCATION

RESEARCH PROPOSALNAME: MUSYUTILA MWENDA B

COMBINATION: BUSINESS STUIDIES

COURSE: EDUCATIONAL RESEARCH

NUC: 20112169

SUPERVISOR: MR MUNDEDA

TOPIC: IMPACT OF HIGH LEVELS OF TEENAGE PREGNANCY IN THE

PROVISION OF QUALITY EDUCATION IN CHOMA URBAN.

ACKNOWLEDGEMENTTo my Lord and savior Jesus Christ, all the honor and glory for

the opportunity to do this degree, research and the ability to

utilize the gained knowledge and experience. Apart from the

efforts I made, the success of this project depended largely on

the encouragement and guidelines of many others. I take this

opportunity to express my gratitude to the many people who have

been instrumental in the successful completion of this project,

nothing concrete can be achieved without an optimal combination

of the inspiration and perspiration. No work accomplished without

the guidance of the experts. It is only the critiques from

ingenious, intellectuals that help transforms the product into a

quality product.

This research project is the result of countless hours’ works of

mine. For this I am grateful towards my friends and course-mates

Benham, Tongai, Temwani and my inspiration, my hope to always

move on Ruth Lilala for their valuable guidance and sustained

help to me during the making of this research project. I am also

i

thankful to MR. Mudenda Lecturer for her assistance and

encouragement to complete the project on time.

Last but not on the least I would take this gratifying moment to

thank my parents Gertrude Likambama Mushyutila and the man

himself Evay Michelo Mushyutila I am so grateful for their

financial support, thanks to all members who helped me to

complete the project.

Mushyutila Mwenda B.

KUN 20112169

DECLARATIONI Mwenda Mushyutila Besh of KUN 20112169 solemnly declare that

the dissertation hereby submitted to Kwame Nkrumah University in

partial fulfillment of a Bachelor’s degree in business studies

with Education has never been submitted by me or any other person

at this or any other University, that this is my own work in

design and execution, that I am aware of the implications of

plagiarism as academic dishonesty, and that all sources of

reference used have been duly acknowledged.

ii

----------------------------------------------------- -----------------------------------------------

Signature Date

List of TablesTable 1.............................................................13Table 2.............................................................13Table 3.............................................................14Table 4.............................................................14Table 5.............................................................15Table 6.............................................................16

iii

List of figuresFigure 1............................................................17Figure 2............................................................19

AbstractThe aim of this study was to investigate the impact of high levels of teenage pregnancy in the provision of quality educationin Choma urban, the study found out how

Table of Contents

iv

ACKNOWLEDGEMENT......................................................iDEDICATION..........................................................ii

DECLARATION.........................................................iiList of Tables.....................................................iii

List of figures....................................................iiiAbstract...........................................................iii

CHAPTER 1............................................................11.0 BACKGROUND.......................................................1

1.1 STATEMENT OF THE PROBLEM.........................................21.2 PURPOSE OF THE OF THE STUDY......................................2

1.3 OBJECTIVE OF THE STUDY...........................................31.4 RESEARCH QUESTIONS...............................................3

1.5 SIGNIFICANCE OF THE STUDY........................................31.6 LIMITATION OF THE STUDY..........................................3

1.7 DEFININATION OF TERMS............................................31.8 METHODOLOGY......................................................4

1.8.0 RESEARCH DESIGN................................................41.8.1 POPULATION.....................................................4

1.8.2 SAMPLE POPULATION..............................................41.8.3 SAMPLING TECHNIQUES............................................4

1.9 RESEARCH INSRTUMENTS.............................................51.9.0 DATA COLLECTION................................................5

1.9.1 DATA ANALYSIS..................................................5CHAPTER 2............................................................5

2.0 LITERATURE REVIEW................................................52.1 Introduction.....................................................5

2.2 Reasons for Teenage Pregnancy....................................62.3 Impact of Teenage Pregnancy And Provision Of Quality Education.. .8

CHAPTER 3...........................................................10

v

METHODOLOGY.........................................................103.0 Introduction....................................................10

3.1 Research Design.................................................113.2 Target Population...............................................11

3.3 Sampling........................................................113.4 Sampling Procedure..............................................11

3.5 Research Instruments............................................123.6 Data collection.................................................12

3.7 Data analysis...................................................12CHAPTER 4...........................................................12

4.0 PRESENTATION OF FINDINGS........................................124.1 Introduction....................................................12

Table 4.1.1 Gender of respondents...................................13Table 4.1.2 Age of respondents......................................13

Table 4.1.3 Position Held by Respondents. (Teachers)................14Table 4.1.3 Grade of respondents....................................14

4.2 Records of pregnancy in schools.................................15Table 4.2.1 Dropout by Type of School and Reason for Dropping Out. . .15

Table 4.2.2 Reasons of pregnancy among teenagers....................16CHAPTER 5...........................................................18

DISCUSSION OF FINDINGS..............................................185.1 Introduction....................................................18

5.2 Impact of Teenage Pregnancy on the Provision of Quality Education.....................................................................18

5.2.1 Education Gap between boys and girls..........................185.2.2 Irregular school attendance...................................18

5.2.3 School Dropouts...............................................19Table 5.2.3.1 Pregnancies Re-admissions and drop out in Grades 10-12 by Year......19

