EFFECTS OF TEENAGE MOTHERHOOD ON ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN UASIN- GISHU COUNTY, KENYA

Abstract

The main purpose of the study was to assess the effects of teenage motherhood on academic performance in public secondary schools in Uasin-Gishu County. The study was guided by the following objectives: to assess the status of teenage motherhood in public secondary schools, to assess effects of teenage motherhood absenteeism on academic performance, to assess the perception of teenage motherhood repetition of class on academic performance, to assess effects of teenage motherhood self-esteem on academic performance, to find out challenges faced by teenage mothers. The study was informed by Resiliency Theory. The descriptive survey research design was used in this study. The target population included 392 school teenage mothers drawn from 144 public secondary within Uasin-Gishu County. Stratified random sampling technique was used to select the public secondary schools while the purposive sampling technique was used to select the respondents of the study. Data was analyzed by use of descriptive and inferential statistics. The major findings from the study showed that teenage motherhood negatively affected academic performance due inability to raise funds to feed themselves and their children. Constant absenteeism and lack of adequate time to accomplish school tasks due to divided attention led to repeating of classes which in turn affected their self-esteem and confidence. It was also established from this study that most schools had strategies in place to enhance mother return to school policy which included a no-abortion policy and guidance and counseling services. Conclusions arising from the findings are as follows: Most of the teenage mothers are not able to attend school five days a week; majority of the respondents have repeated classes involuntary and their self-esteem is low due to hurdles they face in their schooling. Recommendations arising from this study are: teenage motherhood should not be a reason for school drop-out, rather these youth should be assisted to develop resilience; teenage mothers should be motivated and provided with all the support they need for their schooling; no teenage mother should be forced to repeat classes missed since this reduces their self-esteem; and guidance and counseling services should be offered to all stake holders to facilitate easy transition from teenage motherhood to student hood.