Academic Effects on Pregnancy While Still Enrolled in School Presentation WITH ALL INFORMATION PROVIDED, please create a Powerpoint slideshow that is in sy

Academic Effects on Pregnancy While Still Enrolled in School Presentation WITH ALL INFORMATION PROVIDED, please create a Powerpoint slideshow that is in sync with the research paper attached. Each slide should have minimum KEYPOINTS for each designated section of the research paper. Limit fancy transitions, make it a regular slideshow. Pictures are NOT required. Information on what to put on the slides are in the paper provided. The slides should consist of:

Slide 1 Cover Slide: Topic Title

Slide 2: Background of the proble

Slide 3: Statement of the problem

Slide 4: Purple of study

Slide 5: Definition of Terms

Slide 6: Lit Review key points

Slide 7: Research Questions

Slide 8: Methodology/Research Design/Participants

Slide 9: Data Collection/ Instruments/ Data Analysis Mikala Sisco
Dr. Mathew
Experimental Psychology
20 April 2019
Introduction to the research topic
Examining the academic effects on pregnancy while still enrolled in school
Background of the problem
The consequences of pregnancy at school age should be dealt with not so
much by physicians as sociologists, teachers, parents and the policy makers (Chandra-Mouli,
Camacho and Michaud 2013). All adults are therefore concerned with the education of these
young people, especially the young girl. The education system is most concerned with this
problem, as adolescents and school-goers spend more time in school than in other places. When
a young student becomes pregnant, this is a real problem for herself, her parents and a handicap
for her studies (Chandra-Mouli, Camacho and Michaud 2013). In industrial society, adolescent
years are considered as the time when it is necessary to accumulate knowledge that will allow
you to earn money later. Early pregnancy becomes an obstacle to this task, so it is considered
undesirable. Addressing the issue is therefore very crucial. One step towards the move to solve
the issue is by understanding the perception of pregnant school girls. Since pregnancy cannot be
reversed, it is crucial to help those who have become pregnant on how to cope with the new
changes so that their studies are not compromised. This forms the basis of the current research.
In addition, keeping a pregnancy in the school environment requires a certain determination on
the part of the pregnant woman and also support from those around her, especially those who
exercise parental authority over the latter. It is also better for the pregnant girl to know the author
of her pregnancy. To this end, we were interested in the one hand in the link between the
outcome of the pregnancy of the young woman and the one or those under the tutelage of whom
she lives and on the other hand to the relationship that exists between ‘outcome of the pregnancy
and marital status of the pregnant woman. Our research aims at collecting the perception of
pregnant girls on how pregnancy affects their academic performance and whether there are ways
in which they can be assisted so that despite being pregnant, they can still finish their academics
without many problems.
Statement of the problem
School-based pregnancy is a scourge that threatens the education system in
general and female education in particular. This study allowed us to determine the perception of
pregnant school girls on the academic effects of pregnancy and its consequences in terms of
schooling. The results of this study are of vital importance for the development policies related to
pregnancy at school because very little data is available on the opinion of school girls on the
effects of pregnancy on academic performance.
Purpose of the study
Our research aims at collecting the perception of pregnant girls on how
pregnancy affects their academic performance and whether there are ways in which they can be
assisted so that despite being pregnant, they can still finish their academics without many
problems. The study would target all school girls at the secondary level. The dependent variable
would be the academic effects and the independent variables would include the school girls
perceptions.
Definition of terms
Contraception-Contraception is strategies used to prevent pregnancy.
Sex education- This is a special education offered to students on matters related to sex.
Teenage pregnancy- This is a form of pregnancy that occurs at adolescence stage
Significance of the study
Although Western society in our time does not encourage pregnancy
among schoolgirls, it offers very few convincing arguments against this and does not offer
alternatives in lifestyle or professional opportunities. The situation is also complicated by
insufficiently developed sex education and ignorance of contraceptive methods. The age of a
teenage girl who is about to become a mother is not a problem in itself, but it creates social,
moral, economic and legal difficulties. A pregnant schoolgirl becomes an adult, never ceasing to
be a child, and we have neither public nor legislative norms that would help her cope with this