5.2.4 Teenage pregnancy and school performance......................19

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5.2.4 Repetition of grades..........................................20 Financial constraints............................................20

5.2.5 Delayed school attendance after giving birth..................205.2.6 Poor relationships............................................20

CHAPTER 6...........................................................21CONCLUSION AND RECOMMENDATIONS......................................21

6.1 Introduction....................................................216.2 Recommendations................................................21

6.3 Conclusion.....................................................22REFERENCES..........................................................24

APPENDIX 1..........................................................25Questionnaire and interview for teachers............................25

APPENDICES 2........................................................28APPENDICES 3........................................................30

Questionnaire for head teachers.....................................30APPENDICES 4 introduction letter....................................31

vii

viii

1

CHAPTER 1

1.0 BACKGROUND

Teen pregnancy is a growing epidemic in Zambian secondary

schools; girls are becoming pregnant at an alarming rate with a

lot of the pregnancies unplanned. Teenage pregnancy is

characterized by young girls with ages 13-19 years old. The

growth on the numbers of teenage pregnancy became an alarming

situation in both community and national levels. Teenage

pregnancy has many causes in which the government can’t recognize

the real reason behind this sudden growth. The factors that the

experts identified are the environment in which the teenagers

belong, the parents’ participation in guidance and growth, and

the socialization as well as the influence of the media. The

results of teenage pregnancy are also identified to bring

consequences on the life of both mother and child. In fact, there

are clinical studies that show that health risks on young women

who are not physically and mentally capable in bearing a child.

This study seeks to find out the impact of high levels of

pregnancy in secondary schools among teenage girls in Choma

urban.

2

1.1 STATEMENT OF THE PROBLEM

Despite the extensive attention given to adolescent sexuality and

teenage pregnancy in the past recent years many teenagers are

still falling pregnant, Teenage pregnancy has become a national

epidemic, partly because more and more teenagers who give birth

decide to keep and raise their children for example 30 pupils

from Choma secondary school were found pregnant. School going

girls when getting pregnant typically is involve d in some form

of school education and do depend on their parents and relatives

at least to a certain degree. There is a great cost to

individuals, families and society when mere children have

children of their own. Mwaba (2000) indicated that teenage

pregnancy is more common amongst young people who have been

disadvantaged and have poor expectations of either their

education or the job market in most cases the father of the baby

in teenage pregnancy is of similar age and thus is also

financially and emotionally unprepared to raise a baby. Many

teenagers cannot see the long-term consequences of their actions

at the moment ignorance about how one gets pregnant is

responsible for many of the pregnancies. A general feeling of "it

won't happen to me "can also be put as responsible.

1.2 PURPOSE OF THE OF THE STUDY

This study will seek to find out the impact of high levels of

pregnancy among teenage girls in selected secondary schools of

Choma Urban. The study will also bring out real issues of what is

3

happening on the ground regarding the behavior of girls towards

teachers in schools and suggest the way forward on ways to reduce

the high levels of pregnancy.

1.3 OBJECTIVE OF THE STUDY

To explore and describe the factors contributing to teenage

pregnancy in the selected schools.

To propose recommendations to strengthen pregnancy

prevention strategies that is relevant to the needs of the

community and schools.

To gain an insight into teen perception and attitude towards

sex and pregnancy.

1.4 RESEARCH QUESTIONS

What are the factors that contribute to teenage pregnancy?

What is the impact of pregnancy to school going girls?

Are there any pregnancy prevention strategies available

within the schools?

What measures should be put in place to curb the problem

(teenage pregnancies)?

1.5 SIGNIFICANCE OF THE STUDY

It is anticipated that the study would contribute to the

prevention of teenage pregnancies. The guidelines could be used

in health care facilities to educate teenagers how to avoid

unwanted pregnancies and allow teens to make critical analysis of

4

decisions especially relating to Issues concerned with parenting

and sex.

1.6 LIMITATION OF THE STUDY

Since every study is limited in scope, this study will cover only

five selected basic schools in Choma urban and will not

investigate the following.

1. The actual process involved in conception.

2. The different health issues as a result of early pregnancy.

1.7 DEFININATION OF TERMS

Teenager: A teenager is an individual in the transitional

stage of development between childhood and full adulthood,

representing the period of time during which a person is

biologically adult but emotionally not fully matured (South

African Concise Oxford Dictionary 2005). In the report, a

teenager is a female person aged between 13–19 years.

Pregnancy: Pregnancy is the state in which a fetus develops

in the uterus of a woman of childbearing age, during the

period from conception to birth (South African Concise

Oxford Dictionary 2005).In the context of this study,

pregnancy refers to a period of gestation when a woman aged

between 13–19 years has conceived an unplanned fetus in her

uterus.

Teenage pregnancy is pregnancy in human females under the

age of 20 at the time that the pregnancy ends.

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1.8 METHODOLOGY

1.8.0 RESEARCH DESIGN

Descriptive survey research (Qualitative and quantitative

research) will be used in the process of data collection in this

study. This design will be employed because the researcher is

determined to get the respondent’s view and opinion in relation

to the impact pregnancy levels in Choma Urban Schools.

1.8.1 POPULATION

The target group for this study will be teachers, pupils and

parents at five selected basic schools of Choma urban. Total

population of the targeted sample will be 100.

