Teenage pregnancy, which is predominant in rural areas, apparently poses a threat to female education. This study investigated factors that contributed towards teenage learner pregnancy in secondary schools, in the Elliotdale district in the Eastern Cape. Current research shows that teenage learner pregnancy is now on the increase in South African schools (NRC-IOM, 2007). Chapter one introduces us to factors that contribute to teenage learner pregnancy and covers the following sections of the study: the background of the study; statement of the research problem and questions; purpose of the study; research objectives; assumptions; significance of the study; rationale of the study; definition of terms; delimitations of the study; limitations of the study; definition of terms; and chapter outline.

CHAPTER ONE

INTRODUCTION

Background to the Study

Teenage pregnancy is defined as teenage girl, usually within the ages of 13 to 19 years becoming pregnant (UNICEF, 2008). Teenage pregnancy remains an important and complex issue around the world (Odejimi and Bellingham-Young, 2014). In low and middle- income countries about 16 million girls aged between 15 and 19 years and 1 million girls under 15 years give birth each year (World Health Organization, 2014). In South Africa, the 2014 General Household Survey revealed that the prevalence of teenage pregnancy increased progressively by age: 0.8%, 1.9%, 4.2%, 4.8%, 9.6% and 11.9% for age groups 14, 15, 16, 17, 18 and 19 years respectively (Stats SA, 2014).

The health and social consequences of teenage pregnancy are serious and wide ranging.  Pregnancy and child birth complications are the second leading cause of death among 15 to 19 year old women globally (WHO, 2014). Teenage girls account for 14% of the estimated 20 million unsafe abortions performed globally each year,  which results in 68 000 deaths (UNICEF, 2008).

Teenage pregnancy has been viewed as a social problem that has implications for the development and empowerment of women in South Africa (Mwaba, 2000). Jewkes, Morrell & Christofides (2009: 676) noted that  teenage pregnancy is not just an issue of reproductive health and young women’s bodies but, rather one in its causes and consequences that is rooted in women’s gendered social environment.’ Teenagers who fall pregnant are less likely to complete their high school education, which seems to be one of the major obstacles in the educational development of young women in South Africa (Ncube, 2009). Despite the progressive legislation in South Africa allowing young women to return to school post-pregnancy only around a third actually re-enter the schooling system (Grant & Hallman, 2006).

According to Dania (2010), personal hygiene should be observed throughout life for healthy living. Recognizing hygiene habits for prevention of disease is important for children. In a child-to-child program, child can be an excellent health messenger and health volunteer in their own community.  School children can learn easily to cultivate good habits and to mold themselves. Experts’ advice that health education should be a part in school curriculum. All health issues irrespective of their sensitivity can be inculcated in educational programs in methodological and scientific way. It has got preventive, promotive and rehabilitative dimensions. The school children can be an excellent mode to transmit information. Here the researcher hope that they can be messengers of proper hygiene practices to other children, to their parents, to the family and finally to reach out the community.

In developing countries, young children spend much of their lives in the care of their brothers or sisters. Experts observed the need for teaching these older children to provide better care for their siblings. The importance of child-to-child programme is thus stressed. The child to child programme was first launched in 1978, by the Institute of Child Health, London. The main focus of child-to-child programme is activity oriented method of teaching, where emphasis is placed on the development of participatory approach of learning and teaching. In child-to-child programme the health educator may be a primary school teacher or a health worker.

Education is considered as human right and also crucial to economic growth and development. The various international conventions that recognize education as a basic human right include; The African Charter on the Rights and Welfare of the Child, Article 11 on the right to free and compulsory basic education; While the United Nations International Convention on Social and Economic rights, Article 13, declares the recognition of the right of all to education. Kenya being party to these conventions has entrenched the right of everyone to basic education through the constitution and the Basic Education Act 2013 (Republic of Kenya, 2013).

Having established education as a human right and key to development both the Millennium Development Goals (MDGs) and the Education for All (EFA) agenda committed governments to achieving gender equality in basic education by the year 2015, with a focus on ensuring girls full access to and achievement in basic education of good quality (Burnett and Felsman, 2012). This becomes a basis for further education and training. However this has not been the case the world over due a variety of challenges, like teenage pregnancy that specifically contributes to girls non completion of school (Muganda-Onyando and Omondi, 2008; Sifuna and Chege, 2006) although the primary aim of any school system being to  enable all those enrolled to complete their education as scheduled (UNESCO, 2008).

According to Molosiwa and Moswela (2012) school girls‟ pregnancy is an international crisis that affects the social economic welfare of countries, societies and families at large because it is one, if not the leading cause of school dropout for female students.   In the United States of America 30% of all teen girls who drop out of school cite pregnancy as a key reason (Shuger, 2012) and fewer than 38% of the teen mothers ever earned their high school diploma (Van Pelt, 2012). Adolescent pregnancy trends in percentage terms are quite worrying in Sub Saharan Africa because of the health, social, economic and educational consequences. Niger is worst affected at 51%, Chad at 48%, Uganda at 33%, Tanzania at 28% and Kenya at 26% (Loaiza and Liang, 2013).

According to a study by willan in 2013 in South Africa, approximately 30% of teenage girls report of having been pregnant with a devastating impact on their secondary schooling. In Cameroon teenage pregnancy is responsible for 30% gender gap difference between boys and girls in secondary education (EloundouEnyegue, 2004), while in Kenya 14.8% of 15-19year olds were either pregnant or mothers [Kenya Demographic and Health Surveys (KDHS), 2008/2009), a cohort that should ideally be at secondary school level.

Some individual behaviors of secondary school girls are responsible for pregnancy. These include early sexual involvement (Musonga, 2014) that results in multiple and concurrent partnerships (Muganda-Onyando and Omondi, 2008) with boys and men that may be transactional in nature due to poverty. Poverty at home affects individual attributes of some girls in that it may force girls‟ into survival sex for subsistence (FAWE Uganda, 2011); and for economic security girls can engage in multiple relations.  Multiplicity of sexual relations reduces the chances that teenagers would use contraceptives to prevent pregnancies hence escalating the problem (Willan, 2013).

Some individual behaviors of secondary school girls are responsible for pregnancy. These include early sexual involvement (Musonga, 2014) that results in multiple and concurrent partnerships (Muganda-Onyando and Omondi, 2008) with boys and men that may be transactional in nature due to poverty. Poverty at home affects individual attributes of some girls in that it may force girls‟ into survival sex for subsistence (FAWE Uganda, 2011); and for economic security girls can engage in multiple relations.  Multiplicity of sexual relations reduces the chances that teenagers would use contraceptives to prevent pregnancies hence escalating the problem (Willan, 2013). Issues emanating from the home environment that are relational in nature may also contribute to teenage pregnancy. Physical presence of parents in the home (Ngom, Magadi and Owuor (2003), close parental supervision and monitoring of adolescents (Makundi, 2010) and age  appropriate communication delays sexual debut and diminishes negative peer pressure that could lead to unwanted early pregnancies (Panday, Makiwane  Ranchold et al., 2009).

Within the school environment a number of factors expose young girls to pregnancy risks. According to Hallman and Grant (2006) poor school performance is a strong marker for pregnancy. Poor performance often leads to repetition, meaning that girls physically mature while still in school and experience a lot of peer pressure to have sex (Kirby, 2002). In addition poorly performing girls have low educational expectations, are not sure they will graduate and as such have little motivation to avoid pregnancy (Coles, 2005; Turner, 2004). Lack of comprehensive information on sexuality either at school or at home makes teenagers to rely on peer misinformation and may therefore succumb to peer pressure to have sex that could lead to early pregnancies (Panday, Makiwane, Ranchold et al., 2009). Another school based factor that contributes to pregnancy related school dropout is sexual harassment perpetrated by boys and sometimes teachers, where girls are coerced into having sexual intercourse (Abuya, 2013; Sifuna and Chege, 2006).

