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The Effects of Teenage Pregnancy on the Educational Attainment of Girls at Chorkor, a

Suburb of Accra

Charles Gyan
Department of Social Work
University of Ghana

Doi:10.5901/jesr.2013.v4n3p53

Abstract

Recently, the incidence of teenage pregnancy has been very high in Ghana. The study therefore was designed to explore the
effects of teenage pregnancy on the educational attainment of the girl-child at Chorkor. A total sample size of fifty-five (55)
respondents was used for the study. Questionnaire, in-depth interview, focus group discussions and observation were used to
collect data for the study. With respect to factors that lead to teenage pregnancy, it was evident that poor parenting, poverty
and peer influence are the major causes of teenage pregnancy. The study also revealed that most of the teenage mothers
drop out of school. The study therefore recommended that teenage mothers should be helped in their psychosocial
development and job skills development.

Keywords: Teenage pregnancy, educational attainment, girl-child education, pregnancy

1. Introduction

One major contemporary social problem confronting most countries in the world is Teenage pregnancy. From the first
world countries such as the United states to the third world countries, this problem has been a source of worry for policy
makers, social workers and other human service providers due to its negative repercussions on the girl-child (Grunseit,
2007).
In 1997, Grunseit found that the USA had the highest rate of adolescent pregnancy. In addition, he stated that
every year more teenage girls become pregnant, many younger than 17 years old. Xinhua (1996) also reported that in
Ghana, nearly 33.4% of recorded childbirths occurred to teenagers between ages thirteen (13) and nineteen (19). This
report was based on childbirths that were reported in public hospitals. The situation is worse in the rural areas where
traditional birth attendants are used and no statistical records are kept. More disheartening is a report from Xinhua (1996)
that one out of three girls aged 15 to 19 residing in the central region of Ghana has had a child.
Most authors have linked poverty to teenage pregnancy and its subsequent motherhood. They see poverty as a
cause at the same time an effect of teenage pregnancy. For instance, Keller, Hilton & Twumasi-Ankrah (1999) opined
that in rural communities, family financial exigencies and social custom induce girls to stay out of school and enter into
early sexual relationships which lead them into getting pregnant at early stages of their lives thereby making them
continue to be in the cycle of poverty. This presupposes that tackling teenage pregnancy would have a trickling down
effects on poverty and vice-versa.
Teenage pregnancy is one of the social ills that affect society. The existence of teenage pregnancy do not auger
well for the development of the girl-child. This is attributable to the girls’ age and the absence of any consistent means of
support to care for the children and themselves when they should have been in school. It is alleged that teenage
pregnancy and its associated motherhood are characterized with shame, disgrace, school dropout and sometimes end of
the individual’s dreams of achieving higher pursuits. According to Yampolskaya, Brown, and Greenbaum (2002),
“...approximately 60% of adolescent mothers live in poverty at the time of the birth of their babies, and approximately
73% go on welfare within 5 years of giving birth.”(p8)
Cunningham and Boult (1996) asserted that teenage pregnancy has a lot of social consequences which include
school drop-out or interrupted schooling, falling prey to criminal activity, abortion, ostracism, child neglect, school
adjustment difficulties for their children, adoption, lack of social security, poverty, repeated pregnancy and negative
effects on domestic life.
It is suggested that school drop-out is a “uniquely predictive factor” of teenage pregnancy and a precursor to,
rather than a consequence of, becoming pregnant (Bonell et al, 2004). Difficulties with school are accounted for in three

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inter-linked ways: firstly a strong dislike of school that leads to truancy, dropping out or formal exclusion (Hosie, 2007),
secondly a lack of educational attainment (Hobcraft & Kiernan, 1999), and thirdly low aspirations and expectations of the
education system as being relevant for their future employment (Luker, 1996).
Hosie (2007) also found out that bullying by teachers or other students that were instrumental in their dislike of
school. Those students whose attendance are poor and who dislike school prior to pregnancy have a negative attitude
from their schools on disclosure of their condition and are less likely to remain in school than those who had good
attendance beforehand (Hosie, 2007). The extensive literature review by Dilworth (2000) suggested that statistically,
young mothers face a life of poverty, have lower levels of education and have less opportunity in the workplace than non-
parenting teens. She found that research on teen pregnancy prevention usually focuses on the negative aspects of being
a teen parent. It is also alleged that the relationship between teenage pregnancy and education goes in both directions.
Teenagers who become pregnant are more likely to drop out of school and teenagers who drop out of school are more
likely to become pregnant. It is against this background that this study seeks to explore the effects of teenage pregnancy
on the educational attainment of the girl-child at Chorkor, a suburb of Accra.