1.8.2 SAMPLE POPULATION

The sample population of this study will be 100 comprising of 60

pupils, 25 teachers and 10 parents and 5 head teachers from the

five selected basic schools in Choma urban.

1.8.3 SAMPLING TECHNIQUES

The researcher is going to use a random sampling technique.

1.9 RESEARCH INSRTUMENTS

The data collection will be done by use of both questionnaires

and oral interviews for it will be convenient, time saving and

clarifications on certain questions can be made.

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1.9.0 DATA COLLECTION

Composite questionnaires will be used to collect data from 50

pupils and 20 teachers while the semi structured interviews will

be employed by the researcher to collect data from 10 parents.

1.9.1 DATA ANALYSIS

Descriptive and qualitative methods will be used in the process

of analyzing the data.

CHAPTER 2

2.0 LITERATURE REVIEW

2.1 Introduction

Teenage pregnancy has militated against the educational success

of girls in the Zambian society Recent research in Zambia has

found that by the age of 18 years more than thirty percent

(31.5%) of teenage girls have given birth at least once.

7

Despite the extensive attention given to adolescent sexuality and

teenage pregnancy in the past two decades, many teenagers are

still falling pregnant at a rampant rate thus affecting the

provision of quality education. There is a great cost to

individuals, families and society when mere children have

children of their own.

According to Karra and Lee (2012:4) who strongly says that in

Zambia sixty one percent (61%) of the uneducated adult population

are women. Zambia, as many other developing countries, faces

(teenage) pregnancy as a major hindrance to the educational

success of women. Lam (2008:355). School girls who fall pregnant

are less likely to complete their high school education and

according to Grant and Hallman (2006:19) their chances of

tertiary education are also greatly reduced.

Falling pregnant while still at school or at an educational

institution generates a set of problems for which the teenager

has to find a solution Changach (2012), She has to decide if she

carries the unborn baby to full term or to have an abortion.

Should she decide to carry the unborn baby to full term, her

studies are obviously going to be interrupted and she would

immediately be placed in a disadvantaged position, especially

when having to rear her own baby Melissa (2004), and poor

academic performance leads to poor employment and financial

prospects, which in turn may have detrimental effects on all the

other aspects of the life of the mother and her baby Karra and

8

Lee, (2000), in arguing with Changach (2012), who says that

either way whether the teenager choses to keep the baby or abort

there are serious consequences.

2.2 Reasons for Teenage Pregnancy

Tsai and Wong (2003) identified a number of risk factors that

contribute to teenage pregnancy. Those factors are: unsafe sexual

activity, under use of contraception, numerous sexual partners,

substance misuse, deprivation, insufficient attendance and bad

performance at school and sometimes school drop-out, low family

income or single parent family, poor school-based sexuality

education can also be associated with schoolgirl pregnancies.

Pupil’s lack of authentic knowledge about sexuality issues seems

to be one of the major causes of pregnancies amongst schoolgirls.

Adequate knowledge about sexuality can only be obtained by

education and the family setting and parents are regarded as the

most suitable to inform the child about sexuality issues, Tsai

and Wong (2004:42). However, in certain cultures sexuality issues

are the least spoken about or discussed by members of the family,

any sex topic is taboo. mothers often fail to communicate the

‘facts of life’ to their daughters and information about menarche

is acquired from an elder sister, peers or nurses from health

departments who visit schools.

Secondly peer pressure seems to be another contributing factor of

teenage pregnancy Varga (2003:17) states that “after the family,

9

the peer group is the most important socialization agent” in

support to this Tsai and Wong (2007:11) says that “not only is

the peer group a primary source of information on sexuality issue

but they also create an environment in which peer pressure is

exerted on the teenager to indulge in sex because “everyone does

it” or because they do not want to “feel left out”, Teenagers

share a great deal of their lives with their peer groups; they go

to school together, participate in sport together, spend leisure

together and even feel free talk to each other about issues they

consider to be private matters..

Thirdly the mass media with its sexualized content is also a

contributing factor that perpetuates teenage pregnancies as it

gives teenagers easy access to pornographic and adult television

programmes. Pornographic material and sexuality information is

freely accessible via devices such as computers and cell phones.

In her research Rangiah (2012:13) established that “adolescent

girls who were more exposed to sexuality in the media were also

more likely to engage in sexual activities” According to Panday

et al. (2009) strongly supports the fact that media has an

influence by saying that there is no question that television

also contributes to sexual activities amongst school children.

Approximately teenagers today have access to books, films, videos

and magazines that are explicit in describing sexuality issues.

Many are factually incorrect, creating unrealistic expectations

from teenagers and increasing the myths about sexuality issues.

10

In his research on teenage pregnancy Panday (2010) found that

teenage girls may feel the need to prove that they are able to

have children before marriage. Although current research

indicates a change in the belief that it is important to prove

one’s fertility before marriage, this value is still found to be

one of the reasons of teenage pregnancy Varga, (2008).