Teenage pregnancies are also associated with lack of access to and inconsistent use of contraceptives (Willan, 2013).  Among other barriers perceptions play a vital role in determining whether adolescents who are sexually active use contraceptives or not. Questions about the efficacy of contraceptives and the possible side effects discourage their use (Wood and Jewkes, 2006) and therefore heightening pregnancy risks.  According to a study by Hungi and Thuku (2010), school attendance in Kenya drops precipitously during the last four years of secondary school and pronounced gender gaps appear. This is attributed to a variety of factors that include child labour, early marriages, teenage pregnancies and inaccessible schools (Musonga, 2014).

Teenage pregnancy is considered as one occurring in a young woman who has not reached her 20th birthday. This definition is applicable irrespective of the legal status of the marriage of the woman or legal age to consider an individual as adult. 16 million girls aged 15-19 years give birth each year, most prevalent in low and middle-income countries located in sub-Saharan Africa. In the developing world, one-third to one-half of women become mothers before the age of 20 and pregnancy related complications have become the leading causes of death among them. Teenage pregnancies are a global phenomenon. The pregnancy rate among teenagers in USA was 6.78% of pregnancies per 1,000 women aged 15-19 in 2008. Among the countries in the Western Europe, the United Kingdom [UK] has the highest teenage conception and abortion rates. The report presents an update on the current situation of pregnancies among girls less than 18 years of age and adolescents 15-19 years of age; trends during the last 10 years; variations across geographic, cultural and economic settings; interventions available to minimize pregnancy among adolescents; evidence for these programmatic approaches; and challenges that nations will have to deal with in the next 20 years given current population momentum. The concentration of adolescent girls aged 10 to 17 will also change significantly, with the largest increase occurring in sub-Saharan Africa, where adolescent pregnancy is most common, and the rate of contraceptive use the lowest in the world. A study conducted in Malawi showed that 57% of teenage girls opt to risk pregnancy rather than asking a partner to use a condom. In Malawi, there is a high prevalence of casual sex among teenagers who shun condoms although they engage in multiple relationships. Scholars in the field argue that, because of the risk associated with high prevalence of early sexual behaviour, low contraceptive use, and many early pregnancies, adolescents in Cameroon are an important target group for sexual and reproductive health programs. In order to prevent early age pregnancies, it is important to make sure that adolescents have the means to make informed and healthy choices concerning their sexual and reproductive health. Yet, as it stands, reproductive health and family planning services in Cameroon mainly target older married women, and adolescents often remain largely overlooked

Statement of the Problem

Unmitigated teenage pregnancy school dropout has enormous cost implications for the society at large in terms of the lost benefits that accrue from school completion. They include lower fertility, lower child and infant mortality that means improved family health, improved food security, decreased HIV/AIDS infection rates and women economic empowerment. Sustained access to basic education is critical in terms of long term productivity, reduction in intergenerational poverty transfer and women empowerment (Hunt, 2008).  Increases in girls‟ secondary school enrolment increase their participation in the labour force and their contributions to household and national income (Murphy and Belmonte, 2009).

Despite education being a human right,  girls in Kenya  continue to suffer the indignity of school interruption when they become pregnant (Muganda-Onyando and Omondi, 2008) and most never return to complete their education regardless of the re-entry policy (Omwancha, 2012). This brings to the fore the need to tackle pregnancy before it happens as opposed to exclusively relying on re-entry, a perspective that underpinned this particular study given the fact that teen parenthood makes it more difficult for them to complete education, career and other life goals(Shuger, 2012).

Although studies done elsewhere point to the significance of teenage pregnancy in female student school dropout in Kenyan secondary schools (Nyaga, 2010;   Sifuna and Chege, 2006; Musonga, 2014) none has been done in Kimilili SubCounty that particularly focuses on factors that fuel teenage pregnancy and the role this disruptive phenomenon has on the overall secondary school completion rates; a gap that this study was meant to fill. Understanding these influencing factors and school non completion is necessary to effectively minimize and ease the costs of teenage pregnancy on the education system.

Purpose of Study

The main purpose of this study was to determine on the effect of teenage pregnancy among secondary school students in Aboh Mbaise Local Government Area of Imo State

Specifically, the study focused on ascertaining:

1. Does teenage pregnancy affect the academic performance of female youths?
2. Does poor parental social-economic background also contribute to the high rate of teenage pregnancy among youths?
3. Does influence of peer group has to do with teenage pregnancy in secondary schools?
4. Could the educational level of female teens responsible for teenage pregnancy among teenagers?

Research Questions

In the course of this study to unravel the effect of teenage pregnancy among secondary school students in Aboh Mbaise Local Government Area of Imo State., the following questions are intended to be investigated.

1. Does teenage pregnancy has effect on the secondary school students Aboh Mbaise Local Government Area?
2. Does poor parental social-economic background also contribute to the high rate of teenage pregnancy among Secondary school students in Aboh Mbaise Local Government Area?
3. Does influence of peer group has to do with teenage pregnancy in secondary schools in Aboh Mbaise Local Government Area?
4. Could the educational level of female teens responsible for teenage pregnancy among teenagers?

Significance of the Study

The findings of this study may be of benefit to students, parents, guidance and counselors and the school at large. The findings of the study will help alleviate the negative beliefs of students towards the use of contraceptive, help them to choose the preferred contraceptive type and to understand the effectiveness of contraceptives. The parents and schools will benefit from the findings of this study as it will reveal to them the perception of students on contraceptive practices and then see how to help correct this perception. The finding on students’ perception of contraceptive and the problem militating against the use of contraceptive by students will benefit the school counselors   in that, they will now know how to help students to correct their view of contraception and at the same time eliminate or minimize the problems.

CHAPTER TWO

REVIEW OF LITERATURE

This chapter reviewed the related literature under the following headings

• The Conceptual Framework
• Theoretical Framework
• Empirical Study
• Summary of Literature Review

The Conceptual Framework

Teenage Pregnancy

A teenager according to the WHO refers to persons between the ages of 10 and 19 years, in which the individual progresses from the initial appearances of secondary sexual characteristics, to full sexual maturity, and due to psychological and emotional processes, develop from those of a child to those of an adult. Abortion and pregnancy are major problems that a female teenager may experience. Pregnancy occurs when a girl at puberty has sexual intercourse with a male that has similarly attained the age of puberty. At this point, menstruation will stop until the baby is delivered. For many teenagers, sex has become morally equivalent to other casual, free time activities that they enjoy together. 60 percent of girls have their first sexual intercourse before their 13th birthday (Guttmacher Institute, 2004)

Olukoya (2010) described teenage pregnancy as the fertilization of the ova (in girls) by the sperm in boys who are of puberty age. UNFPA and Federal Ministry of Health (2003) referredto teenage pregnancy as unintended pregnancy, unwanted pregnancy especially if it occurs out of wedlock. According to Egbule (2000), teenage pregnancy refers to pregnancies which occur when the girl child is below the age of eighteen years. Shuabi, (2005) asserted that adults frown at the situation because of its implications. Pregnancy and childbirth complications are the second cause of death among 15 to 19 year olds globallyi. Negative outcomes associated with teenage pregnancy include anaemia, malaria, HIV and other sexually transmitted infections, postpartum haemorrhage, obstetric fistula and postpartum depression. A retrospective study conducted assessing the outcomes of teenage pregnancies in the Niger Delta region of Nigeria found that teenage mothers had significantly more preterm labor and Caesarean sections (Ayuba, Gani; 2012). Another study in North-central Nigeria conducted by Mutihir (2006), also observed that teenage mothers experienced a high incidence of vaginal trauma during delivery. Health effects on babies born to teenage mothers include 50% increased risk of still births and neonatal deaths, low birth weight, preterm deliveries, birth asphyxia and its corresponding long term sequale. Effects of teenage pregnancy on the socio-economic wellbeing of the mother, her family and community are also grave. The teenage mum often has to terminate formal education and this often results in low social economic standing and reduced earning potential in later life. Proven strategies for reducing the incidence of teenage pregnancy include, reducing the incidence of marriage before the age of 18 years, providing comprehensive sex education and contraception counselingto vulnerable adolescents and improving educational levels for females. In addition to these, Salami et al (2014) proposed addressing the unmet social needs of teenagers, particularly with regards to their parental relationships, as a means of reducing teenage pregnancy.