2. Purpose and Objectives

The general purpose of this study was to find out the effect of teenage pregnancy on the education of the girl-child. The
study specifically aimed to:
a. Identify the factors that lead to teenage pregnancy
b. Determine the effects of teenage pregnancy on educational opportunities for teenage girls.

3. Methodology

The study was carried out at Chorkor in the Greater Accra Region of Ghana. Chorkor is a fishing village and a
neighborhood in the city of Accra. It had a population of 45,379 as of 2002 (Ghana Statistical Service, 2002). Chorkor is a
low-income, densely populated community. Ga-Dangme is the largest ethnic group in Chorkor, followed by Akan (Owusu
& Agyei-Mensah, 2010). Chorkor has electricity, water pipes, schools, and clinics, but it lacks a drainage system and a
good sanitary condition. The population for the study comprised all females and opinion leaders in Chorkor (both men
and women).
Purposive and snowball sampling procedures were used in selecting respondents for the study. The purposive
sampling technique helped to purposefully select respondents who can really provide the needed information for the
study. After purposefully selecting and interviewing the initial subject, the researcher used the snowball sampling
procedure to ask for assistance from the subject to help identify people with a similar trait of interest. The researcher then
observed the nominated subjects and continued in the same way until fifty (50) respondents were interviewed.
Two focus group discussions were organized with each comprising five members (teenage mothers or girls).
There were in-depth interviews with five teenage mothers and two key informants using unstructured interview schedule.
The five (5) key informants were the head teachers of two selected schools in the community and three (3) opinion
leaders in the community. Questionnaire was the major tool employed to collect quantitative data for the study. The
questionnaire was administered in a face-to-face interview. Interview guide and observation were used to collect the
qualitative data.
The qualitative data collected from the field were transcribed that is, they were typed (from interviews, and
observational notes) into word processing documents. The researcher then carefully read the transcribed data, line by
line, and divided the data into meaningful analytical units (that is segmenting the data). When meaningful segments were
located they were coded. The coding was done by marking the segments of data with symbols, descriptive words, or
category names.
During coding, the researcher kept a master list (that is a list of all the codes that were developed and used in the
study). After coding, the data were thematically analyzed according to the objectives of the study.
The quantitative data on the other hand were edited coded and fed into the computer using the Statistical
Packages for Social Sciences (SPSS). The data were analyzed using descriptive statistics. Tabular presentations of
information were used to facilitate easy interpretation and comprehension.

4. Results and Discussions

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4.1 The Causes of Teenage Pregnancy by Respondents

The researcher sought to find out the major factors that lead to teenage pregnancy. The responses of the respondents
are presented statistically in table 1 below:

Table 1: Causes of Teenage Pregnancy

Factors Strongly Disagree Disagree Agree Strongly Agree

Freq. % Freq. % Freq % Freq. %
Poor parenting 0 0 5 10.0 18 36.0 27 54
Love Seeking 46 92.0 2 4.0 2 4.0 0 0
Poverty 1 2.0 1 2.0 3 6.0 44 88.0
Peer Pressure 11 22.0 2 4.0 30 60.0 7 14.0
Media 3 6.0 32 64.0 5 10.0 10 20.0
Dropout 4 8.0 13 26.0 6 12.0 27 54.0