Poverty has been identified by researchers as one of the major

contributors to teenage pregnancies (Rangiah, 2012:11). Says that

“schoolgirls from families with a low socioeconomic status often

engaged in unprotected sexual activities to fall pregnant hoping

to receive money from the father or child grant to improve their

circumstances” poverty could be an important factor influencing

decisions on whether or not to use contraceptives. Sex in

exchange for material goods leads to teenagers (schoolgirls)

involved in dysfunctional relationships, engaging in multiple

sexual partnerships which often involve older men and educators.

Within these relationships there are limited opportunities to

negotiate safe sex and the risk of pregnancy is increased.

Having wrong role models is another contributing factor for

teenage pregnancy; parents are the child’s primary educators and

first role models and thus have a very early and extensive impact

on the child’s belief systems and values which affect their

behavior. Parents have a very early and extensive impact on a

schoolgirl’s (adolescent’s) belief systems and values and thus on

their behavior. Therefore teenagers with parents who have

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permissive ideas about premarital sex or negative attitudes about

contraception are more likely to have unprotected sex and become

pregnant. Family members are also role models to their children

and adolescents growing up are more likely to engage in sexual

activities if their parents or other family members are

promiscuous

Lack of religious values has also been listed as a factor that

contributes to teen pregnancy; children with parents who uphold

to their religious views find it easy to encourage their children

on matters of sexuality and encourage them to abstain from sex.

Teenagers who participate in one form of risk behavior often also

partake in other risk behaviors; alcohol and drug use increases

an adolescent’s chances of unprotected sexual intercourse. The

biggest risk of substance abuse in adolescents’ sexual behavior

is that they are more likely to engage in casual sex. Another

risk factor related to teenage pregnancy is that sex often

happened because adolescents perceived that people of their age

(peers) are sexually active.

2.3 Impact of Teenage Pregnancy And Provision Of Quality

Education.

The impact of teenage pregnancy which involve among others, grade

repetition and periods of temporary withdrawal from school has

led many young women in sub-Saharan Africa to remain enrolled at

the secondary level well past puberty and into their late teens,

12

thus increasing their risk of pregnancy-related school

disruptions Grant & Hallman, (2006). In the same breath, Chigona

and Chetty (2007:2) maintain that there are some schools that do

not allow pregnant girls and young mothers to attend classes in

sub-Saharan countries of Africa. According to the Forum for

African Women Educationalists (FAWE), Executive director

indicates that in Zambia alone, 2,230 girls had been forced to

drop out of school for the last years because they fell pregnant

another source cite that despite the policy being put in place in

Zambia, an increasing number of girls do not return to school

after giving birth. Social economic and cultural factors have

been commonly cited as reasons for this failure. The annual

statistics from the Zambia Ministry of Education Statistical

Bulletin shows increased number of pregnancies. In addition, data

from the Zambia Demographic Health Survey (2007) reveals that each

year approximately 30% of the girls who drop out from school, do

so because of pregnancy.

Most studies found that dropping out of high school is a negative

effect of teenage pregnancy. Teenage pregnancy is commonly

associated with school non-attendance and dropout. Pregnancy and

its complications often predispose youths to permanently leave

school; a pregnant schoolgirl may miss some classes during the

day when she is not feeling well. School days are missed when the

pregnant schoolgirl has to visit a clinic or doctor and during

the final of stages of her pregnancy, delivery and after the

birth of the baby.

13

Chigona and Chetty (2007) say being frequently absent from school

result in pregnant schoolgirls missing a lot of schoolwork (e.g.

lessons, assignments, tests). Educators also reported that when

comparing a learner’s performance before and after pregnancy

there is a decrease in their academic performance. Due to their

pregnancy school girls are often absent thus being absent causes

the pregnant schoolgirl to miss schoolwork such as lessons, tests

and assignments and most of the time she falls hopelessly behind

in their schoolwork, Changach (2012).

In a case were a girl returns to complete her schooling after the

birth of a child it is because of the support received from her

family and being provided with flexible child care options.

However, childbearing impedes on most girls’ educational careers.

Research has found that pregnancy in school often resulted in

poor results, failure, repeating of grades and school dropout.

Bhana et al. (2008) supports this by stating that teenage mothers

are unable to cope with caring for a baby and attending to the

needs of schooling and mostly have limited resources and time to

navigate the world of learning and parenting. Clarke (2005)

strongly supports this by saying that teenage mothers are less

likely to complete their high school education. Due to limited

education the teenage mother will not have the required level of

education or sufficient skills to enter the open labour market

and she will remain dependent both on the state and or her

parents.

14

Furthermore research has shown that there is a universal lack of

enthusiasm and a negative attitude amongst teachers for

accommodating and supporting pregnant learners in school, in line

with the following assertion Grant & Hallman, (2006), say that

although educational policies aim to ensure that pregnant

students and young parents are not disadvantaged, in reality many

girls do not feel supported by the school environment and stop

attending, furthermore Varga (2003:162) contends that “even

though girls are legally allowed to attend school during and

after pregnancy in Zambia, they are often confronted by the

stigma of teachers and peers in the school environment”.

Teenage pregnancy has been cited as a constraint in the

elimination of gender disparities in education, and in the

achievement of the Millennium Development Goals of universal

primary education and gender equality in education by 2015. In a

continent where the adage “when you educate a woman you educate a nation”

holds so true, the repercussions of girls dropping out of school

due to pregnancy cannot be underestimated.