Individual level factors influencing teenage pregnancy

Individual level factors influencing teenage pregnancy are described as factors that are most proximal to sexual behaviours, and include the teenager’s attitude, values and actions that impinge on his or her sexual related choices (Farber, 2009). A quantitative study carried out in Nepal by Shrestha (2012) explored and analysed the factors contributing to teenage pregnancy. The study identified knowledge, risk perception on sexuality, attitudes, educational status, age at marriage, age at first sexual intercourse, sexual curiosity, substance abuse, health seeking behaviour and number of sexual partners as individual level factors that influence teenager’s sexual behaviour. Some of these factors are described in more detail next.  

Lack of Knowledge regarding contraceptives

Knowledge plays a vital role in decision making that influences health and development (Shrestha, 2012). There is limited knowledge amongst adolescents about sex and family planning, and lack of skills to put that knowledge into practice because effective sexuality education is lacking in many countries (WHO, 2012). In married or unmarried adolescent girls, some pregnancy is accidental and results from experimenting with sexuality or lacking knowledge about how to prevent conception (Rowbottom, 2007). In addition, Adogu et al. (2014) claim that in Nigeria, of the adolescents who engaged in sexual activity, only a few used condoms during sex even those with multiple partners. Furthermore it was revealed that minimal condom usage during sex by adolescents is probably due to limited knowledge on safe sex, cultural norms, unfriendly environment for condom accessibility, thereby exposing themselves to the risk of contracting sexual transmitted infections including HIV and unwanted pregnancies (Adogu et al., 2014). Similar findings were discovered in a quantitative study carried out on adolescent pregnancy and associated factors in South Africa which revealed that not only is lack of knowledge a cause of risky sexual behaviour but poor decision making also results in unprotected sexual intercourse (Mchunu et al., 2012). On the other hand, a qualitative study conducted by Panday et al. (2009) found that in South Africa, while adolescents might have high levels of knowledge about contraceptive methods; gaps exist in the accuracy of their knowledge and skills regarding correct use of contraceptives.

Risky sexual behaviours

Adolescence is a time of rapid physical, psychological and social change (Kim, 2008). These multiple changes promote exposure to some new health risk behaviours such as physical inactivity, smoking, drinking alcohol, illegal drug use, and risky sexual activity (Kim, 2008). Problem or sensation-seeking behaviour may expose teenagers to sexual risk-taking or more desire to have unprotected sex (Kirby et al., 2007). A qualitative study that was conducted in

London to identify factors that shape young people’s sexual behaviour, revealed that adolescent girls may perceive agreeing to have sex as a way of holding on to their boyfriends (Marston and King, 2006). In Nepal, it was found that even though some young people are aware of the risks when practicing unprotected sex, they still continue with the sexual activity (Shrestha, 2012). Similarly, the findings of a quantitative study in Nepal conducted on adolescent pregnancy and associated factors in South Africa by Mchunu et al. (2012) indicated that adolescents do not think about the risks involved in engaging in unprotected sexual intercourse. Other findings from a quantitative study carried out on factors influencing teenage pregnancy rate in Giyani, Limpopo Province in South Africa, revealed that 72.8% of the study participants reported that when they engage in sexual activity they were aware of the risk of contracting STIs (Mushwana et al., 2015). According to the authors the high percentage showed that these teenagers had knowledge about the consequences of usafe sex but but still continued with risky sexual behaviour (Mushwana et al., 2015).

A quantitative study conducted in the United States of America revealed that most teenage pregnancies are unplanned and preconception substance use is a significant risk factor thereof. Both teenage pregnancy and substance use are national public health concerns in the United States of America and are targeted for improved health outcomes (Finer and Zolna, 2006). The findings of a qualitative study conducted in Cook Island in South Pacific targeting adolescents revealed that substance abuse was long recognised as one of the greatest health and social problems which resulted in teenage pregnancies since teenagers engaged in sexual intercourse without making calculated decisions due to the influence of alcohol (Van Eijk, 2007). Similarly, in South Africa unsafe sex practise among other consequences is associated with high alcohol use by youth (Seggie, 2012). For example, a Youth Risk Behaviour Survey (YRBS) conducted on Grade 8 – 11 leaners in nine Provinces revealed that from the 38% of learners who had reported ever having sex, 16% had sex after consuming alcohol and 14% after taking drugs (Reddy et al., 2010).

Educational status

Another key factor that contributes to teenage pregnancy is lack of education. Recent research shows that adolescents enrolled in school are less likely to have ever had sex than those not enrolled (Lloyd, 2006). Female students who are sexually active are more likely to use contraception than non-students (Lloyd, 2006).  A qualitative study carried out to assess factors contributing to teenage pregnancy in Tunduru, a district in Ruvuma Region of Tanzania, by Malisa (2015) revealed that teenagers who have low education levels are at a higher risk of becoming pregnant than those with a higher level of education.

Early sexual debut

Globally, adolescents have their sexual debut between age 15 and 19, with boys initiating sex earlier than girls (WHO, 2011). A qualitative study on sexual health, contraception and teenage pregnancy conducted in the United Kingdom revealed that having sex for the first time at an early age is often associated with unsafe sex, lack of knowledge,  lack of access to contraception and lack of skills and self-efficacy to negotiate contraception (Tripp and Viner, 2005). In a study conducted in America, the findings revealed that early sexual debut is a factor that is highly associated with teenage pregnancy (Domenico and Jones, 2007). A qualitative study conducted in Tunduru, Tanzania revealed that many teenagers become sexually active while very young and this poses a risk to them because they become vulnerable to falling pregnant (Malisa, 2015). Similar findings were revealed from a quantitative study carried out in Nigeria, which revealed that engagement in sexual intercourse by teenagers happens at a very early age (Ogori, et al., 2013). In addition, a quantitative study carried out on factors contributing to teenage pregnancy in Capricorn district in Limpopo Province revealed that 62% of the study respondents reported to have started engaging in sexual activities between the age of 13 and 15 years. Fifty four percent of them reported to have engaged for the first time in sexual intercourse between the age of between 16 and 19 years whilst 4% started between the ages of 10 and 12 years (Mothiba and Maputle, 2012).   The above section reviewed literature mostly relevant to the individual level factors influencing teenage both locally and internationally. The section that follows focuses on the social/ interpersonal factors influencing teenage pregnancy.

Social/Interpersonal factors influencing teenage pregnancy

In this section cultural beliefs, parental influences and peer pressure will be the three aspects that will be discussed.  The environment in which a child grows has been found to be an influence on his or her development as well as behaviour (Ncitakalo, 2011). According to Shrestha (2012), parental values and communication with children, peers pressure and teachers are interpersonal factors identified to be influencing teenage pregnancy.