The researcher tried to find out the factors that cause teenage pregnancy and from table 1 above, poor parenting,
poverty, media, peer pressure, school dropout and poverty were the major factors respondents attributed their plight to.
According to table 1, 27 (54%) of the respondents strongly agree to the fact that poor parenting can lead to
teenage pregnancy, 18 (36%) respondents agree while only 5 (10%) respondents disagree. Parenting skills and parental
attitudes have great implications on the lives and attitudes of children as portrayed by the attachment theory by Bowlby
and the Social learning theories.
It is often argued that domestic violence and lack of love from parents for their wards most often than not force
teenage girls seek for that love from their colleague males thereby resulting in early sex and its associated teenage
pregnancies. In the researcher’s quest to investigate this, the researcher asked the respondents to indicate whether love
seeking can lead to teenage pregnancy and from table 1 it was evident that overwhelming majority of the respondents
that is 48 (96%) respondents strongly disagree to the assertion that love seeking can cause teenage pregnancy and the
remaining 2 (4%) respondents agree to the assertion.
Another factor worth exploring is the relationship between poverty and teenage pregnancy. Majority of the
respondents that is 94% either agree or strongly agree to the fact that poverty can lead to teenage pregnancy.
It was evident that 37 (74%) respondents agree or strongly agree that peer pressure is a major cause of teenage
pregnancy while cumulatively, 13 (26%) respondents disagree or strongly disagree to this assertion. With respect to the
media’s influence on teenage pregnancy, 32(64%) respondents stated that they disagree, 3(6%) respondents strongly
disagree while 15(30%) agree to the fact that the media have a greater impact on the high rate of teenage pregnancy in
Ghana. This implies that the media has no significant influence on the prevalent rate of teenage pregnancy in the
Chorkor community.
Finally, the major issue of great concern is school dropout and how it pushes teenagers into early sexual activities.
It has been argued by several authors that school dropout is a cause as well as an effect of teenage pregnancy. That is
girls who dropout of school are more likely to engage in early sexual activities thereby resulting in teenage pregnancy
and also girls who become pregnant at early ages are more likely to drop out of school. In this study the researcher
sought to find out whether respondents agree to the assertion that teenage pregnancy can be caused by school dropout.
From Table 1 above it evidently clear that 66% of the respondents agree to this while 34% disagree.

4.2 Effects of Teenage Pregnancy on Education

The researcher asked the respondents to indicate whether they were still in school during the period of the study and
their responses are presented in table 2 below:

Table 2: Whether the Respondent was in School

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Variable Freq Percent

Yes 7 14
No 43 86
Total 50 100

From table 2 above, it is clear that an overwhelming majority that is a total of 86% of the respondents stated that they
were not in school whiles 14% of the respondents indicated that they were in school. This implies that teenage
pregnancy can be a cause as well as an effect of school dropout. That is being in school most often prevent teenagers
from getting pregnant so those who have dropped out of school are likely to fall prey to teenage pregnancy.

Table 3: Number of hours respondents study before pregnancy * Number of Hours Respondents study after pregnancy
Crosstabulation

Number of Hours Respondents study after pregnancy

Total
Less than 1 1-2 3-4
Less than 1 4 1 0 5

Number of hours respondents 1–2 2 5 1 8

study before pregnancy 3–4 9 2 3 14
5 and above 1 5 2 8
Total 16 13 6 35

From table 3 above it is clear that before the pregnancy, five (5), eight (8), fourteen (14) and eight (8) respondents
studied for less than one (1) hour, from one (1) to two(2) hours, three (3) to four (4) hours and five (5) and more hours
respectively. After the pregnancy, it is evident that sixteen (16), thirteen (13) and six (6) respondents studied for less than
one (1) hour, from one (1) to two (2) hours and three (3) to four (4) hours respectively. This implies that there was a
reduction in the number of hours respondents study after the pregnancy due issues associated with the pregnancy.

Table 4: Respondents’ Academic Performance Before the Pregnancy

Academic performance Frequency Percent

Excellent 3 8.6
Very Good 6 16.1
Good 22 62.8
Average 4 11.5
Total 35 100.0

Respondents were asked to indicate their academic performance before the pregnancy and it was revealed that majority
of the respondents were academically good. From table 4 above, 22 (62.8%) respondents indicated that their academic
performance was good, 6 (16.1%) respondents stated that their academic performance was very good while 4 (11.5%)
respondents stated average as their academic performance. Interestingly, only 3 (8.6%) respondents opined that their
performance was excellent before the pregnancy. This shows that the respondents were performing well before the
pregnancy.