CHAPTER 3

METHODOLOGY

3.0 Introduction

The aim of this study was to establish different percipients

perspectives on the impact of teenage pregnancy on the provision

15

quality of quality education in secondary schools around Choma

urban in southern province Zambia. The chapter covers the

research design, target population, sample population, sampling

procedure, research instruments, data collection and data

analysis.

3.1 Research Design

Both qualitative and quantitative methods were used to collect

data. However, the reason for choosing this design was to allow

for details and in depth study of the situation prevailing in

secondary Schools.

3.2 Target Population

A population is usually defined as, all the members of any well-

defined class of people, events or objects. It represents a

census or complete enumeration method in which all the units are

reached. Pandey (2005).

The target population for the research was teachers from Choma

distract in the selected schools, teachers were selected as

respondents because of their perceptions, views and opinions

regarding the impact of teen pregnancy on the provision of

quality education.

Pupils both pregnant and non-pregnant girls to give an

experience on their challenges in accessing quality education

during the time of their pregnancy and what those who are not

pregnant are doing to stay without pregnancies. Parents were16

targeted also so that they give an account on what they did to

and their reaction towards their child’s, pregnancy. Finally head

teachers were target to make recommendations on how to combat the

rampant increase of teen pregnancy at the school level.

3.3 Sampling

The sample of this study was drawn by using purposeful sampling

which according to Dolores, (2007) is “selecting information-rich

cases for study in-depth”. Purposeful sampling was done to

increase the utility of information obtained from small samples

the research so it fit to use it because there was determination

to find out what was prompting the high rate of pregnancy in

certain schools and how the provision of quality education was

affected hence 5 schools with leading cases were selected.

3.4 Sampling Procedure

For the purpose of this study, teachers, pupils, and parents were

randomly selected from 5 schools that were selected purposefully.

This provided the researcher with a sample of 100 participates,

of which 5 were head teachers, 60 pupils both pregnant and non-

pregnant, 10 were parents and 25 teachers.

3.5 Research Instruments

Taking into consideration that this study was intended to be

purely qualitative and quantitative; data was collected using

questionnaires, interviews, books, reports and the internet.

17

Through interviews rresearchers engage with participants by

posing questions in a neutral manner, listening attentively to

participants‟ responses, and asking follow-up questions and

probes based on those responses, Boyce & Neale, (2006).

3.6 Data collection

Questionnaires and face to face interviews were used to collect

data in the field; once data was collected it had to be captured

in a format which would permit analysis and interpretation. This

involved the careful coding of the 100 correctly completed

questionnaires.

3.7 Data analysis

The data analysis was commenced during the process of datacollection exercise that was, by systematic arrangement of notesfrom the field.

CHAPTER 4

4.0 PRESENTATION OF FINDINGS

4.1 Introduction

The chapter presents the findings on the study of the impact of

teenage pregnancy among school going girls in the provision of

quality education in secondary schools in Choma urban area, the

18

schools looked into Choma secondary, Choma day secondary school,

Chundu day secondary school, Njase girls’ secondary school and

Sikalongo secondary school.

These findings were obtained from compiling data obtained from

the field using questionnaires and in-depth face to face

interviews; the data comprises the biographical information of

the respondents (teachers) and their perceptions of the reasons

for schoolgirl pregnancy and its impact on the girl’s education.

From the 100 questionnaires distributed to the respondents (97)

were correctly completed by the respondents.

Table 4.1.1 Gender of respondents

Frequency distribution according to the gender of respondents.

Table 1

Gender Frequency Percentage

1

Male

40 40%

2

Female

60 60%

TOTAL 100 100%

The table clearly shows that 20% more females than males formed

part of the random selected research sample.

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Table 4.1.2 Age of respondents.

Frequency distribution according to the age group of respondents.

Table 2

Age Group Frequency Percentage %1

15-20 years

47 47%

2 21-

25 years

13 13%

3 26-

30 years

5 5%

4 31-

35 years

14 14%

5 36-

40 years

12 12%

6

41-45 years

7 7%

7 46-

50 years

2 2%

TOTAL 100 100%

According to the frequency distribution in Table 2 the larger

percentage (47%) of the respondents that partook in the research

is in the age group 15-20 years, this is because majority of

pupils were participants.

20

Table 4.1.3 Position Held by Respondents. (Teachers)

Table 3

Positions No of

respondents

Percenta

geHead Teacher 5 17%Deputy Head 4 13%

Senior

Teacher

14 47%

Class

Teacher

7 23%

Total 30 100The table above shows the positions held by the respondents as

teachers. And as shown above the highest number of respondents

were class teachers with 47% and the least respondents were

Deputy Head teachers with only 13%.

Table 4.1.3 Grade of respondents.

Table 4

Grade Frequency Percentage

1

10

14 23%

2 26 43%

21

11 3

12

20 34%

TOTAL 60 100

Table 4.1.3 shows the grades of pupils who were interviewed at

the 5 selected schools and it shows that the highest number of

those who were interviewed were grade 11 with 43% and the least

came from the lower of Grade 10s who made up 23%.

4.2 Records of pregnancy in schools.Facts present the following, about the number of pregnancies in

the schools.