Cultural beliefs

According to Ncitakalo (2011:10) “Cultural beliefs are regarded as symbolic and learnt aspects of a society or community that in some way or the other prescribe behaviour, these beliefs are considered as the norms and values shared by a community.”  A qualitative study conducted in South Africa on socio-cultural influences in decision making among adolescent in Khayelitsha revealed that female adolescents are expected not to argue about the number of sexual partners their partner has nor argue about condom use (Ncitakalo, 2011). The study participants further revealed that tradition somehow privileged males and put females under male control (Ncitakalo, 2011). This may result in females being unable to negotiate for safe sexual practise such as condom use putting them at risk for pregnancy.

Mothiba and Maputle (2012) conducted a study in Capricorn district in Limpopo province and found that some parents were reluctant to make sex education and contraceptives available to their teenagers, as they were afraid that their teenagers might interpret this as permission to engage in sexual activities. In addition, a Tanzanian quantitative study revealed that despite comprehensive reproductive health services being provided in public, private and nongovernmental organization outlets, these services were still surrounded by stigma from parents, community leaders, religious leaders, service providers and even programs for adolescent care (Philemon, 2007).

Parental values and communication with children

A study conducted in California suggests that the values and behaviour demonstrated by family members regarding sexual risk-taking and early childbearing influence a teenager’s own attitudes and behaviour (Berglas et al., 2003). A report compiled in the United States by the policy analyst highlights that sexual conversations between parents and teenagers is helpful in delaying sexual initiation (Kim, 2008). A quantitative study carried out in Washington investigating parental involvement in teenagers first sexual expericience, revealed that teenagers with higher levels of parental guidance were less likely to engage in sexual intercourse. On the other hand, teenagers with lowest levels of parental guidance were more likely to have had sex before the age of 16 (Ikramullah et al., 2009).

Interesting findings emerged from a quantitative study carried out to assess parental communication about sex and motherhood trends among students at Limpopo university which revealed that parental communication about sex and related matters is not a common practice among many of the families in the population studied (Mafokane and Oyedimi, 2015). In addition, the Mothiba and Maputle (2012) study revealed that many young people perceived it as a cultural taboo to discuss sex with their parents. Although sex topics were found to be a taboo by many participants, the discussion of the topic with parents was cited as being significant in influencing the sexual behaviour of teenagers that could lead to unwanted pregnancy. A qualitative study of peer pressure conducted in South Africa revealed that negative peer pressure to engage in risky sexual behaviour can be prevented by increased parent-child communication about sex (Selikow et al., 2009).

Peer Pressure

One of the most powerful psychosocial influences on an adolescent’s sexual risk behaviour is their peers’ perception about the behaviour (Pettifor et al., 2004). Furthermore, as children make the transition from childhood to adolescence and engage in the process of identity formation, their reliance on parents and siblings as the sole sources of influence and decisionmaking begins to change (Sieving et al., 2006). Adolescents spend more time with friends and peer groups than with their parents which can affect their choices and decisions (Gouws et al., 2008; Malisa, 2015).  A quantitative study carried out to describe factors contributing to high rates of teenage pregnancy in Kinondoni municipality, Dar Es Salaam, revealed that peer pressure does lead to teenage pregnancy (Philemon, 2007). These findings were confirmed by the respondents of a quantitative study carried out in Tanzania acknowledging that their participation in sexual activities was encouraged by their peers in exchange for money, while others reported engaging in sexual activities in order for them not to look old fashioned to their peers (Malisa, 2015). Similarly in South Africa, a quantitative study conducted to explore secondary school girls’ the knowledge, attitudes and behaviour regarding emergency contraception, teenage pregnancy and sexuality among secondary school, the girls confirmed peer pressure as one of the factors influencing teenage pregnancy (Ramathuba, 2013).  The above section has reviewed literature internationally and locally on various factors at the social level that influence teenage pregnancy. The next section focuses on the structural factors influencing teenage pregnancy.

Causes Of Teenage Pregnancy

Various causes account for teenage pregnancies. A few of them are listed below:

Community: several researches are of the view that the community contributes to placing teenagers at increased risk of pregnancy. Teenagers who live in communities with more social disorganization and fewer economic resources, are more likely to engage in sex at an early age and this often result in pregnancy. Kirby, (2001), stated that the level of education, unemployment rate and income levels of the adults in a community are all associated with the sexual behavior of teens.

Rebellion: Some young people get pregnant to show their parents that they are independent, and indirectly too to tell parents that:”you can’t control me”. Thus their becoming pregnant is a means of indirect communication.

Family: family pathology may contribute to the prevalence of teenage pregnancy. Frequent exposure to violence between family members, parental divorce, and poor relationship with parents could lead to teenage pregnancy (Quinlivan, 2004). The family members of a teenager have an important role to play in shaping the sexual behavior patterns of young people. Socioeconomic status, family structure, parental attitudes, parental support and communication have an important role to play in a teen’s decision making. According to Stanley and Swierzewski (2011), teenage girls are more likely to get  pregnant if they have limited or no guidance.

Friends and Peers: teenagers often feel pressured to make friends with their peers during adolescence. Peers are also important agent of socialization who set standard of behavior and serve as role models, thus shaping the sexual behavior and beliefs of the adolescent. Many times, teenagers let their friends influence their decision to have sex even though they do not fully understand the consequences associated with it. When teenagers believe thattheir peers support sexual behavior and contraceptive use, they are more likely to be involved and use contraceptives (Whertheimer, 2000; Kirby 2001).

The Media: modernization caused by industrialization, education, exposure and enculturation through the importation of various western films, and foreign culture which were alien to the Nigerian culture, have brought about societal transformation. The conception of sexuality has changed completely. The desire to be like westerners by teenagers has made them become promiscuous, doing things that were never imaginable several years ago.

Globalization: many traditional values are changing rapidly and far worse as a result of globalization (Arumala, 2005 &Erusegbefe 2005).An area of life where this decline in cultural value is glaring is in the area of adolescent sexuality. Moral codes and values have become weakened Bello (2010), asserted that globalization principally and philosophically aims at globalizing the world in all thinkable ramifications-cultural, economic, political, educational e.t.c. The lifestyle of teenagers is now modeled on that of foreign cultures, dressing, behavior, music, entertainment and world view.

Alcohol and drugs: Okonofua, (2005) asserted that a teenage girl who is yet to discover her personal sexuality and the power of her first “real relationship” with a boy, may find herself in a party or some other environment where alcoholic drinks or drugs are freely accessible. A little intake, reacting with her own raging hormones, together with the boy’s pressures, will cause her strength to resist to get weak and soon crumbles. And not long, she will give into what she had resisted previously.

Poor sex education: the information on sex-issues should be from reliable sources and not from peer groups, literature, movies and pictures. Most Parents tend to keep information on sex away from their children, while some do not have the time to give sex education to their children. Hiding these facts oftencause more harm than good. The prevalence of teenage pregnancy is also a product of poor or collapsed counseling and information system that failed to educate the adolescents.

Poverty: Gattmacher (2005) posited that teenage girls who belong to poor families are more likely to get pregnant. Stanley and Swietzeski (2011) opined that teenage pregnancy is a result of poverty. They revealed that most teenagers that get pregnant are often from low socio-economic status parents. They opined that girls living in poor socio-economic conditions will engage early in sexual activities.

Amorous and illicit sexual partners: the existence of amorous and illicit relationship between two lovers increases the chances of early sexual activity. Teenagers that have sexual partners early, date more frequently and have more romantic partners are more likely to have sexual intercourse earlier than their peers. This is probably because relationships provide both greater opportunity and greater pressure to have sex.

Individual factors: the older teenagers get, the more active they are sexually and the higher the risks of female ones getting pregnant. Age also brings with it new social expectations that influence a teenager likelihood for sexual activity, including increased pressure to have sex, perceived norms about sexual activity and increased opportunity because of freedom (Kirby, 2001).