4.3 Respondents’ Academic Performance After the Pregnancy

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To be able to ascertain the effect of teenage pregnancy on academic performance of teenage pregnant girls, the
researcher further asked the respondents to indicate their academic performance after their pregnancy. A majority of the
respondents posited that their performance was below average. From the study 18 (51.4%) respondents posited that
their performance after the pregnancy was below average while 12 (34.9%) respondents indicated that their performance
was average. The remaining 5 (14.2%) respondents asserted that their academic performance was average after the
pregnancy. The response from the respondents gives an indication of a strong relationship between teenage pregnancy
and the respondents’ academic performance. These findings are statistically presented in table 5 below:

Table 5: Respondents’ Academic Performance After the Pregnancy

Academic performance Frequency Percent

Good 5 14.2
Average 12 34.9
Below Average 18 51.4
Total 35 100.0

.
The respondents were further asked to state the ways through which teenage pregnancy affects academic performance
and the respondents’ responses are presented in table 6 below:

Table 6: Ways Through Which Teenage Pregnancy Affects Academic Performance

Variable Frequency Percentage

Reduces number of average study period 29 82.8
Reduces Absorption rate 6 17.2
Total 35 100.0

From table 6 above, it is evident that reduction in the number of average study period and reduction in the absorption
rate of teenage pregnant girls are the major ways through which teenage pregnancy affects academic performance.
Twenty-nine (29) respondents representing 82.8% indicated that the pregnancy affected their academic performance
through reduction in their study hours while the remaining six (6) representing 17.2% opined that their absorption rates
reduced after the pregnancy.
Table 7 below indicates the respondents’ view on whether there is the possibility for them to go back to school
after delivery. From table 7, majority of the respondents that is 47 (94%) respondents believe that there is no possibility
of going back to school after they had delivered while interestingly only 3 (6%) of the respondents stated that is possible
for them to go back to school after delivery. This implies that most of the teenage pregnant girls and mothers were not
aware of the fact that after delivery they can still go to school. These findings are statistically displayed on table 7 below:

Table 7. Whether there is the Possibility for Respondents to go Back to School after delivery

Variables Frequency Percent

Yes 3 6.0
No 47 94.0
Total 50 100.0

5. Discussion of the Findings

The purpose of this research was to explore the effects of teenage pregnancy on the educational attainment of teenage
mothers. This section covers the discussion of the major findings revealed by the study based on the study objectives
and in line with the literature in the second chapter of the study.
5.1 Factors that Lead to Teenage Pregnancy

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With respect to factors that lead to teenage pregnancy, this study revealed that poor parenting is a major cause of
teenage pregnancy. From table 1 (page 5) it was revealed that 90%) of the respondents agree to the fact that poor
parenting can lead to teenage pregnancy. This finding is consistent with Sarri & Phillips’ (2004) findings that parents play
a pivotal role in curbing teenage pregnancy through proper parenting skills and parental attitudes.
Again, the study revealed that love seeking cannot lead to teenage pregnancy and from table 1 (page 5) it was
evident that most of the respondents disagree to the assertion that love seeking can cause teenage pregnancy. The
study revealed that most of the respondents live in “domestic violence-free homes” and had parents who showed them
the needed love and care. These findings contradict Davies et al’s (2004) findings that the relationship and atmosphere
within the home can push teenagers to seek for love and affection from their male colleagues which invariably make
them engage in early sex which consequently lead to teenage pregnancy.
Also, the study revealed that poverty was a major contributory factor to teenage pregnancy. Table 1 (page 5)
shows that majority of the respondents, that is 94% agree to the fact that poverty pushed them into early sex. It was
evident that material deprivation made most of them engaged in early sexual relationship for money and food which
made them victims of teenage pregnancy. These findings support CSA’s (2003) findings that most young women in poor
families exchange sex for money or gifts.
Furthermore, it was evident from the study that peer influence contributes greatly to teenagers’ involvement in
early sex. From table 1 (page 5) it was clear that 74% of the respondents agree that peer pressure is a major cause of
teenage pregnancy. Williams’ (1991) assertion that most teenagers’ reliance on their peers for information makes them
fall prey to teenage pregnancy supports this finding. This finding is also consistent with the theory that guides this study
in the sense that the teenagers learn a lot from their peers. That is peer influence as revealed by the study has greater
impact on the behavior of teenagers. Interestingly the study revealed that the media had little or no influence on the
incidence of teenage pregnancy. From the study it was clear that about 70% of the respondents disagree to the assertion
that the media influence. This finding contradicts Hymowitz’s (1997) findings that the mass media freely show sex on
television and movies without displaying marital ties or good personal conduct. Instead sex looks easy, fun and
glamorous. It often appears as if everyone is doing it (World Population Day Essays, 1996).

