IMPACT OF UNPLANNED PREGNANCY ON STUDENT’S SOCIAL AND ACADEMIC

PERFORMANCE; A CASE STUDY OF MAASAI MARA UNIVERSITY

LILIAN WAMBUI WAMUCII

SW/024/2014

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF SOCIAL

STUDIES IN THE SCHOOL OF ARTS AND SOCIAL SCIENCES IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF DEGREE IN
SOCIAL WORK OF MAASAI MARA UNIVERSITY

APRIL, 2018

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DECLARATION
Declaration by the candidate:
This report is my original work and has not been submitted for examination purposes in any
university
Sign _____________ date____________________
Lilian Wambui Wamucii
SW/024/2014

Declaration by the supervisor:

This research project has been submitted for marking with my approval as an instructor of
Maasai Mara University
Sign ______________ date ____________________
Dr Onyiko Karani
Lecturer, department of social studies

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DEDICATION
This work is dedicated to my family who are inclusive of mum and dad, my sister and my
brothers for your unending support and prayers throughout my studies.

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ACKNOWLEDGEMENT
I am first grateful to Almighty God for making all things possible. My sincere gratitude also goes
to my supervisor Dr Onyiko Karani for the guidance through critical comments and suggestions
throughout the entire project. I am also greatly indebted to my course mates with whom I
consulted and gained good insight regarding the project.
I would like to give special thanks to Maisha Bora Initiative for supporting me financially and
funding me throughout the project without whom I wouldn’t have reached this level.
My heartfelt gratitude also goes to students in Maasai Mara University who devotedly
participated in the study and filled the questionnaires. Through their information, I have
successfully complied the entire project.
God bless all of you abundantly

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 TABLE OF CONTENTS
DECLARATION PAGE.................................................................................................................ii

DEDICATION...............................................................................................................................iii

ACKNOWLEDGEMENT..............................................................................................................iv

LIST OF FIGURES........................................................................................................................ix

LIST OF TABLES...........................................................................................................................x

ABBREVIATIONS/ ACRONYMS...............................................................................................xi

ABSTRACT..................................................................................................................................xii

CHAPTER ONE..............................................................................................................................1

INTRODUCTION...........................................................................................................................1

1.1 INTRODUCTION.....................................................................................................................1

1.2 Background to the Study...........................................................................................................1

1.3 Statement of the Problem...........................................................................................................2

1.4 Purpose of the Study..................................................................................................................3

1.5 Objectives of the Study.........................................................................................................3

1.6 Research Questions....................................................................................................................3

1.7 Significance of the Study...........................................................................................................4

1.7.1 KUCCPS.............................................................................................................................4

1.7.2 Higher education board.......................................................................................................4

1.8 Scope of the study......................................................................................................................4

1.9 Limitations of the study.............................................................................................................4

1.10 Operational definitions............................................................................................................4

CHAPTER TWO.............................................................................................................................6

LITERATURE REVIEW................................................................................................................6

2.1 Introduction................................................................................................................................6

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2.2 Theoretical Review....................................................................................................................6

2.2.1 Theory of Reasoned Action................................................................................................6

2.2.2 Social Learning Theory.......................................................................................................7

2.3 Review of Empirical Research..................................................................................................7

2.3.1 Prevalence of Pregnancy in Universities in and Policies in Place......................................7

2.3.2 Legal Protection of Students during Pregnancy and Maternity..........................................9

2.3.3 School dropout among other Problems that Result due to Pregnancy..............................10

2.3.4 University Students and Maternity Leave.........................................................................12

2.4 Literature Gap..........................................................................................................................13

2.5 Conceptual Framework............................................................................................................14

CHAPTER THREE.......................................................................................................................16

RESEARCH METHODOLOGY..................................................................................................16

3.0 Introduction..............................................................................................................................16

3.1 Research Design......................................................................................................................16

3.1.1 Survey...............................................................................................................................16

3.2 Study Population......................................................................................................................16

3.3 Sample and Sampling Techniques...........................................................................................17

3.4 Methods and Instruments of Data Collection..........................................................................17

3.5 Validity and Reliability............................................................................................................17

3.6 Data Analysis Procedures........................................................................................................18

3.7 Ethical Considerations.............................................................................................................18

CHAPTER FOUR.........................................................................................................................19

DATA PRESENTATION AND INTERPRETATION OF FINDINGS.......................................19

4.1 INTRODUCTION...................................................................................................................19

4.2 General Information.................................................................................................................19

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 4.2.1 Year of Study....................................................................................................................19

4.2.2 Current Condition.............................................................................................................20

4.2.3 Age Bracket.......................................................................................................................21

4.2.4 Place of Residence............................................................................................................21

4.2.5 Academic School..............................................................................................................22

4.3 Challenges Experienced During Nursing and Pregnancy........................................................23

4.3.1 Pregnancy related problems experienced..........................................................................23

4.3.2 Difference in Social Life...................................................................................................24

4.3.2 Impact on Education.........................................................................................................25

4.4 Coping Mechanisms................................................................................................................25

4.5 University Programs and Policies............................................................................................25

4.5.1 Presence of programs in the School that make Pregnancy more Bearable.......................26

4.5.2 Place Attended for Pregnancy and Maternal Clinics........................................................27

4.5.2 Nature of Services at the University’s Health Unit...........................................................27

4.6 Chapter Summary....................................................................................................................28

CHAPTER FIVE...........................................................................................................................29

SUMMARY, CONCLUSION AND RECOMMENDATION......................................................29

5.1 Introduction..............................................................................................................................29

5.2 Summary of Findings..............................................................................................................29

5.2.2 General Information..........................................................................................................29

5.2.3 Challenges Experienced....................................................................................................29

5.2.4 Coping Mechanisms..........................................................................................................30

5.2.5 University Programs and Policies.....................................................................................30

5.3 Conclusion...............................................................................................................................30

5.4 Recommendations....................................................................................................................31

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5.5 Areas of Further Research.......................................................................................................31

REFERENCES............................................................................................................................32

APPENDICES..............................................................................................................................34

Appendix 1: Introductory letter..................................................................................................34

Appendix 2: Questionnaire........................................................................................................35

Appendix 3: Budget...................................................................................................................38

Appendix 4: Plan of action.........................................................................................................39

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LIST OF FIGURES
Figure 3.1: Conceptual Framework...........................................................................................14
Figure 4.2: Condition of the Respondents.................................................................................20
Figure 4.4: Place of Residence....................................................................................................22
Figure 4.5: Text box on the challenges experienced.................................................................23
Figure 4.6: Availability of Pregnancy Policies and Programs.................................................26
Figure 4.7: Nature of services.....................................................................................................27

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LIST OF TABLES
Table 4. 1: Respondent's year of study......................................................................................19
Table 4.2: Age of the participants..............................................................................................21
Table 4.3: Academic school.........................................................................................................23
Table 4.4: Clinics attended..........................................................................................................27

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ABBREVIATIONS
UK United Kingdom
KCSE Kenya Certificate of Secondary Education
KUCCPS Kenya Universities and Colleges Central Placement Service
E.A Equality Act
ECU Equality Change Unit
NUS National Union of Students
KDHS Kenya Demographic and Health Survey
PSED Public Sector Equality Duty
TOP Termination of Pregnancy
CAT Continuous Assessment Tests