Effects of Teenage Pregnancy

Socioeconomic difficulties: socioeconomic difficulties were reported to be experienced by teenagers who become pregnant during their teenage years (De Jong, 2001; Hanna, 2001). According to Bissel (2000), women who become teenage mothers were more likely to be socio-economically disadvantaged later inlife whencompared to women who tend to delay childbearing. Turner (2004) suggests that teenage pregnancy perpetuate poor socio-economic backgrounds. .

Education disruption: teenage mothers do not often go back to school; they are forced to look after their children. De Jong (2001) found outfrom that there are some cases of teenagers who may use their pregnant status deliberately escape the demands of high school education. In some cases, some teenagers drop out of school because their parents refused to pay their fees and commit delinquent acts and adult crimes. For others, health conditions hinder them from going back to school.

Obstetric outcomes: an underdeveloped body usually pose problems for both the woman and the baby she carries. Itis thereforevery important for a woman’s body to developfully to comfortably accommodate a developing baby. Sosibo (2007) suggests that teenage girls are likely to have reproductive health problems including HIV infections.

Theoretical Framework

This study is guided by the social cognitive theory of Albert Bandura (1997) and Urie Bronfenbrenner‟s ecological systems theory (1979).  Bandura‟s theory claims that learners learn through imitation or copying and observation. The emphasis is on the social origins of behaviour in addition to the cognitive thought processes that influence behaviour and functioning. Bandura further presents his theory that learning can occur simply through observations of models, and in the absence of influence. Bandura used the term self-efficacy to refer to a person‟s belief that they have behavioural competence in a particular situation (Bandura 1997). Bandura‟s theory implies that learners observe and imitate how their role models behave. According to Bandura (1997), learning occurs outside the boundaries of pleasure and pain. Thus, people learn a great deal simply by watching or observing others, by reading about what people do, and by making general observations of the world. This learning may or may not be demonstrated in the form of behaviour. Parents and educators should be role models even though they can be exposed to bad behaviour from the community. Traditionally, behaviourists did not pay much attention to people‟s thoughts, observation, and measurable behaviour (Bandura, 1997). Bandura‟s theory is relevant to this study because the social environment is the one that influences the behaviour of students through family members, friends, and colleagues.

Bronfenbrenner‟s ecological systems theory (1979), will also guide this study because microsystems are concerned with the individual lives, its context, the person‟s family, school, peer group, and neighbourhood. It is the microsystem that directs interactions with social agents such as parents, peers, and teachers. The individual is not a passive recipient of experiences in these settings but is someone who helps to construct the settings. Bronfenbrenner‟s ecological systems theory suggests that human behavioural development is shaped by one’s environment. This implies that the setting of the environment contributes to the behaviour of a child because the child is nurtured by this environment. Therefore Bronfenbrenner‟s ecological systems theory has a strong impact on this study as this study is contextually grounded in a rural context that plays a significant role in the contributing factors that surround teenage pregnancy.

Geronimus (1991), however, has argued that the costs associated with teenage pregnancy for disadvantaged females are not as great as previously thought.  The females who become mothers during their teen years are very distinct from those who do not.  Teenage mothers are more likely to come from economically disadvantaged families, be members of minority groups, and grow up in either inner city neighborhoods or isolated rural areas (Geronimus 1991).  Therefore, in order to estimate the costs associated with childbearing for this distinct group of females, it does not make sense to compare these females to those who have not given birth because those who have not given birth typically have far brighter future prospects than those who have given birth.  This comparison will lead to inflated costs of childbearing, and Geronimus (1991) therefore advocates comparing sisters, in order to control for family background, to better determine the costs of teenage childbearing.

Empirical Framework

In a theory by Samuel (2018). “Prevalence of Adolescent Pregnancy among Secondary School Students in Ogbia Local Government Area of Bayelsa State, Nigeria”. Adolescent pregnancy has serious implication for poor academic performance, poverty and consequent dropout of school. This study investigated the prevalence of adolescent pregnancy among secondary school students in Ogbia Local Government area of Bayelsa State. 3 hypotheses were tested at .05 level of significance. The study adopted the descriptive survey design. A sample of 300 female adolescents was selected using multistage sampling procedure. The instrument for data collection was the questionnaire made of sections; A, which concentrated on the socio-demographic characteristics of respondents, B. dealt with questions on adolescent pregnancy. Data was analysed using T-test, Chi-square and ANOVA. Some of the findings of the study were that; there was no significant relationship between place of residence and prevalence of adolescent pregnancy ( x²,33.846, P = 0.688), Parents level of education significantly affects the prevalence of adolescent pregnancy. (F, 3.390, cal 0.021) and that there exists no significant relationship between having a friend of the opposite sex (Z, 9.93, 1.19). Based on the findings of the study, the following some recommendations were made such as; Parents should be knowledgeable of the kind of friends kept by their wards, Government should employ health educators/guidance counsellors saddled with the responsibility of counselling in schools, and making contraceptives readily available and assessable to all adolescents.

Achema (2015). Factors responsible for teenage pregnancy and its implication on adolescent health and education: Perception of secondary school students in Nigeria. Teenage pregnancy has implications on adolescents’ growth and development, and

assessing the perceptions of students would be a panacea to improving their knowledge base. The study determined the perception of students about factors responsible for teenage pregnancy, and its implication on adolescents’ health and education. A descriptive survey design was adopted, and 300 students were randomly selected from two secondary schools to complete a self-administered questionnaire.

Results: Findings reveal that most (46.7%) students admitted that lack of parenting care was responsible for teenage pregnancy. Furthermore, lack of self-control (36.7%) and lack of sex education (13.3%) were identified as responsible factors for teenage pregnancy to occur. Majority of the students (60%) admitted that polygamous family system acted as contributory parenting factor for teenage pregnancy. On their health and educational implication, a greater percentage (60%) among the respondents stated that teenage

pregnancy could lead to school dropout, and some (20%) among the respondents admitted that it could lead to abortion, while 16.7% believe that it could lead to sexually transmitted infections. On the aftermath implication during pregnancy and delivery, most of the respondents (60.7%) acknowledged that it could lead to malnutrition, anaemia and bleeding. The study concluded that lack of parenting; self-control and sex education were responsible factors for teenage pregnancy among the adolescents. The educational and health implications borders on school dropouts, abortion, sexually transmitted infections among others. Parents, teachers and government agencies would provide supportive systems with regards to prevention of teenage pregnancy.

In another study by Norman (2015). The purpose of this qualitative multiple case study was to describe the teenage pregnancy in secondary schools in the Philippines and delve into the lived experiences of the participants involved in the study. Five secondary school students who experienced early pregnancy without the benefit of marriage were chosen through purposive sampling. In-depth interview, observations, and field notes were utilized in the gathering of data. Using thematic analysis, major findings disclosed that pregnant students experienced physical and emotional distress, anxiety of the unknown, shame and humiliation, changes and prohibitions, love and support of significant others. Pregnant students tried to cope the situation by means of apathy, tenacity and turning to support systems. Along with the realizations of pregnant students, the study highlighted that regrets and remorse always come to fore, early pregnancy is a momentary setback, young girls should know better about life, love and sex, and that love and acceptance prevail in the end.

Summary of literature reviewed

Studies both locally and internationally have identified teenage pregnancy as serious threat to the education of the girl child. Panday, Makiwane, Ranchold  et al., (2009) and Willan (2013) studied the prevalence, determinants and interventions for teenage pregnancies in South Africa. While the findings of the above studies are quite informative, they were within the South African context and therefore largely country specific. In addition these studies were dependent on desk literature review with small samples.