5.2 The effects of teenage pregnancy on educational opportunities for teenage girls.

It was revealed from the study that most of the teenage mothers had dropped out of school. From table 2 (page 7) about
86% of the respondents indicated that they had dropped out of school. School dropout is seen as a cause as well as a
consequence of teenage pregnancy. It was clear from the study that some of the respondents dropped out of school due
to the pregnancy while others became pregnant because they dropped out of school. These findings are consistent with
the theory underpinning this study. Thus most pregnant girls drop out of school to deliver and after delivery feel shy and
do not return to school thereby serving as a baseline for other girls with similar problems to imitate. These findings are
also consistent with Muganda-Onyando & Omondi’s (2008) assertion that pregnancy acts as a catalyst to school dropout
in poor families. O’Connor (1999) re-echoed tis by stating that academically- oriented females are less likely to give birth
while still in high school.
Again, the study revealed that teenage pregnancy reduces the study hours of the respondents. From table 3 (page
8) it was clear that before the pregnancy, the respondents could study averagely for three (3) to four (4) but this reduced
to an average of one (1) to two (2) hours. These findings support Mohase’s (2006) findings that issues of pregnancy
affect the level of concentration of pregnant women.

6. Recommendations

Based on the evidence obtained from the study, the following recommendations have been suggested to guide policy
decisions that would help reduce the incidence of teenage pregnancy. Firstly, given the educational, social, economic,
and employment histories common among teenage parents, career development is a priority for helping this group make
the transition from adolescence to economic independence. These early parents are in special need of psychosocial
development, life skills development, career awareness, and job skills development. Governments should prioritize the
career development of teenage mothers.
Again, a number of psychosocial factors can affect the education and training of teen parents. These factors
include low self-esteem; low aspirations, motivation, and expectations; unrealistic goals and ambitions; limited emotional
resources for support and maintenance; and lack of role models. To help teen parents overcome the ramifications of their

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disadvantaged backgrounds, attention should be given to the building of their self-concept and support systems; learning
how to meet the challenge of combining work and family roles; learning how to give and receive emotional support and
enhancing interpersonal communication and relationships.
Also, in addressing teenage parenthood there should also be sex education and the provision of school-based day
care and parenting centers for those teenagers who are already (or soon will be) parents. These strategies would provide
viable and effective avenues for giving students a better chance to complete their education, while also offering training
in responsible parenting.
Moreover, as stated earlier, pregnant teens who drop out of school have fewer opportunities for themselves, and
their children are also less likely to succeed in school or careers. For this reason, it is important to support and
encourage pregnant teens in getting their education. In addition to the formal education system, there are also some
other options for pregnant teens in some areas: Special schools for pregnant or parent teens, programs to help pregnant
teens finish school and non-formal education.
Furthermore, they also need someone to encourage them through the hard times and help them reach their goal.
Parents, teachers, school counselors, social workers and peer support groups should provide them with the needed
support to help them complete their education and skills development programs.
Finally, poverty was one major problem revealed by the study as a cause of teenage pregnancy. To address this, it
is recommended that the government should strengthen families to be able to provide the needs of their members
including adolescent girls.
In sum, it can be concluded from the study that teenage pregnancy affects the educational attainment of teenage
girls. It is evident that there is no magic bullet for teenage pregnancy. Given the multiple levels of predisposing factors of
teenage pregnancy, single intervention strategies by single sectors will not solve teenage pregnancy. What is required is
a comprehensive approach that incorporates the home, the school, the community, the healthcare setting as well as
change at the structural level.

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