Table 4.2.1 Dropout by Type of School and Reason for Dropping OutYear

School Type Total No.Drop outs

Dropout duetopregnancy

% drop outdue topregnancy

2009 Government 31,031 7,204 23Mission/private

1,872

192 10

Grant Aided 1,946

368 19

TOTAL 34,849

7,764 22

2010 Government 31,275 8,031 26Mission/private

1,353

98 7

22

Grant Aided 3,172

496 16

TOTAL 35,800 8,625 242011 Government 32,919 9,175 28

Mission/private

1,140

125 11

Grant Aided 2,265

432 19

TOTAL 36,324

9,732 27

Table 5

Source: Ministry of Education ED Assist (2012)

The table shows major differences in the percentages of girls who

drop out of the different kinds of schools (government schools,

private/Mission and grant aided schools) due to pregnancy in the

years 2009, 2010 and 2011. From the data it is evident that the

number of pupils who dropout each year due to pregnancy is on an

increase in all types of schools. However, the problem is more

acute in government schools.

Table 4.2.2 Reasons of pregnancy among teenagersPossible reasons forpregnancy are:

Agree Disagree Uncert

ain

Total

1. Lack of knowledge aboutsexuality andinformation collectedfrom Media and peerfriends.

65% 30% 5% 100%

2. Risk-taking behavior(e.g. drug use promotesirresponsible sexactivities)

94% 2% 6% 100%

3. Lack of better role 73% 25% 2% 100%23

models4. Family morals and

Beliefs aboutfertility (provesfertility prior to amarriage)

44% 53% 3% 100%

5. Poverty andunemployment in family.

86% 8% 6% 100%

6. Lack of sex education

in schools.

67% 23% 10% 100%

7. Peer pressure (e.g.engaging in sexualactivities to beaccepted / conform)

90% 7% 3% 100%

8. Contraceptive use (e.g.availability,information and correctuse)

83% 14% 3% 100%

9. Examples portrayed bythe media (e.g. sexualconduct of movie/soapie stars on TV)

93% 6% 1% 100%

10. Love seekingTable 6

Impact of teenage pregnancy on the provision of quality

education.

24

0306090

Impact of teenage pregnancy

Impact of teenage pregnancy

Figure 1

In an interview one teacher stated that “Teenage mothers are not likely

to return to school because they do have some problems with regard to who will look

after their kids, that’s the reason why they are not likely to return to school”.

Another respondent in an interview stated that the attendance is not

satisfactory due to the fact that they have to go for check-ups, sometimes they feel sick,

and their attendance is not so good.

From the stated facts it’s evident enough to stress the fact that

the proving of quality education has been deranged due to teenage

pregnancy due to the stated impact in the table.

In another interview one respondent said “pupils drop out because they

cannot cope, when they are caring for the baby and attending at the same time. They

still want to have some fun because they are still kids”.

25

CHAPTER 5

DISCUSSION OF FINDINGS

5.1 Introduction The aim of the study was to establish ‟ the impact of teenage

pregnancy on the provision of quality education in secondary

schools around Choma district” the chapter aims at discussing

what was found during the research.

5.2 Impact of Teenage Pregnancy on the Provision of Quality Education.From the data it is evident that the number of pupils who dropout

each year is on an increase in all types of schools. However, the

problem is more acute in government schools hence hindering the

provision of quality education.

Quality education is the teaching and learning of relevant life

skills, values and knowledge, or it’s the provision of good

education to learners.

5.2.1 Education Gap between boys and girlsThe relatively low numbers of girls being educated has

implications for future generations. According to the Zambia

Demographic Health Survey 2001-2002, 40% of women are illiterate

26

compared to 19% of men (CSO and MoE Zambia, 2003; ZDHS 2007). The

continued poor indicators for girls compared to boys mean that

the education gap will continue to widen until more effort to

promote girls‟ education is made.

5.2.2 Irregular school attendanceRespondents revealed that pregnant teenagers have a tendency of

absenting themselves from school on regular basis, that is, they

maintain a high rate of absenteeism hence the provision of

quality education is compromised because pupils would be

attending ante-natal, clinic consultations and neo-natal clinic.

5.2.3 School DropoutsTeenage pregnancy destroys the education prospects of a schoolgirl

because teenage mothers end up dropping out of school due to

pregnancy, the researcher revealed that motherhood often causes her to

lose out on her educational attainment because her main responsibility

and focus in on the baby. Without support schoolgirl mothers are

unable to cope with caring for a baby, attending school and doing

their schoolwork well, and therefore drop out of school. Lack of

financial resources may also lead a girl to drop out of school.

27

Table 5.2.3.1 Pregnancies Re-admissions and drop out in Grades 10-12 by Year

2006 2007 2008 20090

200

400

600

800

1000

1200

1400

PregnancyReadmission% of re-admission

Figure 2

The table above shows an upward trend in the number of girls who get

pregnant over a four-year period. The number of girls who re-entered

in each of the four years is significantly lower than the number of

those who dropped out due to pregnancy. Perhaps more significantly,

the percentage of those who are readmitted is generally falling rather

than rising from year to year.

5.2.4 Teenage pregnancy and school performanceMost respondents in this study believed that the teenage

pregnancy and mothering resulted in poor school performance. The

general performance of secondary schools with higher rates of

teenage pregnancy in the Choma district was also reported by

teachers to be negatively affected.