Muganda-Onyando and Omondi (2008), in their study on the costs of teenage pregnancy and school dropout in Kenya dealt with a broad spectrum of issues surrounding school girl pregnancy based on project results by the Centre for the Study of Adolescence (CSA) from Suba and Kisumu districts. Musonga (2014) who studied varied factors responsible for girl child dropout concluded that pregnancy is a significant factor in Bumula Sub-County. In addition, though many studies has been done on pregnancy related school dropout worldwide none has been in Kimilili Sub-County a gap that this study intended   to fill.

Also as illustrated above, most studies dwelt mainly on desktop review of literature with limited use of actual field studies and used limited instruments that could not solicit adequate real-time and current data for analysis; this study also broadened the spectrum by use of a variety of tools such as questionnaires and interview schedules.

CHAPTER THREE

RESEARCH METHOD

In this chapter, the researcher discusses the method and procedures that were employed in the study. It is organized into the following sub-headings: Design of the Study, Area of the Study, Population of the Study, Sample and Sampling Technique, Instrument for Data Collection, Validation of the Instrument, and Method of Data Analysis.

Design of the Study

         This study employed a descriptive survey design this method was used because it will employ general assessment of opinions, attitude or feelings of people about a particular issue.

A survey research therefore is one in which a grouping data from only a few people or items considered to be representative of the entire group. On a survey study the researcher utilizes instrument like questionnaire, interview and observation to collect data based on the topic

Area of the Study

The area of the research work is secondary schools in Aboh Mbaise Local Government Area of Imo State. Imo State is located in the southeast geographical zone of Nigeria. The local government has its headquarters in the town of Aboh. Aboh Mbaise has an area of 184km² and a population of 195,652 at the 2006 census. The postal code of the area is 462.

Population of the Study

The population of the study comprises four thousand two hundred and eighty five (4285) students in Secondary school students in all the 11 (eleven) government secondary schools in Aboh Mbaise. Secondary schools were used because the study treated effect of teenage pregnancy among secondary school students as a variable in the study. Secondary school students were used for the study.

Table representing the population of Secondary school students in all senior secondary schools in Aboh Mbaise Local Government Area of Imo State.

S/N	NAME OF SCHOOLS	POPULATION
1	Enyiogugu Secondary School Mbaise	150
2	Girls Secondary School Ogbor Nguru	321
3	Mbaise Secondary School Aboh Mbaise	136
4	Nguru Secondary Commercial School Eke-Nguru	407
5	Okwuato Secondary School	230
6	Lagwa Secondary School	646
7	Nguru Secondary Technical School	236
8	Mbutu Secondary School	633
9	Oke-Uvuru Secondary School	665
10	Community Secondary School Amuzu	860
11	Community Secondary school Lorji
	Total no of students	4285

Source Imo State Ministry of Education

Sample and Sampling Techniques

         The sample of this study comprises two hundred and fourteen students from seven secondary schools in Aboh Mbaise Local Government Area. The sampling techniques that was used for this study is simple random sampling. Seven schools were selected out of ten (11) eleven schools in Aboh Mbaise Local Government Area of Imo State. Ten percent (10%) of the population of the seven selected schools for the study sample size of 214.

Sampled Schools and Sampled Sizes

S/N	Schools	Population	Sample Size
1	Enyiogugu Secondary School Mbaise	150	15
2	Girls Secondary School Ogbor Nguru	321	32
3	Mbaise Secondary School Aboh Mbaise	136	14
4	Nguru Secondary Commercial School Eke-Nguru	407	41
5	Oke-Uvuru Secondary School	230	23
6	Community Secondary School Amuzu	646	65
7	Community Secondary school Lorji	236	24
	Total	2126	214

Instrument for Data Collection

The researcher made use of structured questionnaire as the Instrument for data collection. Since the questionnaire is closed ended for the items in part” A’ of the questionnaire, the research questions already designed in chapter one were taken into consideration. In it, the items of the questionnaires were formulated from a particular research question. The respondents give their opinion on a four point – like scale of Strongly Agree (SA), Agree (A), Strongly Disagree (SD), and Disagree (D). The responses listed as follows

Strongly Agree               (SA) – 4 points

Agree                             (A) – 3 points

Strongly Disagree                    (SD) – 2 points

Disagree                         (D) – 1 point

Validation of the Instrument

The study will use face validation of the instruments. The sets of questionnaire items for data collection were designed by the researcher. To ensure the validation of the instruments, some experts in the field of measurement and evaluation from Alvan Ikoku Federal College of Education.

Procedure for Data Collection

To make sure that the copies of the instrument of the research for this study will be distributed to the respondents, the researcher visited various schools under the study and take permission from the principles to distribute her questionnaire to the respondents for completion and as well make sure of achieving a 100% return.

Method of Data Analysis

The data collected was presented in frequency tables and the mean used to answer the research questions. The mean scores was used to identify effect of teenage pregnancy among secondary school students in Aboh Mbaise Local Government Area of Imo State.

CHAPTER FOUR

DATA ANALYSIS AND RESULTS

This chapter deals with the presentation and analysis of data. The data collected were analyzed using the mean. A total of two hundred and fourteen (214) questionnaires were distributed to the students of the seven sampled schools. The four point likert scale was used and was considered as follows, Strongly Agree (SA) (4 marks), Agree (A) (3 marks), Disagree (D) (2marks) and Strongly Disagree (SD) (1 mark).

This mean point was put at

The point and score from 2.5 and above is accepted taken as the benchmark, while below 2.5 were rejected. The questions are presented below as follows.

Research Questions 1:

Does teenage pregnancy has effect on the secondary school students in Aboh Mbaise Local Government Area of Imo State?

Table 1: Showing mean responses for research question one

S/N	ITEMS	OPTIONS	TOTAL RESPONSE	TOTAL SCORE	MEAN	DECISION
SA	A	D	SD
1.		135   Advertisement 540	79   237 Advertisement	–   –	–   Advertisement –	214	777	3.63	Accepted
2.		90   360 Advertisement	80   240	35   Advertisement 70	9   9 Advertisement	214	679	3.17	Accepted
3.		85   340	95   Advertisement 285	20   40 Advertisement	14   14	214	679	3.17	Accepted
4.		120   Advertisement 480	94   282 Advertisement	–   –	–   Advertisement –	214	762	3.56	Accepted

Cumulative mean = 3.63 + 3.17 + 3.17 + 3.56 =

Table 1 was formulated to know if the pregnancy has effect on secondary school students in Aboh Mbaise L.G.A. From the table, it is clear that the teenage pregnancy has effect on secondary school students. The evidence shows that the respondents to both item 1,2,3 and 4 get to the decision level which is 2.5. Item 1 have the mean 3.6 which extend above decision level, while item 2,3 and 4 have the mean 3.1, 3.1 and 3.5 respectively which extend above decision level.

Research Question Two

Does poor parental social-economic background also contribute to the high rate of teenage pregnancy among Secondary school students in Aboh Mbaise Local Government Area?