situation. As medical professionals, we are obliged to take into account the social context in
which these young girls have to live, and the circumstances in which the pregnancy occurred. It
is necessary to take a sober look at the impending intervention and its consequences. By
understanding their views, it will be possible to come up with comprehensive policies that will
help them go through pregnancy successfully without affecting their academic performance. This
will ensure that their future is not affected.
Literature review
Introduction
In the literature review, we shall focus on past studies that have been
conducted on pregnancy in school. The literature review will focus on the consequences of the
pregnancy on the school children. Among the themes that would be covered include academic
effects on pregnancy, the role of sexual education and contraception. Through a literature review,
it will be possible to identify gaps or insights to help us in constructing the variables for our
research.
Body of review
A study conducted by Chen et al (2007) show that when girls become
pregnant, schoolgirls stop thinking about further academic success and attend classes poorly. The
study found that most of the pregnant adolescent girls dropped out of school without receiving a
certificate. These findings are supported by the study of Childs, Knight, White (2015), during
which it was concluded that adolescent mothers often have a bad time at school, do not show a
desire to learn and drop out of school without receiving an education. Their parents are almost
not interested in the education of their daughters and, as a rule, they themselves left school at one
time, without completing their studies.
Childs, Knight, White (2015) notes that in every single school a pregnant girl is a rare
phenomenon, therefore schools are poorly adapted to meet the special needs of such students.
Education authorities react to this situation in different ways: some provide separate classes;
others are ready to organize a training at home or seek additional funds within the framework of
the head school. Brown (2012) stresses that the education system should provide equal
opportunities for all pregnant schoolgirls, i.e. There should be options for different individual
needs and circumstances and coordinated supporting services. The position of schoolgirls in a
social and legal sense is very clearly defined. This, however, creates problems for pregnant
schoolgirls: a “child” who has become a “mother” does not fit into any social or legal framework.
By law, a girl of school age should receive an education. She cannot claim employment, and
therefore depends either on her parents or on the state.
Some authors argue that motherhood has a negative effect on academic performance and,
therefore, on future employment. Hosie (2007) emphasizes the “loss of opportunity to learn,” due
to early pregnancy and the need to leave school. Some researchers, however, cite evidence that
all these young women are already in fact “gone the distance” and have deprived themselves of
professional prospects (Birch 1991). Analyzing three studies conducted in Aberdeen, Wilson
(1980) concludes that girls who became pregnant by 11 years lost interest in studying or had
already lost it by that time. Among the schoolgirls involved in the project in Arbor, the majority
ignore schoolwork and stopped attending school long before the pregnancy. Based on any of
these examples, it can be argued that pregnancy at school age can dramatically exacerbate an
already unfavorable situation. Girls do not receive a full-fledged education, and as a result, doom
themselves in the future to a minimum income or lack thereof,
Sex education
The amount of information on gender issues depends largely on the school
administration. It determines how schools approach this subject, although sex
education is included in national curricula. O’Connor (1999) expressed the
opinion that, ideally, parents should participate in the sexual education of
children, regardless of whether it is conducted at school or at home. Nevertheless,
it is useful to remember that in the working class environment, parents experience
difficulties if they have to talk with children about sexual relationships. In
addition, the material offered at school often does not correspond to the level of
awareness of the audience, either in terms of content nor from the point of view of
his presentation: most girls are already familiar with sex by the time this subject is
discussed in class. The situation is further complicated by the absence of classes
by 11th-grade students in general and pregnant girls in particular. O’Connor
(1999) found that 64% of pregnant girls did not receive sex education in general,
and 62% constantly skipped lessons, 87% of these girls did not receive sex
education at home. These findings are confirmed by the project in Arbor. The
situation is further complicated by the absence of classes by 11th-grade students
in general and pregnant girls in particular.
Contraception
The fact that, in most cases, adolescent pregnancy is unintentional, causes