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ABSTRACT
The issue of unplanned pregnancy in higher institutions of learning is quite prevalent. This
research therefore seeks to study the effects the unplanned pregnancy has on the social and
academic life of students in Maasai Mara University. From the background information, the
issue in no longer a new agenda but a common problem that needs to be addressed. It therefore
does so guided by the objectives which are to identify problems experienced by pregnant and
nursing/breastfeeding students, the impact on their social and academic life, the policies and
programs offered to them by the university and enquire how they cope with their situation.
Related literature from UK, north Ireland, South Africa and Kenya is reviewed which identifies
the researchers have failed to acknowledge that pregnant and breastfeeding students face many
problems and hence they should be helped to deal with them rather than being ridiculed. The
research design used is data collection is survey which involves studying 30 students who
represent the sample of the population which were selected through opportunity sampling
procedure. Questionnaires are the instrument used which provides data that is later analyzed
through excel spreadsheet and presented in tables, graphs and charts in chapter four. Findings
shows that 90% of student’s social and academic life is impacted negatively due to the many
pregnancy and motherhood related problems. Unfortunately, the university has no programs that
help them cope with the situation. This study therefore recommends that the school need to
recognize that that is an issue like any other and hence come up with ways to help those students.

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 CHAPTER ONE
INTRODUCTION
1.1 INTRODUCTION
This chapter comprises of the background of the study, statement of the problem, objective of the
study, research questions, significance of the study, limitations of the study and scope of the
study.
1.2 Background to the Study
According to Bras, Jolly, Kenya., & al, (1993), any female can become pregnant after she has
begun ovulating which begins at puberty. This has therefore become a very common trend in
almost every university in Kenya which is mostly associated with the exposure the students are
subjected into. Therefore, they have the freedom to engage in many activities some being
beneficial for their individual growth. (Wasao, Council., & Center., (1998), affirms that it’s in
the universities that they mature into adulthood and thus they enter into relationships making
most of them sexual active. According to Division., (2009), fertility rates in Kenya have always
been high especially during the early adulthood stage with an average total fertility rate (TFR) of
4.6 children during a woman’s lifetime. Its therefore anticipated that if the fertility rate would
remain at its current level, the proportion of women within reproductive ages will grow from 48
percent in 2009 to about 51 and 55 percent in 2040 (Organization. & UNICEF., 2003). The
growth has therefore resulted to an increase in the number of pregnancies which is evident in
universities where there are usually very many cases of students who become pregnant and
eventually parents at the commencement or during their studies.
Nebel & Wright, (1993), states that in Kenya, over 40 percent of the pregnancies are unintended.
In universities however, 98 percent of the pregnancies are usually mistimed or unwanted while
the 2 percent of the intended pregnancy represents those students who are legally married or
whose parents have consent about their relationships (Staff & Hayes, 1987). The high number of
unintended pregnancy result from the unmet need for contraceptives which is highly
complimented by inadequacy of sexual education to students especially in their initial days in
universities before they begin making friends and being in relationships.
According to Cherry & Dillon (2009), pregnancy is the most beautiful thing that a woman can
experience. It marks a transition from barely being a woman to the elevated status of being a
mother which can be broadly regarded as a giver of life. The value for pregnancy in the society is

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vividly portrayed by the respects and care accorded to pregnant women. However, this is usually
not the case for women who get pregnant out of wedlock and more specifically those expected to
be studying hard to build their career. Almost all African communities view that as a taboo and
thus the children born out of that are sometimes made to suffer the consequences of their parents
(Farber, 2003). Unplanned pregnancy among students is usually received coldly as it’s associated
with promiscuity and immoral behavior especially on the girls. Ladies are therefore encouraged
to maintain their virginity status until they time the walk down the aisle. (Hayes & Childbearing.,
1987) States that circumstances are now different as young men and women are currently being
exposed to love and intimacy very early in life. The situation is therefore risky as most of them
don’t know how to protect themselves while others are ignorant or are even not familiar of the
dangers.
In universities specifically, young people tend to feel like they have attained the prime age and
thus most of them engage in sexual intercourse. One may think that students are more
knowledgeable and they would thus use protection which is mostly not the case. Living young,
wild and free is a highly adopted mentality which is instilled on innocent freshmen who are weak
and shy to resist advances made by their boyfriends who are mostly seniors (Belgrave, 2009).
Pregnancy is the next thing that follows which is received in shock and disbelief which at time
later develops into depression. At this moment, the attention of the student is diverted from
initially concentrating on studies and building their career to worries of how they will break the
news of their boyfriends and parents. According to Cherry & Dillon (2009), they are also
engulfed in shame and stigma that is likely to befall them once their friends and relatives become
aware of the news. Most of them opt for abortion regardless of the dangers as they would rather
suffer the pain than deal with the humiliation. Those who are courageous enough opt to carry the
pregnancy. However, coping with pregnancy and studies is very difficult. (Marshall & Hooley,
(2006) states that the cold stares and harsh words from classmates and the transition from a
young campus girl to becoming a mother is quite unbearable. They therefore undergo a myriad
of problems that may affect both their academics and their social life as there are currently no
systems in place that support such cases.
1.3 Statement of the Problem
The main purpose of this study is to investigate whether the social and academic performance of
a student is affected ones they become pregnant. Many universities do not seem to recognize that

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most of their students have fallen victims of unwanted pregnancies and thus they may be facing
difficulties catching up with the established system in the university thus making them lag
behind academically while some of them dropping out of school completely. (Gallagher, (2015),
has shown that there lacks correlation between performance at the O-levels and that at the
university level. In this case, students who performed exemplary well in KCSE end up having a
varying performance especially if the encountered issues that may have diverted their focus from
education for instance pregnancy. What various studies have done is failing indicate the many
factors accompanied by pregnancy that cause changes in the life of the students in terms of their
performance academically as well as socially. Pregnant students who later become mothers
therefore experience a myriad of problems which while not well handled, they may lead to a
poor social life as well as failure academically.
1.4 Purpose of the Study
The main purpose of this study is to investigate how pregnancy affects the performance of the
student both academically and socially.
1.5 Objectives of the Study
i. To identify the various problems experienced by pregnant and nursing students in Maasai
Mara university.
ii. To establish how the social and academic life of the student is affected by pregnancy and
parenthood.
iii. To enquire how Maasai Mara university management accommodate pregnant students
and the policies in place.
iv. To enquire how pregnant students, cope with activities of high demanding courses like
field ventures.

1.6 Research Questions

The following question will guide the study
i. What problems do pregnant and nursing students experience that are different from the
general problems experienced by other students?
ii. How has the social and academic life of the student been affected by the pregnancy?
iii. Are there policies in place in Maasai Mara University that guide how issues related to the
welfare of pregnant or parent students are handled?