Table 2: Showing mean responses for research question two

S/N	ITEMS	OPTIONS	TOTAL RESPONSE	TOTAL SCORE	MEAN	DECISION
SA	A	D	SD
5.		120   480	80   Advertisement 240	10   20 Advertisement	4   4	214	744	3.47	Accepted
6.		130   Advertisement 520	84   252 Advertisement	–   –	–   Advertisement –	214	722	3.60	Accepted
7.		114   456 Advertisement	100   300	–   Advertisement –	–   – Advertisement	214	756	3.53	Accepted
8.		100   400	80   Advertisement 240	25   50 Advertisement	9   9	214	699	3.26	Accepted

Cumulative mean = 3.47 + 3.60 + 3.53 + 3.26 =

Table 2 was formulated to know the parental social-economic background also contribute to the high rate of teenage pregnancy among Secondary school student. The mean item 5, 6, 7 and 8 are 3.4, 3.6, 3.5 and 3.7 respectively and all of them are above the decision level which is 2.5, which prove the validity of the four hypothetical statement of items 5,6, 7 and 8. From these inferences it is obvious that Role –play teaching method influences student’s interest in learning Christian Religious Studies. In item 5, the researcher want to know if parental social-economic background contribute to the high rate of teenage pregnancy in Secondary schools. A total number of 200 respondents out of the 214 confirmed these statement. The mean here is 3.4 which extends the decision level of 2.5. Also in item 6 and 7 has a total number of 214 respondents respectively which confirmed that social-economic background contribute to the high rate of teenage pregnancy, and also socio-economics background gives room for teenage pregnancies  of students, with the mean ratio of 3.6 and 3.5 respectively, which is very much in line with the decision level of 2.5. Lastly in item 8, a total number of 180 respondents out of 214 confirmed these statement that teenage pregnancy occur because of economic background of the parents. The mean ratio of item 8 is 3.2 which extend the decision level of 2.5.

Research Question Three

Does influence of peer group has to do with teenage pregnancy in secondary schools in Aboh Mbaise Local Government Area?

Table 3: Showing mean responses for research question three

S/N	ITEMS	OPTIONS	TOTAL RESPONSE	TOTAL SCORE	MEAN	DECISION
SA	A	D	SD
9.		69   276 Advertisement	65   195	25   Advertisement 50	55   55 Advertisement	214	576	2.69	Accepted
10.		70   280	60   Advertisement 180	45   90 Advertisement	39   39	214	589	2.75	Accepted
11.		50   Advertisement 200	35   105 Advertisement	73   146	56   Advertisement 56	214	507	2.36	Disagree
12.		63   252 Advertisement	53   159	47   Advertisement 94	51   51 Advertisement	214	556	2.59	Accepted

Cumulative mean = 2.69 +2.75 +2.36 +2.59 =

Table 3 was formulated to know if peer group has any influence with teenage pregnancy in secondary schools. In items 9,10 and 12, it is so clear that their mean ratio extend the decision level which is 2.5. Question items 9,10 and 12 have the mean ratio 2.6, 2.7 and 2.5 respectively.

In items 9 and 10 the researcher want to know if peer group has any influence with teenage pregnancy in secondary schools. A total number 134, 130 and 116 respondent respectively out of 214 agreed with these assertion. And the mean ratio here are 2.6, 2.7 and 2.5 respectively which are above the decision level of 2.5.

In item 11, the respondent disagreed that peer group has any influence with teenage pregnancy in secondary schools that can help to improve and adjust in the teenage pregnancy of secondary school students’. 129 respondents out of 214 disagree to this assertion of which the mean ratio is 2.3 which is below the decision level of 2.5 with the points in table three, it attest that peer group has a great influence with the teenage pregnancy in secondary schools.

Research Question Four:

Could the educational level of female teens responsible for teenage pregnancy among teenagers?

Table 4: Showing mean responses for research question four

S/N	ITEMS	OPTIONS	TOTAL RESPONSE	TOTAL SCORE	MEAN	DECISION
SA	A	D	SD
13.		76   304 Advertisement	87   261   Advertisement	35   70	16   Advertisement 16	214	651	3.04	Accepted
14.		70   280 Advertisement	88   264	37   Advertisement 74	19   19 Advertisement	214	637	2.97	Accepted
15.		51   204	40   Advertisement 120	74   148 Advertisement	49   49	214	521	2.43	Reject
16.		90   Advertisement 360	50   150 Advertisement	35   70	39   Advertisement 39	214	619	2.89	Accepted

Cumulative mean = 3.04 +2.97 +2.43 +2.89 =

Table 4, in table 4, the items were design to assertion if the educational level of teens is responsible for the teenage pregnancy? In item 13, the researcher seek to know whether educational level of teens is responsible for the teenage pregnancy. A total number of 163 respondents out of 214 agreed to this, the mean ratio of item 13 is 3.0 which is above to the decision level of 2.5. In item 15, the researcher want to know whether educational level of teens is responsible for the teenage pregnancy in Secondary School students. The respondents disagreed to this and the mean ratio here is 2.4 which did not extend to the decision level which is 2.5. In question item 14 and 16, the researcher also seek to know whether educational teens has the knowledge experiences on the teenage pregnancy than wasting their time in learning in the school. 158 and 140 respondents each out of 214 agreed on these assertion of which the mean ratio are 2.9 and 2.8 respectively, which extend to the decision level of 2.5.

CHAPTER FIVE

DISCUSS OF THE FINDINGS, EDUCATIONAL IMPLICATIONS, RECOMMENDATION, AND SUGGESTION FOR FURTHER STUDIES, LIMITATION AND SUMMARY.

This research work investigates the Effect of teenage pregnancy among secondary school students in Aboh Mbaise Local Government Area of Imo State. This chapter focuses on the discussions of the findings from the data analyzed with reference to the research questions and interactions with some reviewed literature. It also deals with educational implication, limitation of the studies, conclusion and summary.

Discussion of the Findings

Research Question One: Is role play a relevant teaching method?

The Findings of the research question one shows that teenage pregnancy has effect on the secondary school students Aboh Mbaise Local Government Area as reviewed in items 1 and 2. These are established at the decision level of 3.6 and 3.1 respectively. The validity of these findings is in line with the scholarly views of Ideir (2011) said high rates of teenage pregnancy usually associated to such conditions of under education, income levels, and childhood environment because of negligence towards birth control. Sexual abuse of teenage girls is also one of the most disgraceful causes of teenage pregnancy. In the view of Count (2010), adolescent marks the onset of sexual maturity. It is period time for them to show interest to the opposite sex and curiosity about the much topics of sex. Irresponsible and careless approach of mass media has also contributed in sex occurrence among teenagers.

On the 3 and 4 items, the respondents agreed that students drop out of school due to teenage pregnancy and also students pregnant took inappropriate drugs thereby losing their lives. Thus their mean scores which are 3.1 and 3.5 respectively are above the decision level of 2.5 and are in line with findings of Carrera (2012) said, unrestricted interaction with the opposite sex ignite the sparks of lust in teenagers very easily, especially when alcohol and drugs are involve..

Research Question Two: Does poor parental social-economic background also contribute to the high rate of teenage pregnancy among Secondary school students in Aboh Mbaise Local Government Area?

The findings of this research question shows that respondents agreed with the four question items (5, 6, 7, and 8) and all are above the decision level which 2.5. These are established at the decision level of 3.4, 3.6, 3.5 and 3.2 respectively. The findings are (Murphy, 2007), while adults customarily refer to them as children Nigeria adolescents now insists on being treated as adults while parents may dismiss them as being too young to live alone due to socio economic background, they are clearly independence and the right to have privacy. The Kontagora teenager is therefore caught in a field of overlapping forces and expectation of all of which constitute on real test for individual identity.

Research Question Three: Does influence of peer group has to do with teenage pregnancy in secondary schools in Aboh Mbaise Local Government Area?

In question item 9, the respondents agree with the statement there with the mean score 2.6. This shows that students should be mixed in the class (male and female so that teenage pregnancy can be reduce). The finding tallies with that of Adedeji (2007) maintained that bringing the peers together can make them to know that that they are one. In question item 10, the respondents agreed that peer group can influence the behavior of the child thereby increases the rate of teenage pregnancy. This is established at the decision level of 2.7. This is in line with Charturredi’s (2008) view that Role-play refers to activities in which participants assume influence of students with their behaviour accordingly thereby their behaviours and characters can influence another can corrupt a positive  mind. Therefore by so doing this will make the student’s to easily influence by their peers.