28

5.2.4 Repetition of gradesMore than ninety percent (93%) of the respondents in the research

sample indicated that pregnant schoolgirls have to repeat grades.

Interviews conducted with pregnant and mother schoolgirls

revealed that most girls repeated grades because of the following

reasons.

Absenteeism.

Examination failure.

Inability to cope with motherhood and school work.

Financial constraints.

5.2.5 Delayed school attendance after giving birthThe educators revealed that resuming school immediately after

giving birth by teenagers who fell pregnant was generally delayed

by reasons behind lack of parental support and immature

motherhood on the side of teenagers.

5.2.6 Poor relationshipsThe study also revealed that teenage pregnancy resulted in poor

relationships between pregnant teenagers, their peers and

educators. The poor relationships were reported to be caused by

pregnant teenagers‟ attention-seeking behavior, aggression as

they respond to the stigma of falling pregnant at secondary

school level, mood swings and low self-esteem, introverted

behavior and lack of cooperation with the school authorities.

29

CHAPTER 6

CONCLUSION AND RECOMMENDATIONS

6.1 Introduction In this final chapter a summary of the previous chapters will be

given and some of the most important findings from the research

will be provided. This will be followed by recommendations and a

final remark.

6.2 Recommendations The following recommendations are made on the basis of the

findings that emerged from this study:

1. Teachers who participated in this study suggested

introduction of sexuality education in secondary schools,

liaising with other professionals in the community and

emphasizing the usage of preventive methods to learners who

are already sexually active as some of the strategies to

overcome the challenge of teenage pregnancy

30

2. Pregnant learners should be encouraged to study hard in

order to improve their academic performance in the

classroom. Educators should teach them study skills, provide

individual support Programme (ISP) in case the pregnant

learner had challenges related to pregnancy ailments and is

unable to complete certain tasks.

3. The usage of preventative measures such as pills, injections

and condoms is also recommended by educators. Condoms should

be made available in all secondary schools by the Ministry

of Education in collaboration with the Ministry of Health,

in order to reduce or prevent teenage pregnancy and for

protection against STIs.

4. Encourage Pregnant and Parenting Teens to Stay in School,

Keeping pregnant and parenting teens in school is important

because it increases the academic achievement of the young

mother, reduces repeat pregnancy, and contributes to the

health of the baby.

5. Encourage School/Business Partnerships; it was stated that

Teens who have high hopes for their future are less likely

to be victims of teen pregnancy.

6. Learners who have not yet started with sexual relationships

should be encouraged to delay engaging in sexual intercourse

until the right time when they are matured or married.

7. The schools and the ministry of education should collaborate

in establishment of schoolgirl clubs like Anti Aids, anti

sex and peer clubs and learner representative councils where

31

the issues relating to schoolgirl pregnancies can be

discussed.

8. Identify and offer bursaries to vulnerable girls.

These recommendations if taken into serious consideration by the

government, NGOs, other stakeholders and school managers may help

in the reduction of teenage pregnancy which is growing at a

rampant rate yearly.

6.3 Conclusion In essence this study investigated the impact of teenage

pregnancy on the provision of quality education. Despite the

availability and variety of methods of contraception many

adolescent schoolgirls become pregnant in Zambia.

Not only does teenage pregnancy have impact on the girls and

family involved it has a bigger impact on the country’s economy.

Becoming pregnant and being a schoolgirl mother poses risks for

educational success. This situation often disrupts or end

schooling and the leap from school to tertiary education or

employment. Absenteeism, poor academic performance, repetition of

grades and dropout are results of schoolgirl pregnancy with

consequences like poor job opportunities, increased dependency

and poverty.

Teenage pregnancy is part of the “cycle of poverty” in which very

young mothers stay poor, and their children go on to experience

teen pregnancy, poverty and lower academic outcomes Brigdes &

32

Alford, (2010). Most teenagers face years of regret for their

decisions to have sex, their potential as young adults is never

realized, and they become a burden on their families and society

because their poor performance at school placed a limit on their

educational and economic stability.

Education and staying in school plays a major role in getting out

of poverty. An educated girl in the family increases their

contributions to households’ income by 18%. Education is one of

the strongest antidotes to material risk. Women higher levels of

education are more likely to delay and space out pregnancies and

seek health care support.

The purpose of this study was to investigate the impact of

teenage pregnancy on the provision of quality education. The

researcher hopes that the findings from the research will give

head teacher, teachers and parents a better insight into the

educational problems caused by teenage pregnancy. It is envisaged

that the information from this research will be of value to the

stakeholders in education.

33

REFERENCES

Beins B 2003. Research methods. New York: McMillan.

Boyce, C. & Neale, P. 2006. Conducting In-depth Interviews: A guide for

design and conducting in-depth interviews for evaluation input. Pathfinder

International.

Changach J K 2012. Impact of teenage pregnancy on the education of the girl-

child, a case study.

Grant M & Hallman K 2006. Pregnancy-related school dropout and school

performance in KwaZulu-Natal. Studies in Family Planning.

34

Karra M & Lee M 2012. Human capital consequences of teenage childbearing in

South Africa. Population Research Bureau.

Oxford Dictionary 2005. South African Concise Oxford Dictionary. Cape

Town: Oxford Publishers.