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 iv. How do pregnant and breastfeeding students strike a balance between education and their
situation?
1.7 Significance of the Study
The research and data collected on this study will expound on the theoretical information present
on teen pregnancy and how it can be properly managed. The findings will also bring into the
limelight the many struggles pregnant students experience thus shift the focus from regarding
students as promiscuous. The findings of this study could be of help to the various stakeholders
concerned with education and well-being of humanity as follows:
1.7.1 KUCCPS
This is the university and college placement body will use this information to establish whether
the students they place in different university who later become pregnant accomplish their initial
goal of studying for their career. It will also make them aware that they should not focus on
placing students in colleges but also ensure that they achieve their purpose.
1.7.2 Higher education board
The board will use this finding to establish ways through which they can help pregnant students
continue with their studies despite being pregnant without facing severe hardship.
1.8 Scope of the study
The scope of this study will be female students of Maasai Mara University who are currently
pregnant or those that have delivered and are therefore nursing.
1.9 Limitations of the study
This study will only be limited to Maasai Mara university which is just a small university
compared to other well-established universities thus it will limit the findings and
recommendations. Some students were also not willing to give their experiences thus
information was only obtained from willing respondents. Additionally, the respondents gave
biased information as some of their experiences were quite embarrassing hence they were not
willing to expose themselves.
1.10 Operational definitions
 Unplanned pregnancy - Any pregnancy that has not been planned for or that which was
not intended to occur.
 Social performance - Means social interaction with other students as well as participation
in the extra-curricular activities of the university.

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 Academic performance - The average score in both continuous assessment tests,
assignments and end of semester exams

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 CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
For the purpose of meaningful and realistic conclusion in this study, it’s necessary to take a
closer look at similar researches done on unwanted pregnancy among students in higher
institutions of learning with reference to their general wellbeing. This chapter is therefore a
review of literature pertinent to the study with a layout of comparison and differences.
2.2 Theoretical Review
2.2.1 Theory of Reasoned Action
According to Elizabeth A. Dippel (2017), the theory of Reasoned Action attempts to explain how
(and whether) an intention to do something translates into the actual behavior. What specific
beliefs, attitudes, and norms influence the transition? What is the motivating factor? How do they
vary over time, and how can they be altered? The developers of the Theory of Reasoned Action,
Ajzen and Fishbein, contemplated that the desire or the intention of an individual to act in a
certain manner is a product of choice from various aspects or variables. At some aspects, the
proprietors of the theory proposes that a pregnant teen has clearly understood alternatives which
are to decide to have the baby or not. If they decide to give birth, they can bring it up themselves
or give it away for adoption. In fact, though, he suggests that the options are more complicated
— and that a more specific description and understanding of options can in turn help teens and
those who work with them explore their options more constructively. Instead of the either/or
view, the author suggests these four choices once a teenager has decided to go ahead with a
pregnancy. They include raising the child as a single parent, with the father of the child or
seeking help from the parents or either of her relatives (Kenyon, 2013). The author believes that
the Theory of Reasoned Action will help professionals who work with teens understand the
decision-making process that teens go through as they contemplate different pregnancy
outcomes. To comprehend better and have well defined options may call for i8nclusion of better
counseling techniques to ensure that they make right decisions that have been analyzed critically
reasonable, and consistent with the adolescents' overall future goals." The same criteria can also
site out and indicate how the teenager views the future obstacles that may occur and how they
can be dealt with. Pregnant teenagers that are going through a similar situation deserve to be

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supported and offered compassion as they take the "reasoned action" that best fits their unique
situation.
2.2.2 Social Learning Theory
Social learning theory is analyzed to identify the gap and give light in explaining under what
conditions or processes adolescent pregnancy and childbearing influence a sister's tendency
toward adolescent childbearing. Social learning theory gives explanation on how siblings take
roles in socializing each other in that the young ones look after the older ones to learn some of
the life practices (Rotter, Chance, & Phares, 2015). Some of that socialization may be negative
whereby a younger sister may accept premarital sexual intercourse because their elder sister did a
pathway to achieve adult status. Sexuality theorists and researchers have made full and
continuous use of social learning theory in the categories of development of sexuality, adolescent
sexuality and contraception, health related sexual behavior and models of coercive sexual
behavior.
2.3 Review of Empirical Research
2.3.1 Prevalence of Pregnancy in Universities in and Policies in Place
Cases of pregnancy in higher institutes of education is a very common thing worldwide. Most of
these institutions for instance in the UK have come up with programs and policies that offer
support to their staff in times of pregnancy and those with motherhood responsibilities. Gallagher
(2015), states that previous research however indicates that it’s, surprising that most of this
universities lack specific policies that support pregnant students. It’s the responsibility of these
institutions to ensure that students have positive experiences in campuses and thus calling for the
need to address the situation of pregnant students. According to Williams-Wheeler (2004),
universities in the United Kingdom have reported a drastic demographic change in the student
population in terms of increase in mature and part-time students. Therefore, possibilities of
children being pregnant or becoming mothers during their period of study is high. Marshall &
Hooley (2006), affirms that the Equality Act 2010 is a legal implication that requires every
institution of higher learning to ensure that pregnant students or those that are breast-feeding are
not discriminated against. It dictates that institutions have to countercheck and upgrade the
manner in which they deal with pregnant students or who have just given birth. Notably, this
comprises of coming up with programs that support them and ensuring that the facilities meet the
needed criteria requirements of the students as well as addressing issues for instance dealing with

xix
pregnancy related absence, when students can return to studies and the practicalities of sitting
exams.
There are therefore many governmental and non-governmental bodies for instance Equality
Change Unit (ECU) has come up with a simplified plan on how pregnant and maternity students
can be supported (Raskin, 2008). The plan is easy to follow and helps institutions act as per the
requirements of the act in ensuring that students are not discriminated against or get into a
situation where they cannot continue with their studies due pregnancy and maternity. Such
efforts are already being put into action for instance in the University of Birmingham which has
begun taking count and monitoring the number of students who are pregnant, those that have
recently given birth or have dependents in seeing to that their needs can be met effectively.
A research carried out in South Africa by the National Union of Students (NUS) sought to
investigate the experience of students with children in further and higher education and revealed
that 59 per cent of respondents who had been pregnant while studying did not feel supported by
their college or university. According to Rosemary Mamhute (2017), there are additional
problems that pregnant students tend to experience including being forced to withdraw from their
course, taking a much longer time to complete their courses after delivery than they would have
maybe due to hindrances to sit for exams. Many students become pregnant such that it’s unclear
to establish the exact number. Among the 2000 people interviewed by NUS, 20 of them feel
pregnant during their period of study and there is a possibility that the numbers might increase
since there is a correlation between increase in age and the possibility of a student giving birth
especially in Scotland and European countries. Studies done in South Africa reveal that 30
percent of beginning female students are over 25 years (sourced from the Heidi information
system). Due to the increased shift in number of old there is a likelihood of increase in cases of
pregnancy during periods of study.
In Kenya, the trend has increased at an alarming rate whereby girls are being married at a very
early age. The prevalence is high in the Nyanza and coast region as well as some parts of north
eastern. The situation has become even more prevalent in universities and colleges which leaves
Kenya being at the top of nations with the highest number of adolescent pregnancies globally.
All these pregnancies are unintended and thus are usually mostly not planned for (GICOBI,
2013). The 2003 Kenya Demographic and Health Survey (KDHS) showed that nearly 50% of
unmarried women aged 15–19 and 45% of the married women reported their current pregnancies