widespread concern. Young girls under 16 have some idea of where and how to get
contraceptives free of charge (the practice of distributing contraceptives for free began in 1973)
(Birch 1991), and yet they apparently cannot or do not want to use any -or contraceptive method.
Simms and Smith in their study (1986) noted that out of 10 female schoolgirls, one was planning
a pregnancy, but only two used one or another form of contraception, having received sex
education and information on preventing pregnancy at school.
One of the reasons why adolescents do not resort to contraception is because their sexual
behavior is unplanned, and sex is infrequent and irregular. Brown (2012) indicates that, despite
the first unplanned pregnancy, most of the girls still neglected the contraceptive methods or used
them ineffectively. Repeated pregnancies have also been noted among young girls. A conception
is rarely a deliberate act, but it is not actively avoided. According to Brown (2012), girls are
“fatal” to this, which is not typical for those over 16, although the number of unplanned
pregnancies is high in this age group. Those who are younger than 16 years old are usually not
inclined to use contraceptive methods.
Hosie, (2007) analyzed the belief system on which the lack of contraceptive use among
adolescents against the background of their developing sexuality is based. They experience
conflicting influences from peers, parents, religious and social organizations, where they are told
that “if a girl behaves well, she will not need contraceptives,” but at the same time that the
“virtues” of a woman are her ability to give birth. It is very important that young people are given
the opportunity to confess to themselves about their sexual aspirations. As long as they are taught
to think that sex is a bad thing and, therefore, admitting that they need contraceptives, they are
supposedly embarking on the path of immorality and sin, they will rely on “luck” without being
responsible for what happens. Refusing to give contraceptive help to schoolgirls or convincing
them that it is improper to contact her, one cannot expect success in combating pregnancy in
girls of school age. Our society does not make it easier for young people to use contraceptives,
and as a result, we deprive those who think quite maturely and reasonably.
An alternative to motherhood in adolescence is a completed education and employment.
However, Brown (2012) points out that a certain role in the choice of schoolgirls who decided to
give birth was played by the economic recession and narrowing of the labor market, which is
aggravated by the inability of young women to appreciate the link between qualifications and
career opportunities. In 1989, McRobbie conducted a small study, which involved 12 girls from
the Birmingham area. The author made conclusions similar to those that other researchers arrived
at: these young mothers in the school were notable for their poor academic performance and by
the last year of study they stopped attending classes. Subsequently, make sure that it was
impossible to penetrate the rapidly narrowing labor market, they concluded that it was necessary
to get an academic qualification in school. As a result, all they managed to find was poorly paid,
mechanical work, and a shorter working day or a shorter working week (Birch 1989b). From the
point of view of a young woman, in a society where the chances of achieving a successful career
are very small, early motherhood is no worse than the prospect of unemployment and
dependency in more mature years.
Hypotheses
Pregnancy hinders concentration among pregnant school girls
Pregnancy is likely to lower the grades among the pregnant school girls
Pregnant schoolgirls blames lack of enough sexual education on their pregnancy
Pregnant school girls have limited experience in the use of contraception
Research questions
Does pregnancy hinder concentration among pregnant school girls?
Does pregnancy lower the grades among pregnant school girls?
Is a lack of sexual education a factor contributing to pregnancy among school girls?
What do pregnant school girls think about contraception?
Methodology
Introduction
The methodology will cover aspects such as the research design that will
be used, the participants, the data collection methods, the instruments to be used in the collection
of the data and the process of analyzing the collected data.
Research design
Since the purpose of the study is to determine the perception of pregnant
school girls on the effects of pregnancy on academic performance, the qualitative research design
will be used. Qualitative research is based on an in-depth analysis or understanding of the
phenomena studied.
Often, qualitative studies are often used when the sample is small, but the results are
comprehensive, detailed, and richly descriptive. Qualitative research usually involves an in-depth
analysis of a topic or issue, with a focus on seeking information from the person who is
experiencing or participating in the problem, that is, your interviewee. Qualitative researchers
often need to express an interest in understanding the social world from the perspective of the
