Influence Of Teenage Sexual Behaviour On Academic Performance Among Public Secondary School Students In Bungoma South Sub-County, Kenya

ABSTRACT

Sexual activities among adolescents have been reported to be on the increase. The trend

across the world shows that many adolescents are initiating sexual activity from as early

as 10 years with many disastrous effects on their lives, health and education. These

behaviors predispose teenagers to academic risks by reducing their motivation to learn, as

well as their feeling of connectedness to academic performance. The purpose of the

study was to investigate the influence of teenage sexual behavior on academic

performance among public secondary school students in Bungoma South Sub-County,

Kenya. The objectives of the study were to: establish the influence of teenage

homosexuality, heterosexuality, contraceptive use and guidance and counseling programs

on academic performance of secondary school students. The Social Cognitive Theory and

Social Learning theories developed by Albert Bandura guided the study. Descriptive

survey and correlational research designs were used. The study population comprised

3,774 form 3 students, 52 Deputy Head teachers and 52 Guidance and Counseling

teachers in public secondary schools in Bungoma South Sub-County. Data was collected

using questionnaires, interview schedules and Focus Group Discussions. The instruments

were validated by supervisors and research experts‘ opinion and were adjusted based on

their recommendations. The reliability coefficient of the instruments was set at .70 and

.829 was achieved from the piloted set of tools. Both descriptive and inferential methods

of data analysis were employed. In descriptive analysis, mean, frequencies and

percentages were used while in inferential statistics; Pearson‘s r was employed to test the

significance of hypotheses. Findings of the study were analysed using descriptive and

inferential statistics. Findings indicate a slight positive correlation between teenage

homosexual behaviour and academic performance, which was statistically significant (r =

.189, n = 384, p = .01). There was low significant positive relationship between risks

associated with teenage homosexual behaviour and academic performance among the

learners. Moreover, results show negative relationship between teen heterosexuality and

academic performance (r = -.703**, p