xx
as mistimed or unwanted. The 2008–09 KDHS showed that 43% of married women in Kenya
reported their current pregnancies were unintended. Unintended pregnancy is one of the most
critical factors contributing to schoolgirl drop out in Kenya. Up to 13,000 Kenyan girls drop out
of school every year as a result of unintended pregnancy. Unsafe pregnancy termination
contributes immensely to maternal mortality which currently estimated at 488 deaths per 100 000
live births. In Kenya, the determinants of prevalence and determinants of unintended pregnancy
among women in diverse social and economic situations, particularly in urban areas, are poorly
understood due to lack of data. This paper addresses the prevalence and the determinants of
unintended pregnancy among women in slum and non-slum settlements of Nairobi.
2.3.2 Legal Protection of Students during Pregnancy and Maternity
According to Farber (2003), the Equality Act 2010 significantly strengthens legal protection for
students (including applicants to higher education) during pregnancy and maternity in England,
Scotland and Wales. The Act considers pregnancy and maternity to be a protected characteristic
and prohibits discrimination on these grounds. Section 17 of the Act expands the protection from
discrimination on the grounds of pregnancy and maternity, which already exists for women in
the workplace and vocational training, to women outside the workplace. In doing so, the Act
specifically mentions the higher education sector. Under the Act, discrimination can occur
against a student because of her pregnancy or because she has given birth if:
i. The student is treated unfavorably because of her pregnancy within 26 weeks of the day
of giving birth the student is treated unfavorably because she has given birth; this also
applies in cases of miscarriage, still birth and neonatal death provided more than 24
weeks of the pregnancy has elapsed
ii. The student is treated unfavorably because she is breastfeeding and the child is less than
26 weeks old; if the child is more than 26 weeks old, unfavorable treatment because of
breastfeeding is likely to constitute sex discrimination
According to Landau & Beigbeder (2008), the protection afforded due to pregnancy and
maternity is narrower than other protected characteristics under the Equality Act 2010.
Consequently, there is no protection afforded for discrimination that occurs by being associated
with someone who is pregnant or in a period of maternity, or being perceived to be pregnant or
in a period of maternity. However, if a woman’s partner is treated unfavorably because of her
pregnancy or because she has given birth, this may constitute sex discrimination. Under the Act,

xxi
it is unlawful for HEIs to discriminate against applicants and students in relation to admissions;
the provision of education; access to any benefit, facility or service; and disciplinary
proceedings. The protected characteristic of pregnancy and maternity is included in the public-
sector equality duty (PSED) of the Equality Act. The PSED requires HEIs to have due regard to
the need to:
i. eliminate discrimination, harassment, victimization and any other conduct that is
prohibited by or under the Act
ii. advance equality of opportunity between people who share a relevant protected
characteristic and people who do not share it
iii. foster good relations between people who share a relevant protected characteristic and
people who do not share it
In Northern Ireland, protection for students in higher education from discrimination on the
grounds of pregnancy and maternity is limited. Under the Sex Discrimination (Northern Ireland)
Order (SDO) 1976, only students in vocational training are protected from discrimination on the
grounds of pregnancy and maternity. Vocational training is not defined under the SDO (1976),
with the exception of the provision that ‘it is any training which would help fit ... [a person] for
any employment’ (SDO, 1976). However, HEIs in Northern Ireland have obligations under
section 75 of the Northern Ireland Act 1998 to promote sex equality. While pregnancy and
maternity are not listed explicitly in the legislation, they are seen as being covered by the sex
equality provisions.
It’s sad that pregnant students in universities do not seem to get any recognition or even
advanced help during their pregnancy in universities. According to Lawrence IkamariEmail,
(2013) most health units available in universities do not offer maternity services and that students
have to look for maternal services outside the school premises. This has been motivated by the
African culture which dictates that any female should abstain and is only allowed to give birth
after marriage. What most universities fail to acknowledge is that most of these students are
married and that they deserve good maternal services from the school.
2.3.3 School dropout among other Problems that Result due to Pregnancy
Hayes & Childbearing (1987), states that people have always held the notion that unwanted
pregnancies and dropping out of school among teenagers is only assciated with high school
students. Nevertheless, this classification is inclusive of students in high institutes of learning

xxii
above 20years and thus calling for the need to carb the high rate of pregnancies and ensure the
students remain in school. Recently, a campaign has been launched that seeks to prevent teen
pregnancies and nay forms of unplanned pregnancies. It was brought up by a nonpartisan group
to Capitol Hill, touting statistics about unplanned pregnancies at community colleges before
educators and legislators in hopes of inspiring those at two-year institutions to help prevent these
pregnancies among their students. The latest news that have been brought forth by the group
indicate that 60percent of students who get pregnant while in school end up dropping out before
completion of their courses. This dropout rate if very high compared to those students that did
not have children during their period of study by 64 percent. On the whole, 48 percent of all
community college students “have ever been pregnant or gotten someone pregnant.” Though
unintended or unplanned pregnancies are traditionally seen as an issue of concern for teenagers
in high school, officials from the National Campaign argue that concentrating on the country’s
community colleges is likely the best way to slow this trend as more and more women at risk of
having an unplanned pregnancy are now attending these institutions (Rötzscher, 2008). It may
come as a surprise but most unplanned pregnancies are not to teen but to married women in their
20s. Statistics show that seven in 10 pregnancies among single women in their 20s are
unplanned. The growing number of these are usually students from colleges and universities. It’s
recommended that sex education be encouraged and spearheaded at the college level. This is
easy since talking about sex at the college level is different from talking about it in high school.
Notably, this is because moral and political debates that often divide parents are often prevalent
now that the students being addressed are now legal adults.
South Africa has been having very many cases of teenage pregnancies particularly among the
black people. The various researches conducted shows that childbearing at an early age is a
common thing especially in the rural areas but occurs less in urban areas (National Department
of Health, 2002). Adolescents tend to have a high drive towards sexual activity while they are
not keen about the use of contraceptives hence leading to many pregnancies among the youths.
In South Africa the incidence of teenage pregnancy is escalating and a third of all pregnancies
occurred in women under the age of nineteen years (Department of Health, 2002). According to
a study conducted by Kaufman, De Wet and Stadler (2001), 25–35% of 20-year-old girls in
South Africa at least has one child or may have delivered but the child died. Globally, the highest
percentage of unplanned pregnancies arise between the age bracket of 15 years and 29 years.

xxiii
Nevertheless, even though there are many well established method of birth control which are
offered free of charge to public clinics and hospitals, cases of unplanned pregnancies are high.
There is also the provision of termination of pregnancy that is legal even though it’s not properly
utilized by the young people as the problem of unplanned pregnancy continue to rise (Zungu L.I.,
2009). In Kenya as well, most pregnant student nurses encountered academic problems as a
result of their pregnancies, and they also delayed seeking antenatal care services which
predisposed them to pregnancy related complications. The authors recognized the need to
promote the utilization of reproductive health services by student nurses so that they can promote
the availability and utilization of such services to their clients, and plan their own pregnancies.
2.3.4 University Students and Maternity Leave
Belgrave (2009) proposes that the issue of pregnancy among teacher trainees in Kenyan training
colleges and universities is a thorny one. In many countries, pregnancy is not tolerated among
college students and more so in teacher training institutions. Raskin (2008), states that this may
be because it is often perceived to be inappropriate for a teacher trainee to be pregnant ostensibly
due to the rigors of the training course. In reality, in many African cultures women are expected
to subordinate their needs and desires to those of their children and families and thus motherhood
is seen to take precedence over academic pursuits. Thus, they are expected to be at home taking
care of their families and if they choose to go to college, then they have to grapple with the roles
of motherhood and being a student without much support from society. Nevertheless, college
students are often mature students at their prime childbearing age of 20s to 30s. Some of them
are married and would like to have children and at the same time pursue their academic goals.
The fact that some of the pregnancies are often unplanned cannot be wholly ignored (Gallagher,
2015). In a study to examine contraceptive attitudes and demographic characteristics among
female college students, found that college women aged between 20 and 24 have one of the
highest rates of unintended pregnancies due to lack of contraceptive use and unsafe sexual
practices. This is despite the assumption that college students have sufficient knowledge of the
risks of unprotected sex.
Since the likelihood of students having a child while at college is no longer in doubt, the question
we need to answer is how pregnant students or those with babies can be accommodated by their
respective institutions of higher learning (Zungu L.I., 2009). In many other countries, especially
in the developing world, there is no official maternity leave for pregnant college students nor is