participants and emphasize the context and significance of the event. The opinion of the girls will
be collected and then subjected to thematic analysis in order to come up with themes that can
summarize the findings.
Participants
Population
The participants would comprise the college girls who have once been pregnant.
The goal is to get their views. Secondary schools’ administrators would be contacted and
informed about the study. The study would be posted on college notice boards and the willing
participants will be offered some tips. The incentives would be given to the willing participants
so as to obtain a reasonable size of the sample.
Sample
The study will utilize the convenience sampling method because the targeted
participants cannot be forecasted. Our study would target only college girls who have been
pregnant. This means that the sample size cannot be predicted.
Data collection
As indicated earlier, the views of college students who have once been
pregnant would be used to answer the research questions. The school administrator would be
informed about the study and after clearance from the college ethical review, the announcement
about the research would be placed on different notice boards within the college. The
participants would be encouraged to participate through the offer of incentive. The willing
participants would then be contacted for the scheduled date for interviews. During the interview,
the Thoughts on Teen Parenting Survey (TTPS) would be used to collect the views from the
participants.
Instruments
The study will utilize the Thoughts on Teen Parenting Survey (TTPS)
(Herrman and Nandakumar 2012). The instrument covers wide aspects related to teenager’s
thoughts or perceptions on parenting and can help us in the current study because it also focuses
on the teen’s thoughts on parenting and academics. Herrman and Nandakumar (2012) revealed
that TTPS is associated with an alpha of 0.9 meaning that it is reliable. However, in order to
determine construct and content validity, the survey would be distributed to a panel of local teen
pregnancy prevention experts. The experts will comprise the youth advocates concerned with
teen pregnancy prevention. In addition, interview on expertise in adolescent sexual behavior and
teen pregnancy prevention will be conducted to ensure face validity, representativeness of the
construct, and completeness of the content.
Data analysis
Since the study utilized the qualitative research design, the data would be
subjected to thematic analysis. The analysis of the data includes how to carry out specific coding,
how to determine the number of code numbers, how to describe its hierarchical relationship, and
whether the research topic comes from the induction or presupposition of data. If the relevant
theories established can be used to deepen the understanding of the research results, if necessary,
the existing theories can be used; if the research results are inconsistent with the existing
theories, the findings of the research should be respected and the ways and viewpoints of the
interviewees to see the problems should be truly reproduced.
References
Birch D. (1988). That old black magic? Belief systems in teenage pregnancy. Journal of
Adolescent Health and Welfare 1 (4), 45.
Brown, G. (2012). Out of wedlock, into school: combating child marriage through
education. London: The Office of Gordon and Sarah Brown
Birch, D. (1991). Teenage Belief Systems About Sexual Health. International Journal of
Adolescent Medicine and Health,5(1). doi:10.1515/ijamh.1991.5.1.37
Chandra-Mouli, V., Camacho, A. V., & Michaud, P. (2013). WHO Guidelines on
Preventing Early Pregnancy and Poor Reproductive Outcomes Among Adolescents in
Developing Countries. Journal of Adolescent Health,52(5), 517-522.
doi:10.1016/j.jadohealth.2013.03.002
Chen, X., Wen, S. W., Fleming, N., Demissie, K., Rhoads, G. G., & Walker, M. (2007).
Teenage pregnancy and adverse birth outcomes: A large population-based retrospective cohort
study. International Journal of Epidemiology,36(2), 368-373. doi:10.1093/ije/dyl284
Childs, G. D., Knight, C., & White, R. (2015). Never-Pregnant African American
Adolescent Girls Perceptions of Adolescent Pregnancy. Journal of Pediatric Nursing,30(2), 310320. doi:10.1016/j.pedn.2014.08.012
Coyne A. M. (1986). Schoolgirl mothers. Health Education Council: Research Report 2,
1 – 145.
Herrman, J. W., & Nandakumar, R. (2012). Development of a Survey to Assess
Adolescent Perceptions of Teen Parenting. Journal of Nursing Measurement,20(1), 3-20.
doi:10.1891/1061-3749.20.1.3
Hosie, A. C. (2007). ‘I Hated Everything About School’: An Examination of the
Relationship between Dislike of School, Teenage Pregnancy and Educational Disengagement.
Social Policy and Society,6(3), 333-347. doi:10.1017/s1474746407003661
Oconnor, M. L. (1999). Academically Oriented Teenage Women Have Reduced
Pregnancy Risk. Family Planning Perspectives,31(2), 105. doi:10.2307/2991653
Wilson F. (1980). Antecedents of adolescent pregnancy. Journal of Biosocial Science 12,
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