In question item 11, the respondents disagreed with these statements here with mean ratio 2.3. These shows that students should be avoided in moving out with the students who are corrupt minded. In question item 12, the respondents agreed that students should mind the kind of friends their children kept otherwise reduce the teenage pregnancy.

Research Question Four: does the educational level of female teens responsible for teenage pregnancy among teenagers?

Table four shows that the respondents agreed in 3 items out of the four question items with their mean ratio that extended to the decision level of 2.5. This table reviewed the following: In question item 13 the respondent agreed that only few parents’ responsibility is to deliver an adequate sex education to their teenage daughters. This was established the decision level of 3.0. In question item 14 teachers should also introduce sex education as a subject in the secondary school with the mean ratio of 2.9. In question 16, students should also taught on the remedies to reduce teenage pregnancy and thus established at the decision level of 2.5. These findings tallies with Asogwa and Mazu (2011 which state that most teachers rely need to teach sex education to the students. In question item 15 reproductive health situation is also important to be imparted to the young child so that they become aware of the various aspects related to sex and pregnancy.

Educational Implication

The study has educational implications to teachers, curriculum planers, educational administrators and government agencies:

1. The teachers should, through this study strive to adopt proper teenage pregancy that appeals to students’ senses that will promote way forward to terminate teenage pregnancies in the secondary school.
2. The study emphasized on the solutions, it is therefore implies that curriculum planners include the sex education to secondary schools in Nigeria.

Recommendation

There is an urgent need reduce teenage pregnancy among teenage pregnancy in Nigeria. The following are hereby recommended:

1. Parent’s value, parental regulations and parent-child connectedness (support, closeness, warmth) can help to lower teenage pregnancy.
2. The government should set up counseling centers in all cities and local government headquarters where teenagers can go for counseling on issues bothering them including their sexual life. Majority of the teenagers cannot open up to their parents on issues bothering on their sexual life.
3. Teenagers should be taught abstinence and how to defer sexual gratification till after marriage.
4. Families should ensure that they develop a close relationship with their children. They should know the friends their children keep and educate them on when to have intimate relationship with opposite sex.
5. Keeping adolescent girls in schools, using economic incentives and livelihood programs can help reduce teenage pregnancy.
6. Socioeconomic status of families should not be an excuse for female children to get pregnant. Families should ensure teenage girls are well educated either in the four walls of a classroom or in a vocational training center.

Suggestions for Further Studies

The following suggestions for further studies were based on the findings and limitations of the study:

1. The researcher suggests that the study should be replicated in another city in Nigeria to find out if similar result will be obtained.
2. The same research may be carried out using another teenage pregnancy to achieve results.

Limitations of the Study

Although this research was carefully prepared, the researcher was still aware of its limitation and shortcomings.

First is the lack of available and reliable data. Some of the information which is needed from the libraries was not readily available; equally, lack of prior research studies on this topic also posed a challenge to the researcher. Nevertheless, the researcher made full effort to see this work to a desired conclusion. More so, time and financial constraints could not allow the researcher to widen the scope of this study to other secondary school.

Conclusion

The study made the following conclusion based on the findings:

Teenage pregnancy constitute a major socio-medical and socio-economic problems and is becoming more prevalent in Nigeria. The emergence of this problem has been attributed to various factors including early exposure to causal sexual activity, peer pressure, lack of sex education and others. Socioeconomic status or background is a strong predictor of teenage pregnancy. The rate at which young girls drop out of school these days because they have to focus on caring for their new born is a cause for concern, as they not only end up doing menial jobs to sustain themselves and their offspring, they become an unwelcome burden on their families and the society as a whole. Family relationship is very important in the upbringing of a child. When parents are less concerned about their children, the children tend to misbehave without considering the risks and consequences of such behavior. The rate of teenage pregnancy can be reduced by offering free and compulsory education to the girl child and educating the populace about the social and medical consequences of teenage pregnancy and the dangers associated with early motherhood. The negative effects of adolescent motherhood on women call for a more rigorous and wholesome sex education. According to an NGO, Partnership for advocacy in child and family health (PACFAH), says that increase access to family planning can prevent about 1.6million unintended pregnancies yearly in Nigeria (Punch Newspaper Jan 2017). The NGO representative said that the (FPL) helped to save the lives of women and children by reducing unplanned pregnancies and promoting health child spacing. Evidence show that the high rate of Maternal and child mortality is largely due to unwanted pregnancies and low use of family planning services.

REFERENCES

Samuel, Gentle K.  (2018). Prevalence of Adolescent Pregnancy among Secondary School Students in Ogbia Local Government Area of Bayelsa State, Nigeria. International Journal of Health and Pharmaceutical Research. Ignatius Ajuru University of Education, Rumuolumeni, Port-Harcourt Rivers State

Achema, G. (2015). Factors responsible for teenage pregnancy and its implication on adolescent health and education: Perception of secondary school students in Nigeria. International Journal of Medical and Health Research

Norman, R. (2015). Teenage Pregnancy in Secondary Schools: A Multiple Case Study. A Journal of Science, University of Mindanao, Matina, Davao City 8000, Philippines.

APPENDIX

Department of Religion and Cultural Studies

Alvan Ikoku Federal College of Education

Owerri,

Imo State.

June, 2018.

Dear Respondents,

I am a final student of the above named institution. I am undertaking a study on the “effect of teenage pregnancy among secondary school students”. This is an academic research for the award of Bachelor of Art Degree in Education Religion and Cultural Studies.

Please be rest assured that your view is strictly for academic purpose and will be treated confidentially. Thank you for your co-operation.

Yours faithfully,

Ngozi

Researcher

GENERAL INSTRUCTION FOR INFORMED CONSENT

Please tick Good (V) against the opinion that appeals to you.

SECTION A: PERSONAL DATA

1. Name of School……………………………………………………………
2. Sex: Male  (       )          Female   (        )
3. Class:

INSTRUCTION

Please tick (V) against the option that most appeals to you:

SA         –        Strongly agreed

A            –        Agreed

D            –        Disagreed

SD                   –       Strongly disagreed

Advertisement S/N	Items	SA	A	D	SD
	Does teenage pregnancy has effect on the secondary school students
1	Students who got pregnant on their teenage does not know how to care for the children
2	Students drop out of school due to teenage pregnancy
3	Students who engage into relationship when they are in school often frustrated
4	Student’s teenage pregnancy do have their fear thereby taking inappropriate drugs in other to terminate the pregnancy.
	Does poor parental socio-economic background also contribute to the high rate of teenage pregnancy among secondary school students?
5	Parental socio-economic background led their female children unwanted pregnancy
6	Improper care of parents by providing the necessary things needed for their children.
7	Parents who doesn’t provide to their children in secondary school can lead to pregnancy.
8	Parent not given financial support to their female child can lead to teenage pregnancy.
	Does influence of peer group has to do with teenage pregnancy in secondary school.
9	Students should be mixed in the class (male and female so that teenage pregnancy can be reduce).
10	Peer group can influence the behavior of the child thereby increases the rate of teenage pregnancy.
11	Students should be avoided in moving out with the students who are corrupt.
12	Parents should mind the kind friends their children has thereby to reduce teenage pregnancy.
	Does the educational level of female teens responsible for teenage pregnancy among teenagers?
13	Parent’s responsibility is to deliver an adequate sex education to their teenage daughters.
14	Teachers should also introduce sex education as a subject in the secondary school level.
15	Reproductive health situation is also important to be imparted to the young child so that they become aware of the various aspects related to sex and pregnancy.
16	Students should also taught on the remedies to reduce teenage pregancy