xxiv
there any policy guiding how they should be treated. In most cases, the student is sent away for
one year or any period of time as determined by the individual institution. In such situations,
some students opt to drop out altogether and thereby let go of their academic goals. In countries
or in specific colleges with pregnancy policies in place, maternity leave is often granted for the
duration of one year meaning that the student resumes their course at the same time they break
off in the subsequent year.
2.4 Literature Gap
A wide selection of literature acknowledges that pregnancy in high institutes of education is a
big elephant since it’s during that stage when women a very fertile as it’s during their 20s.
School administrations are aware of the situation as well as government representatives. The
problem is that it’s now seen as a common practice in that it’s no longer taken with high
intensity. In Kenya where people still hold strongly the African belief and the need that a woman
should abstain until they attain the needed age for marriage and become sexually active.
Therefore, they face ridicule as they are seen as a representation of immorality hence the
government and the society does not seem to care about their needs. The variety of research
specifically in Kenya seem to give statistics of the increased number of pregnancies in
institutions of higher learning. How, very few of them have acknowledged that pregnant and
nursing students faced additional problems besides what is experienced by a normal student.
Therefore, the society is yet to acknowledge that the current generation is now very enlightened
and that they are more likely to venture into activities that were in past regarded as a taboo in the
past at a very early age. Hence, it calls for the need to acknowledge that pregnant and nursing
students who go through a very hard time and thus institutions have to develop policies that will
help in addressing the needs associated with pregnancy. The gap in the literature is that many
researchers fail to acknowledge that pregnant students undergo severe problems and that they
should be helped to cope with the situation rather than be ridiculed. management in higher
institutions need to come up with ways through which they can help the students keep up the
pace of other students beating in mind that they encounter an additional financial burden as they
need to provide for the child upon delivery as well as cover up the time taken as they take care of
their babies. Unwanted pregnancy is therefore a problem like any other and should be dealt with
in the right way.

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2.5 Conceptual Framework
Independent valuables dependent valuable
Morning Sickness

Maternity Leave Low grades

Poor social life

Nursing Period

Parental responsibility

Figure 3.1: Conceptual Framework

Source: Own Conceptualization (2018)
Morning sickness
Just like any other sickness, morning sickness which is a reaction to the increase of pregnancy
hormone is likely to affect the normal functioning of a person. Symptoms like nausea and
vomiting many occur for short periods or even persist throughout the day. Therefore, when a
student goes through such experiences, they are more likely to miss their classes which on the
other hand may affect their overall grade in the unit not attended. Due to the sickness, they could
also fail to sit for CATs or main exams hence affect their score. They also tend to concentrate on
themselves and thus fail to interact with others affecting their social life.
Maternity leave
Once the pregnancy is due, giving birth is inevitable.at the time student will definitely not attend
classes or any other academic related activity. They therefore miss out on crucial remarks from

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the lecturer that could be essential in the examination whereby failure to include it leads to low
scores.
Nursing period
A new born need to be taken care of and be well fed. The parent therefore shifts all her attention
to the child which may result to them neglecting their other responsibilities and duties. Education
could be one of the neglected aspect which is significantly affected.

Parental responsibility
Besides being a student, another responsibility of being a parent is added. The student has to look
for ways to not only feed the child but also provide clothing and shelter for them. They are
therefore forced to take up other chores and jobs for them to at least get an extra coin to sustain
herself and the child especially when she is bringing up the child single handedly.

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 CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter discusses the research design, population, sampling techniques, and data collection
procedures and data collection tools. It also discusses the method of analyses or the techniques to
be used to analyses data.
3.1 Research Design
A research design is a set of methods and procedures used collecting and analyzing measures of
the variables specified in the research problem (Creswell, 2014). A good design integrates the
different components of the study in a coherent and logical way thereby ensuring that the
problem is properly addressed. This research will use survey research design.
3.1.1 Survey
According to Gorard (2013), survey involves the aspect of sampling and studying a small portion
of the population instead of studying the whole population which is impractical and not
economical. From the sample, we contend that the conclusions we infer from the sample can be
the ones that could be obtained from the population. The sample shares similar characteristics
with the entire population which is later generalized to be a representation of the entire
population. Survey method includes instruments or procedures that ask one or more questions
that may or may not be answered. A single survey is made of at least a sample or a full
population in case of a census, a method of data collection e.g. a questionnaire and individual
questions or items that become data that can be analyzed statistically. A single survey may focus
on different types of topics such as preferences for instance for a presidential candidate,
opinions, behaviors or factual information depending on its purpose. The success of survey is
always dependent on the representatives of the sample with respect to a target population of
interest to the researcher. The target population can range from general population of a given
country to specific groups of people within there. This research therefore will use the survey
method whereby it will sample out a few students in Maasai Mara University who are pregnant
or who have given birth.

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3.2 Study Population
The target population include female students in Maasai Mara University who have conceived as
well as those have given birth during their period of study. This includes both those that have
been residing in the campus hostels as well as those that have rented outside the school. Maasai
mara university management does not offer accommodation for breastfeeding students or those
with toddlers and thus the study will focus on those nursing students who reside outside the
campus. The farthest students live at most 3 kilometers from the school and thus it will be easy
access every participant individually. This population is appropriate for this study because they
have personally experienced how being pregnant and having to take care of a baby has affected
their lives both academically and socially bearing in mind that they are still young and thus they
may not have matured to handle complex responsibilities.
3.3 Sample and Sampling Techniques
This study will include a sample size of 30 students. The sampling technique to be used will be
opportunity sampling which is based on convenience. This method uses people from the target
population available at the time and are willing to take part. It involves asking members of the
population if they are interested in taking part in the research. I decided to use this method
because most pregnancies among students during their period of study was accidental and thus
most of them have not come to terms with it and have not accepted the actual situation.
Therefore, they may not be willing to talk about it. The advantage of this method is that it’s a
quick and easy way of choosing a sample. On the other hand, it may not provide a representative
sample and could be biased.
3.4 Methods and Instruments of Data Collection
The instrument of data collection will be a questionnaire. A questionnaire is a research
instrument consisting of a series of questions for the purpose of gathering information from
respondents (Jupp & Sapsford, 2006). Questionnaires are advantageous in that they are cheap
and do not require as much effort from the questioner as verbal or telephone surveys. Their
answers are often standardize which makes it simple to compile data. The questionnaires to be
used in this study will include both open ended and close ended questions. The participant will
be restricted in some questions but will also have the chance to express themselves in some
instances.