Panday S, Makiwane M, Ranchod C & Letsoalo T 2009. Teenage

pregnancy in South Africa with specific focus on school going learners. HSRC:

Pretoria.

Rangiah J 2012. The experiences of pregnant teenagers about their pregnancy.

Stellenbosch: tellenbosch University. (MEd -dissertation)

UNICEF. 2006. National Master.com Home Encyclopaedia Statistics.

Varga, C.A. 2003. How Gender Roles influence Sexual and Reproductive Health

among South African Adolescents. Studies in Family Planning.

World health organization (WHO) 2007

www.prb.org.

APPENDIX 1

35

NKRUMAH UniversityDEPARTMENT OF EDUCATION

Questionnaire and interview for teachersDear sir/madam,

I am a third year student at the above namedinstitution carrying out a research on the impact of teenage pregnancyon the provision of quality education. The information that will beobtained is only for academic purposes; therefore your identitywill be anonymous in reporting the results of the study.

I will be grateful if you answer all the questionsin this questionnaire.

INSTRUCTIONS

1. Do not write your name on the questionnaire.2. Please answer all the questions.3. Put a tick ( )√ next to the answer of your choice question or

write in the space provided.

36

AGE--------------- POSITION --------------------SEX-------------SCHOOL------------------------

1. If you were part of Education Policy-makers, would yousuggest that pregnant learners in secondary schools beexcluded from or included in mainstream (ordinary) schools?---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

2. Do pregnant teenagers relate well with their peers andeducators? What have you observed?----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

3. How do pregnant or mothering girls perform in the academicwork you give to all leaners in yourclassroom?--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

4. Why would teenage pregnancy lead to poor academicperformance of pregnant learners at high schoollevel?--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

37

5. Will teenage pregnancy have a positive or negative effect onthe future performance of the children of the affectedteenagers? Please give reasons to support youranswer?-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

6. What suggestions can you give which you believe will helpovercome the problem of teenage pregnancy in secondaryschools?-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

7. What is the impact of pregnancy on school goinggirls------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

8. Are there any pregnancy prevention strategies availablewithin theschools--------------------------------------------------------------------------------------------------------------------------------

9.

Possible reasons forpregnancy are:

Agree Disagree Uncertain

1. Lack of knowledge aboutsexuality andinformation collectedfrom Media and peerfriends.

38

2. Risk-taking behavior(e.g. drug use promotesirresponsible sexactivities)

3. Lack of better role models

4. Family morals andBeliefs aboutfertility (provesfertility prior to amarriage)

5. Poverty andunemployment in family.

6. Lack of sex education in schools.

7. Peer pressure (e.g.engaging in sexualactivities to beaccepted / conform)

8. Contraceptive use (e.g.availability,information and correctuse)

9. Examples portrayed bythe media (e.g. sexualconduct of movie/soapie stars on TV)

10. Love seeking

39

APPENDICES 2QUESTIONNAIRE FOR PUPILS

AGE……… SEX…… GRADE …………………DISTRICT………….. School…………………………..

Instruction

You are requested to answer as honestly as possible; answers you providewill be used as data in analyzing the impact of high levels of pregnancyamong teenage girls.

You are not to write your name.

Where answer is suggested underline the answer of your choice.

1. What would be the ideal age for having sex, and whatwould influence you to doso?-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

2. What do you think are the consequences of pregnancy amongteenagegirls-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

40

---------------------------------------------------------------------------------------------------

3. Which do you think or know, is the most likely reason forengaging in sexual intercourse or related activities. A)Alcohol B) TV/Adult shows/movies/DVDs (Western Culture).

C) Parents lack of supervision D) Friends (peerpressure) E) Curiosity (experimentation) F) Personal Gain(finance) G) to satisfy my sexual needs

4. Why do you think they is an increase in sexualintercourse amongteenagers?--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

5. What is the impact on the parties involved the impact onthe education sector as a whole and the country atlarge.----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

6. What do you think should be done to alleviate the hastyincrease in teenagepregnancy?-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

41

-----------------------------------------------------------------------------------------------------------

7. Girls how old is your partner and what is the aim of yourrelationship?-------------------------------------------------------------------------------------------------------------------------

8. I would consent to having sex for financial support. 1.Agree 2. Moderately Agree 3. Strongly Agree.

9. To prove my love for my partner, I agree to have sexualintercourse or related activities such as kissing orpetting. 1. Agree 2. Moderately Agree 3. Strongly Agree.

10. If you were to have sex, do you consider thepossibility of pregnancy occurring? What would you do ifyou or your partner becomespregnant?--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

42

APPENDICES 3

Questionnaire for head teachers1. What are the factors that contribute to teenage

pregnancy………………………………………………………………………………………………………………………………………

……………………………………….

2. What is the impact of pregnancy to school going

girls…………………………………………………………………………………………………………………………………………………

………………………………………

3. Are there any pregnancy prevention strategies available

within the

schools……………………………………………………………………………………………………………………………………………

…………………………………………

4. What measures should be put in place to curb the problem

(teenage pregnancies)

………………………………………………………………………………………………………………………………………………………………

……………

5. What suggestions can you give which you believe will help overcome the problem of teenage pregnancy in secondary

43

schools……………………………………………………………………………………………………………………………………………..

44

APPENDICES 4 introduction letter

45