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3.5 Validity and Reliability
The validity of an instrument is its ability to measure what its intended to measure. The content
validity of the questionnaire in this case is that it uses logical reasoning and thus it’s easy to
apply. Validity will also be enhanced by ensuring that the questionnaire covers a representative
sample of the domain of the aspects measured. With proper structured questions, it will cover the
full range of issues or problems being measured. Additionally, each question on the
questionnaire must have a logical link with the objective. With the content validity, the coverage
of each issue should be balanced and each aspect that is being measured should have similar and
adequate representation in questions. Therefore, a questionnaire with well-structured questions is
reliable to collect the needed information required for the entire research.
3.6 Data Analysis Procedures
Data collected will be analyzed through data coding whereby numerals will be assigned to
responses through a limited number of categories. Coding is a step where the collected data is
translated into values suitable for computer entry and statistical analysis. This method is meant to
summarize and reduce data attempting to represent the essential information. Therefore, data
coding will be through the use of Excel spreadsheet. The analyzed data will later be presented in
summary form through the use of tables and figures.
3.7 Ethical Considerations
This study seeks to uphold human dignity by ensuring that the rights and privacy of participants
are highly upheld. Therefore, the ethical consideration that will be keenly observed include
obtaining full consent of the participant prior to the study and ensuring that there is protection of
the privacy of research participants. Additionally, there will be adequate level of confidentiality
of the research data as well anonymity of individuals that will be participating in the research.
Additionally, this research will strive to avoid any type of misleading information as well as
representation of primary findings in a biased way.

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 CHAPTER FOUR
DATA PRESENTATION AND INTERPRETATION OF FINDINGS
4.1 INTRODUCTION
This chapter presents data findings obtained from 30 questionnaires completed by pregnant and
breastfeeding students in Maasai Mara University. The purpose of this study was to identify he
impact the pregnancy had on their academic performance as well as their social life. The data
obtained from the questionnaire was statistically analyzed by the use of Excel version Microsoft
office program. The data is presented according to the sections of the questionnaire which were:
general information, challenges experienced during pregnancy and nursing, coping mechanisms
and university programs and policies.
4.2 General Information
This section of the questionnaire covered the respondent’s year of study, their age bracket, their
status at the time i.e. whether pregnant or breastfeeding, where they reside and their academic
school. Though not a major focus in the study, the personal information helped contextualize the
findings top understand how differently each student experience the pregnancy period and deal
with the challenges that occur.
4.2.1 Year of Study
The respondents were asked about their level of study. Table 4.1 represents their years of study
and the participants represented.
Table 4. 1: Respondent's year of study
YEAR FREQUENCY PERCENTAGE
1ST YEAR 2 7%
2ND YEAR 5 17%
3RD YEAR 7 23%
4TH YEAR 15 50%
TOTAL 30 100%

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Fourth year students had the largest number of respondents taking up 50%. This was due to
happen because it’s currently the largest group in the university. The third years, second years
and first years took up 7%, 17% and 23% respectively.
4.2.2 Current Condition

current condition

27%

73%

pregnant Breatfeeding

Figure 4.2: Current Condition of the Respondents

Most participants had already given birth and were breastfeeding hence taking up 73% of the
study. It was easier to approach more nursing students since they had already come into terms
with their situation and accepted the responsibility of motherhood compared to pregnant students
who most were in shock and were not ready to talk about it hence being in less number and
taking up 27%. Most mother students stayed with their children while still studying while some
had left their children home to other caretakers. This study however generalizes all of them based
on the assumption that they at one time had pregnancy responsibilities while in school.

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4.2.3 Age Bracket
Figure below indicates the age bracket of participants
Table 4.2: Age of the participants
Age Frequency percentage

18-20 4 13%

21-23 14 47%

24-26 8 27%

Above 26 4 13%

Total 30 100%

Knowing the age bracket of the participants should indicate whether the individuals were mature
enough to handle a pregnancy and deal with motherhood in the right way. It gives an insight of
how enlightened one can be regarding issues of caregiving and parenthood.
Table 4.2 indicate that of the 30 participants, most of them fell pregnant or began parenthood
between the age of 21 and 23 years. It’s important to study the age in order to establish whether
the students were old enough to bear the responsibilities of motherhood. The participants were
between 18 and considerably 27 years thus indicating they are just young adults and may not
have been readily prepared for pregnancy. The study had many participants between the age of
21 and 23 who took up 47% most of them being fourth year students. The second highest age
bracket was age 24 and 26 with 27%, age 18-20 and above 26 years both had 13%.
4.2.4 Place of Residence
This question aimed at identifying where the pregnant and nursing students lived which would
help is weighing the burden experienced by them bearing in mind that rental houses around the
campus are quite expensive compared to the accommodation cost of campus hostel.

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 Place of Residence

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%
campus hostel rental house

Figure 4.3: Place of Residence

Only, 10% of the respondents resided on campus hostel and were pregnant at the time. 90% of
the participants had rented outside the university premises. This was expected because the school
does not offer accommodation to nursing students on the basis that the children would be a
disturbance to other students. Additionally, hostels in the campus are structured to hold a
maximum of 4 occupants and thus it would be illegal if there was a 5 th party residing in one
hostel room. These means that students residing in rental houses underwent extra costs due to
house rent.
4.2.5 Academic School
This section sought to indicate whether there were pregnant and nursing students taking complex
and engaging courses that were quite engaging.

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Table 4.3: Academic School
Academic school frequency Percentage

Arts and social sciences 6 20%

Business and economics 5 17%

Science and information sciences 3 10%

Tourism and natural resource management 6 20%

education 10 33%

The purpose of this information was to determine some of the courses studied that are quite
demanding. The school of education recorded the highest participation of 33%. The school of
arts and social science, business and economics, science and information sciences, tourism and
natural resources had, 20%, 17%, 10% and 20% respectively. The school of science and
information sciences is one of the school with very demanding courses as well as the school of
education which also has courses that have very many units in a semester and may require a lot
from a students.
4.3 Challenges Experienced During Nursing and Pregnancy
This sections consisted of four questions enquiring how different their social and academic life
was during the time of pregnancy and motherhood compared to how it was before that. It also
enquires about the challenges they experienced during the time that would have affected their life
in one way or another.
4.3.1 Pregnancy related problems experienced

Most participants stated that their biggest challenge was that

they was ever stressed since the pregnancy came as a surprise
to them. It was accelerated by financial problems and as if
that was not enough, the pregnancy was accompanied by
other health problems like morning sickness which occurred
almost the whole day.

Figure 4.4: Text box on the challenges experienced

This question was asked to establish whether the respondent experienced additional problems
besides the normal problems experienced by other students who are not pregnant. 80% of the

xxxv
respondent reported of being excessively stressed since they had not initially planned of being
pregnant. They became more worried about their self-image and how the society and other
students judged them. Therefore, pregnancy was an additional responsibility besides education
and they were quite young and thus reported to having inadequate knowledge on parenting.
Additional stress resulted from the fear of how they would break the news to their parents and
guardians. Other respondents reported that the fathers to their children were not willing to take
responsibility. They did not therefore have a choice but take the burden of taking care of their
children solely. They therefore found themselves missing many lectures and would only copy
notes from other students.
Another challenge experienced was health issues. Morning sickness was a major challenge
whereby most of them reported of missing the morning lecturers almost every day. Two of the
respondents reported of having failed to sit for a continuous assessment test and has since then
been trying to get the lecturer to give her a special exam. Three of the respondents had a risky
pregnancy and were advised to be on bed rest the entire pregnancy. Therefore, they were forced
to defer their studies for a period of time. They stated that it was problematic for them to catch
up after they resumed as there are was a mix up of units between years in some academic
schools. They therefore found themselves retaking a unit and are hence not sure what the
outcome will be when graduation time comes.
Financial problems is also a major challenge especially experienced by parenting students. They
have an added responsibility of not only taking care of themselves but ensuring their children are
well fed and clothed. Most respondents reported of having financial problems even before they
became pregnant which accelerated with the pregnancy as they had to attend clinics and prepare
for the baby. According to some, the problems would not have been that severe if their
boyfriends could have agreed to support them and thus, they would share responsibility and
make the situation more bearable.
4.3.2 Difference in Social Life
80 percent of the participants reported that their social life was affected negatively as they ended
up losing most of their friends. Their circle reduced and thus they did not have many people to
associate with. None of the participant reported to have participated in the school’s extra-
curricular activity during their pregnancy and parenting period. They indicated that they had
more responsibilities to take care of and thus wouldn’t get the time to participate in other

xxxvi
activities. 70% of the respondents reported to have withdrawn from various university
organizations and associations that they had previously been devoted members. The general
reason behind this was that most of them had the feeling that their peers ridiculed them. They
were also not very active and thus they wouldn’t be competitive enough to keep up with the pace
of their peers.
However, few participants reported that their social life wasn’t any different. Most of them had
kept a low profile since the beginning in that they had few friends and were not active members
of any associations in the university. They therefore just continued with their normal life and
never experienced any significant difference.
4.3.2 Impact on Education
80% of the respondents admitted that their attention had been shifted from education as they had
other responsibilities to take care of. Therefore, they ended up not attending most of their classes
and missing deadlines for assignments. Therefore, they recorded instances of missed marks
hence resulting to a general poor performance. Due to absenteeism, 10% of the respondents
admitted that they were not even aware of dates when continuous assessment tests were
scheduled and deadlines for assignments. Others failed to update their notes and hence missed a
lot of information that was crucial especially for the main examination. For the period when they
were pregnant or nursing, their education life was negatively affected and thus they could not
maintain their grades.
4.4 Coping Mechanisms
This section sought to establish how the participants dealt with their situations and how they
managed to deal with both their academic and social life while at the same time dealing with
pregnancy and motherhood. 70% of the participants reported that it was quite hard to strike a
balance between class work and other responsibilities that had come with pregnancy and
parenting. However, those who could afford employed nannies whom they would leave the
children with and attend classes. Those who wouldn’t afford a full time nanny took their children
to daycare which had an approximate charge of ksh100 in a day. Additionally, some were lucky
enough to have their siblings or relatives come live with them and as a result, they were relieved
of some duties and had time to study. Pregnant students had no choice but to strain themselves
and attend their classes even though they didn’t have the will to.

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4.5 University Programs and Policies
The respondents were asked to give their opinion on whether the university and special way of
handling pregnant and breastfeeding students.
4.5.1 Presence of Programs in the School that make Pregnancy more Bearable

Availability of pregnancy policies and programs

10%

90%

Not available Available

Figure 4.5: Availability of Pregnancy Policies and Programs

90% of the participants stated that the university completely lacks any special program to support
pregnant and nursing students. They explained that the university does not even seem to
recognize that some students are pregnant and that all departments treat all students the same.
10% of the participants however reported that they received special treatment in the catering
department as they dint have to queue like other students in the mess. Additionally, they were
also offered first priority at the health unit. Some nurses were even kind enough to offer them
advice on how to manage their pregnancy and their babies and were given supplements like folic
acid. The only well-established program that was acknowledged by many participants was the
willingness of the university administration to allow pregnant students who cannot cope with
education at the time to defer their studies for a period of time.

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4.5.2 Place Attended for Pregnancy and Maternal Clinics
Table 4.4: Clinics attended
clinic frequency percentage

University health unit 3 10%

District hospital 22 73%

Private clinic 5 17%

TOTAL 30 100%

The respondents were required to identify where they had attended their clinics which indicate
that 83% of them preferred district hospital. They high number was due to the fact that there
were free services offered. Additionally, the hospital has adequate facilities as well as proper
services at the maternity wing. The 17% that attended private clinics were probably looking for
more quality services and had money to finance the high cost that is usually experienced in
private clinics. Amazingly, only 10% of students who attended their clinics in the university’s
health clinic. One of them reported that it was not actually a clinic but had gone to seek
medication for a different sickness hence ended up having pregnancy examination. This can
however been interpreted that students do not actually have an idea that the health unit offers
maternal services or there are no such services at all.
4.5.2 Nature of Services at the University’s Health Unit

The health unit lacks resources to offer

pregnancy and maternal services.
Family planning is its only reproductive
service.

Figure 4.6: Nature of services

This question did not get enough answers as only 10% of participants used their services.
However, those who did reported that the university’s health unit lacks an elaborate maternal
health system. Their only service in reproduction is on family planning which they provide for
free even to non-students. The clinic does not have maternity services and thus in case a student

xxxix
fell into labor at the wee hours of the night, all they can do is use their ambulance to felly the
patient to the district hospital. The university therefore generally does not acknowledge the fact
that students give birth during their period of study and thus they have not devised any special
services for them.
4.6 Chapter Summary
This chapter represents all the data collected from the 30 questionnaires in the order in which the
questions appeared. It also gives an interpretation of it to enable easy understanding of the
reader. The general information section sought to identify the respondent in terms of their year
of study, their age bracket, their status and their places of residence. Many respondents were
fourth years who took up 50% of the sample. 73% of the respondents were breastfeeding or
nursing while 27% were pregnant. The high number of breastfeeding students was interpreted to
mean that they had accepted their situation and were more willing to share their experience
compared to the currently pregnant students. Participants were mostly between the ages of 21-23
which is mostly the age of majority students in the university. Among the 30 participants, 90% of
them resided outside the campus in a rental house since the school does not accommodate parent
students. The 10% that resided in the university hostel were pregnant. Participation from
different academic schools was evenly distributed with the school of arts and social sciences
taking up 20%, business and economics had 17%, 10% from the school of science, 33% for
tourism and natural resource management while the school of education had the highest
representation of 33%.
All participants reported of experiencing challenges during the period of pregnancy and
parenting. Most of the challenges experienced include stress, health problems, financial struggles
and societal ridicule or stigma. Their social life was also negatively affected as most of them lost
friends and faced ridicule from their peers and parents that made them isolate themselves. The
participants also reported of having experienced an impact in their academics whereby their
performance was low compared to how they fared in the past. To create a balance between
parenting and school, some had caregivers while others took their children to day care. 90% of
the students admitted that the school lacked any programs and policies that catered for pregnant
and breastfeeding students. The only reproductive programs available were on family planning.
Of all the 30 participants, 73% of them attended their clinics in the county district hospital. Only
10% visited the university health unit. On further enquiry from the 3 individuals, they only went

xl
because they had other complications besides pregnancy. They however regarded the services at
the health unit to be poor as the unit lacked health facilities that would provide maternal care.
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATION
5.1 Introduction
This chapter presents a discussion of the findings from the data collected. It also gives a
conclusion of the entire project and ends with recommending on areas that need further study or
improvement.
5.2 Discussion of Findings
The discussion of the findings is represented in the order which it appears on the questionnaire in
regard to the set objectives of the study which include general information of the participant in
terms of their age, their status, their place of residence their academic school. It’s also inclusive
of the challenges experienced, their coping mechanisms and also how the programs and policies
in the university.
5.2.2 General Information
The study had participants from all years of study but had the highest representation from the 4 th
years by 50%, followed by 3rd years with 23% and least being 1st and 2nd years 7% and 17%
respectively. 73% of the participants were parents already while 17% were pregnant at the time.
The study had participants between the ages of 18 to considerably 27 years. All
breastfeeding/nursing students resided outside the campus while only 10% of the pregnant
students were staying in the campus hostel. All academic schools were evenly distributed with an
average of 3 students from each academic school.
5.2.3 Challenges Experienced
90% of the participants reported of being overly stressed due to the outcome of events. They also
faced financial problems, health issues and stigma which made it hard for them to concentrate in
their studies. Their social life was equally negatively affected as they lost most of their friends.
Their families did not also take the news very well. The findings are therefore in line with the
literature from nursing school in South Africa which indicate that there is an increased number of
pregnancy cases among students in the university. And therefore since they are still young and
do not have much knowledge and parenting as well as lack financial freedom, they tend to lead a
much harder life hence affecting their academic performance as well as their social life. They

xli
perform poor in class since their attention is now drifted. While some of them look for means to
earn income, they have a less exposed social life as they lose most of their friends.
5.2.4 Coping Mechanisms
To cope with the situation and the added responsibility, some hired house helps or took their
children to day care in order to create time for them to study. 56% of the participant got help
from their families where their parents and relative helped in raising their children. However,
20% of them never had any help and thus they were forced to forego education by deferring their
studies for a period of time to take of their children. This concept relates to the theory of reason
action whereby when a student makes the decision of carrying a pregnancy to term and raising
the child, they may seek help from either the parents or relatives, the father of the child or raise
them single handedly. In this case, most of the parenting students never had help from the father
of their children. They therefore took their children to day care at a cost. Others sought help from
roommates which was not much convenient as the roommates are also students.

5.2.5 University Programs and Policies

From the data collected, the university lacks well established programs and policies that make
the life of pregnant and breast-feeding students more bearable in the university. The only known
program which is not restricted to pregnancy but can be offered in any other special case is
deferment programs. In case a student is not able to continue studying while in the condition,
they are allowed to halt their studies for a period of time then resume later. This information
relates to the literature from higher institutions of learning in UK whereby there are reports that
there are policies in place that offer support to staffs who have pregnancy and parental
responsibilities. They are therefore coming up with policies that focus on students and make their
situation much bearable.
5.3 Conclusion
Based on the findings, the study concludes that:
Unplanned pregnancy among students during their period of study is a prevalent thing that is
present in almost every higher institution of study. It can affect any female student in any year of
study regardless of their age or academic school. The affected students experience many
additional problems besides those that face other students which may even make them dropout of
school or even lag behind in their studies due to poor performance.

xlii
The study also concludes that these students are not offered enough help to enable them cope
with their situations and they have to look for cheaper options even though they are not effective.
Their social life is also affected which results to low self-esteem and denial that may lead to poor
parenting practices that negatively affect their children.
Additionally, this study concludes that Maasai Mara University does not recognize issues of
pregnancy among female students. Therefore, it lacks maternal services in its health facility
hence making students seek help from the Narok district hospital.
5.4 Recommendations
Based on the research finding and the conclusions made, this study makes the following
recommendations:
1. The university should come up with programs that supports pregnant and nursing students in
making their lives more bearable.
2. The university need to develop accommodation facilities that are children friendly whereby
nursing students can live.
3. The university’s health unit need an upgrade whereby it should start offering pregnancy and
maternal services which can be accessed by the students.
4. Counselling programs in the university should offer help to pregnant students in helping
them cope with their challenges.
5. The university welfare system should follow up cases of pregnant students to ensure that they
are in a position to actively carry on with their studies.
5.5 Areas of Further Research
More research should be conducted in the following areas:
a) What responsibilities do the male students have in pregnancy and parenting?
b) What is the rate of abortion in higher institutions of learning?
c) Are students equipped with adequate knowledge on reproduction to help them falling into the
trap of unplanned pregnancy?

xliii
 REFERENCES
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APPENDICES
Appendix 1: Introductory letter
LILIAN WAMBUI
PO BOX 861-20500,
NAROK, KENYA
TO WHOM IT MAY CONCERN

Dear sir/madam
REF: RESEARCH STUDY
I am degree student pursuing bachelors of Arts social work in Maasai Mara University admission
number SW/024/2014. In partial fulfilment of the requirement to the award of the a degree, I am
required to carry out a research on the “IMPACT OF UNPLANNED PREGNANCY ON
STUDENT’S SOCIAL AND ACADEMIC PERFORMANCE (A CASE STUDY OF MAASAI
MARA UNIVERSITY)”
I kindly request for your assistance by availing your time to respond to the questionnaire. The
information provided will be kept confidential and confined on this academic research only. A
copy of the final report will be availed to you at your request.
Yours faithfully

Lilian Wambui Wamucii

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 Appendix 2: Questionnaire
Section A
GENERAL INFORMATION
1. What is your year of study? (tick where appropriate)
First year [ ] Second year [ ] Third year [ ] Fourth year [ ]
2. What is your current status?
Pregnant [ ]
Breastfeeding [ ]
3. What age bracket do you fall under?
18-20 [ ] 21-22 [ ] 23-25 [ ] above 25 [ ]
4. Which is your place of residence
University hostel [ ]
Rental house [ ]
5. Which is your academic school?
Arts and social sciences [ ]
Business and economics [ ]
Science & information sciences [ ]
Tourism and Natural resource management [ ]
Education [ ]

Section B
CHALLENGES EXPERIENCED DURING PREGNANCY AND NURSING
1. What pregnancy related problems did you experience that affected your normal learning
programs?
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2. Was your social life different in any way?

YES [ ] NO [ ]
3. If your answer above was YES, explain
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4. Has your education been affected in any way? How?
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SECTION C: COPING MECHANISM

1. How did you manage to balance between class work and pregnancy or nursing?
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Section D
UNIVERSITY PROGRAMS AND POLICIES
1. Does the university have programs that make pregnant student’s life more bearable?
YES [ ] NO [ ]
If YES name them
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 ---------------------------------------------------------------------------------------------------------------------
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2. Where did you attend your pregnancy and maternal clinics?
University’s health unit [ ]
Narok district hospital [ ]
Private clinic [ ]
3. If you attended clinics at the university health unit, would you regard the services as quality?
Explain
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xlix
Appendix 3: Budget
ITEMS/ ACTIVITY COST
Typing and printing 2,200
Spiral binding 100
Stationary materials 1,000
Transport: 500
Browsing 1,000
Data collection 3,500
TOTAL 8,500

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Appendix 4: Plan of action
Period Activity
January Proposal writing
February Data collection
March Data presentation, analysis and conclusion

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